Othello Essays (777 words) - Othello, Iago, Brabantio,

Othello Language Task: Show how Othello`s language reflects the change in the mood between the early part of the play (act I) and act III scene III (line 334, end, and the death scene). Intro: Othello is the story of an African general who falls in love with a rich Venetian nobleman's Daughter, to wed her, but after a short while things aren't all what they seem. When lieutenant Iago puts his foot in it and stirs up relationships to degenerate general Othello out of jealousy. Othello loses it and thing's go very downhill. Act I scene II: In this part of the play it does not seem as though Othello is a man who likes trouble within his environment unless on the battleground. He likes to keep an idyllic situation, quote "Tis better as it is" (Othello at the start of the play ) he uses short and simple language. Next Othello says, "let him do his spite, my services which I have done my signiory" He is telling Brabantio to say what he wants as the council will never put me away for the services I have done for this country. Othello knows he's in control, he shows this by using words like Stuff, I lack,......service, Yerked, Magnifico, Give him cable, etc. The first impressions of Othello are: YEAH, THIS GUY KNOWS, WHAT HES DOING FOR SURE, as he is a fluent speaker, good with words and very highly confident. He shows his confidence when he speaks quote "My parts, my title, and my perfect soul shall manifest me rightly", -he is trying to say I know what I am doing, and what I am doing is right. "My life upon her faith", -Again confidence. Desdemona will not say a word against my actions or me. He has exact control of all situations and conversations. We can see all this observing his general code of language and his behaviour when in difficult situations. In his second quote he says to Brabantio that, you can say what you want, I shall allow you, as I knows that I will not go to jail as I have done too much for Venice. (Again confidence). When the council is questioning him, he manages to sweet talk his way out of it by using the tone of his voice (calm and gentle) and words like, Most reverend signiores etc. "But I love thee gentle Desdemona" Is his next quote to the council. His vocabulary is very big and he thoroughly has control of his sentences and actions. Othello starts off with his characteristic dignified idiom but due to a man, whose every utterance is deception, who takes Othello into false words to change the identities of his loved ones to be his worst enemies, Othello degenerates to become a psycho. Othello first uses the power of his speech (to show his position), to create his image, but then falls to be, in a way, a psychiatric (false), villain, who kills his friends, and his only family. Iago does not show his opposition to Othello but does always create a yes sir, yes sir, three bags full sir atmosphere when around him. (False friendship). Othello often uses colourful words in sound and in his speech (e.g.; - Keep up your bright swords, for the due will"...shows he is also a powerful speaker. Othello never steps out the soldier image and he always keeps precise speech, sincerity and devotion to his job. Even in his fall he stays a soldier- "Damn her, lewd minx! Oh damn her, damn her (three times), come, go with me apart, will withdraw, to furnish me with some swift means of death, for the fair devil, now art though my lieutenant". Towards the end of the play, Othello begins to lose his powerful speech in himself, as he is not so confident. What Iago says about Desdemona and Cassio, he starts to believe, but then he is unsure of it, he even loses it physically, where starts to have eppiliptical fits. In and around act III scene III Othello begins to lose his self-confidence, where he begins to see his wife and himself through Iago's eyes. He also begins to corrupt himself because of Iago's characteristic expression. His style begins to break down, and he begins to get very agitated. Othello starts to repeat his words three times just to establish himself. When he talks of his wife he uses words such as pish, nose, ears, lips, its possible, confess, handkerchief, oh devil. These words

What Is the Advanced International Certificate of Education (AICE)

What Is the Advanced International Certificate of Education (AICE) SAT / ACT Prep Online Guides and Tips For students looking for a more challenging high school experience or for a chance to earn college credit, many high schools offer advanced college-level programs. The newest one of these is the Cambridge AICE, an international diploma program created via the University of Cambridge in England. Curious about whether this program is right for you? In this article, I'll explain the AICE approach, the coursework necessary to get the diploma, and how it compares to AP and IB classes. What Is the Cambridge AICE? AICE, which stands for Advanced International Certificate of Educationand is pronounced like the word "ace," is aset of challenging college-level classes forhigh school students. It was developed by Cambridge Assessment, a non-profit, non-teaching department of the University of Cambridge in England. Like theAP and IB programs, AICE was designed to give students the option to pursue a more rigorous and ambitiouscurriculumby teaching youkey skills to succeed in college-level work.At the same time, AICE classes and the diploma structure are flexible enough to let students tailor the coursework to their specific interests and strengths. Besides the academic and intellectual appeal of learning in greater depth, AICE lets you earn an advanced diploma toboost your college application. Italso has the potential toget you college credit or let you place out of intro courses once you're a freshman. However, because it is still a newer program, not all colleges viewAICE classes in the same way they do AP classes. You can use the Cambridge Assessments lookup tool tocheck whether your target college accepts AICE. Where Is AICE Offered? Currentlyin the US, AICE is primarily offered in Florida high schools,though there are several other schools offering the diploma scattered throughout the country. In Canada, AICE is only available in Toronto, but there are schools affiliated with AICE throughout the world, primarily in Great Britain. If you’re looking for a school that offers the AICE diploma, you can useCambridge Assessment’s lookup tool to find high schools around you. The Financial Benefits of AICE On top of its emphasis on flexible class offerings and its potential to strengthen your college application, AICE has several financial benefits as well. For one, AICE classes and exams are free for students- your school pays all the fees for this program! For students in Florida, an AICE Diploma is a great way to secure some money for college.If you've earned the diploma and completed 100 hours of community service, you will automatically qualify for the Florida Academic Scholars Award viathe Florida Bright Futures Scholarship Program. But you don't need to earn the AICE diploma to get this scholarship. Some combinations of AICE coursework, community service hours, and minimum scores on the SAT/ACT are also ways to win Florida Bright Futures awards. How Do You Enroll in the AICE Program? You can't sign up for AICE on your own but instead mustrely on your school to provide it- the same way your schooleither does or doesn't provide Honors and AP classes. If your school wants to sign up to offer AICE classes to students, your principal or head of school can go tothe website that explains how to have your school join. AICE is not guaranteed to teach you to levitate books, but there's nothing stopping you from using that argument to convince your principal to sign up. How Is AICE Structured? The AICE program is made up of one-year classes called AS Levels, andtwo-year classes called A Levels. AICE classes can be taken individually, or you can take the two-year program and get an AICE diploma. There are some classes that can be started at the AS Level and then extended to the A Level later. What Are the Classes Like? AICE classes put a lot of emphasis on writing, critical thinking, and delving deep into their subjects. AICE classes aren't very rigidly structured, and AICE exams are somewhat modular. This flexibilitygives teachers a lot more room to spend extra time investigating what seems to be interesting to students and leaving out or shortening other course sections. Individual Classes vs Full Diploma With AICE, you get the choice of either taking individual classes from their course menu, or doing the full course of study needed to get the diploma. If you decide to just take individual AICE classes, colleges will treat them just as they do individual AP classes. These courses will add rigor to your transcript, count more in your weighted GPA, and show colleges that you are willing to challenge yourself and are a motivated student. Getting the AICE diploma requires a much bigger investment of time and effort. But, since each class was designed to be part of the program, the skills and knowledge you learn from one class will benefit you in others. Also, the classes are structured to fit together to give you a more rounded perspective on global issues. To get the AICE full diploma, you need toearn seven course credits within a 25-month period (previously thefull diploma only required six credits). One of these seven credits needs to bethe mandatory core class Global Perspectives and Research. Working on the core was mandatory, but Joe couldn't help feeling a little silly digging around inside a giant apple. What Classes Can You Take? If you're going for the full AICE diploma, the one class you will have to take is the Cambridge International AS and A Level Global Perspectives and Research. This class is the core of the program. But don't worry- it's less a content-heavy class and more a skills-building workshop. In Global Perspectives and Research, you first pick three global topics out of 30 options,such as artificial intelligence, international sport, tourism, and many others. Then, you conduct research to examine these topics from different perspectives, such as the economic impact, ethical dilemmas, environmental forecasts, and so on. Finally, you write a paper, take an exam, and do a group project about your research. All the other classes are your choice. These fall into four groups: Group 1: Mathematics and Sciences Group 2: Languages Group 3: Arts and Humanities Group 4: Interdisciplinary In order to earnthe diploma, you'll need at least one credit each fromGroups 1, 2, and 3. You can have at most two credits from Group 4. Other than that, anything goes. For example, if you're a math whiz, you can load up on the Mathematics and Sciences classes, and only take one class from the Languages Group and one from the Arts and Humanities Group. What do you mean, that's an overload of math? There's no such thing as an overload of math! Here are all the available classes in the AICE Diploma program: Group 1: Mathematics and Sciences Group 2: Languages Group 3: Arts and Humanities Group 4: Interdisciplinary and Skills-BasedSubjects Biology Afrikaans Accounting English General Paper Chemistry Arabic Art and Design Global Perspectives and Research Computer Science Chinese Business Thinking Skills Design and Technology English Language Classical Studies Environmental Management French Design and Textiles Further Mathematics German Digital Media and Design Information Technology Hindi Divinity Marine Science Japanese Language Economics Mathematics Language and Literature in English Environmental Management Physical Education Marathi Food Studies Physical Science Portuguese French Literature Physics Spanish Geography Psychology Tamil Hindi Literature Urdu Hinduism History Islamic Studies Language and Literature in English Law Literature in English Media Studies Music Nepal Studies Portuguese Literature Physical Education Psychology Sociology Spanish Literature Travel and Tourism How Does Grading Work? In each class, you'll do a variety of graded work. In addition to final exams, students write essays, create presentations, and do group projects. Most of this work is graded by your teacher, but some of the essays, presentations, and all the exams are sent away to be graded by Cambridge Assessment. In each class, the range of passing grades goes from A* to E. A* is the AICE version of an A+. Getting an E is basically like getting a C in normal US grading, or like getting a 3 on an AP exam. Depending on your individual AICE class grades, your full diploma will be awarded with Distinction, with Merit, or Pass. The more ornate the certificate, the greater the diploma honors. Distinction diplomas come studded with emeralds and feature a gilded background of the full text ofHamlet. Should You Take AICE? If the only advanced curriculum that your school offers is the AICE program, you should definitely sign up for as many courses as you can reasonably handle and do well in. The classes are similar to AP and IB classes in difficulty level, and colleges love seeing transcripts that show your willingness to tackle hard classes and manage a heavier workload. But what if you have to choose between AICE, AP, and IB? I will lay out the pros and cons of each to help you decide. Should You Take AICE or AP? First, let's talk about the differences between theAICE and AP programs. AICE is designed almost in opposition to the way AP classes are structured. The AICE Diploma is a program rather thana random selection of classes. This means that it can offerclasses in niche subjects, such as tourism and marine science, and then fit those classes into an overall globally minded framework. Also, unlike AP classes, which tend to go wide and broad in their subject areas, AICE classes are more narrow and focused. AICE classes stress essay writing and project-based learning over rote memorization and multiple-choice exams. Because of this, teachers can dive deep into details and deemphasize others, depending on student interest. According to some students, this also means that the AICE exams seem easier- as long as you have a well-reasoned, supported argument and can write well, your answers should get a good score. Finally,whereas college credit for AP classes is based on the score you get on the AP exam, college credit for AICE classes is based on passing the exam, not on the specific score you receive. In other words, a 3 on an AP exam probably won't get you college credit in more selective colleges, but an E in an AICE class might. If you have the choice between AP and AICE, pick AP if: You are a very good test taker who does best with fact-based learning You are interested in a subject AP offers and AICE doesn't offer An excellent teacher is teaching the AP level You've already taken the AICE level of a particular class but are now interested in getting a broader overview of the same subject Your target collegesdo not recognize AICE Pick AICE if: You are interested in getting the full diploma You would like to learn about a subject from a global perspective You want toimprove your writing and public-speaking skills You aren't sure you can get a 5 on an AP exam but would like to try for college credit or advanced placement You live in Florida and canbenefit financially from the Bright Futures Scholarship Florida: land of Disney, sea cows, and free college money for good students. Should You Take AICE or IB? The IB and AICE programs are much more similar than they are different in the way they both approach teaching and the curricula of their classes. The main distinguishing characteristic of AICE is that Cambridge Assessments is notably vocal in its concerns abouthomework load, which is something IB doesn't address. AICE homework is designed to maximize yourlearning without unnecessary repetition or busywork. The designers of AICE talk a lot aboutstudentneed to have time for extracurricular activities as well asfamily and social lives. AICE is also more flexible for students who have strengths in certain subject areas. Unlike with the IB program, with AICE you can get the AICE Diploma by taking mostly classes in the subject group where your strengths or interests lie. If you have a choice between IB and AICE, pick IB if: You are interested in a more structuredprogram in which you won't have to design your own course of study An amazing teacher is teaching your school's IB program Your targetcolleges do not recognize AICE Pick AICE if: You'd like more flexibility in designing your own course of study You aren't sure if you want to go for the full diploma and would like the option of taking individual classes You are interested in starting some classes at the one-year AS Level before committing to the two-year A Level You live in Florida and canbenefit financially from the Bright Futures Scholarship Why buy the A-Level cow when you can get the AS-Level milk for free? What’s Next? Did you know that the AP also has a diploma program? Check outour complete guide to AP Capstone anda complete list of the schools that offer it. Interested in learning everything you can about all the different advanced placement options? Readour explanation of the International Baccalaureate. Wondering how all of your advanced placement classes will benefit you once you get to college? We’ve gotthe scoop on how colleges treat AP credits. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

History Essay Example | Topics and Well Written Essays - 1000 words - 40

History - Essay Example pite the English colonies not having representatives in parliament in England, by the end of seventeenth century all English colonies had some form of representative assembly which more or less resembled the House of Commons in structure and functions. McGeehan and Gall assert that there were four major landmarks that shaped American constitutional government: Magna carter (1215), Bill of Rights (1689), Common law and Bicameral legislature (3). The kings in England used to have absolute authority over subjects but the Magna carter made them subject to law giving parliament power over tax levies. To tame the powers of the King, it was necessary to establish Representative governments whereby the people had a say in governance. Such governments were thus vital to colonies in attracting investors. The Bill of Rights in 1689 limited the power of kings and queens further as it disallowed interference with parliamentary elections and debates and kings could not suspend laws or levy taxes without parliament consent. On the other hand, rights developed from common law protected citizens from tyrannical governments. England had a bicameral legislature comprising House of Lords comprising clergy and nobility and House of Commons for wealthy middle class. This was the method adopted by English colonists. Before settlement therefore, the colonists had the idea of a limited government (McGeehan & Gall 3-5). The colonists in New World wanted a government where people were first thus the establishment of representative governments with Virginia being the first to establish the House of Burgesses in 1619 (Ushistory.org). Other colonists followed by establishing assemblies. For example, Plymouth had the Mayflower Compact, Massachusetts had the General Court, Connecticut had Fundamental Orders of Government while Rhode Island operated on principle of separation of church and state (McGeehan & Gall 3-5). Colonies were headed by governor and council who had executive powers of

Annotated bibliography Example | Topics and Well Written Essays - 250 words - 9

Annotated Bibliography Example so as to promote safe drinking habits among the young adults and also to respect the law that acknowledges their ability to make informed decisions for themselves. Messite, Z. â€Å"It’s Time to Lower the Drinking Age.† Journal Sentinel. 14 Aug. 2014. Web. 13 Oct. 2014. http://www.jsonline.com/news/opinion/its-time-to-lower-the-drinking-age-b99330490z1-271316611.html Appreciating that college and university students aged between 18 and 22 engage in alcohol consumption, occasionally to excess, this article argues for recognition of those that are 18 and above as adults by the laws governing alcohol consumption. Since the society and law consider anybody aged 18 and above as a responsible adult, it would be in order to lower the drinking age to 18 so as to give such persons the right to buy and drink alcohol. This would deter the habit of drinking in secret among such persons thus curbing the commonly reported cases of fatal injuries due to falls, abhorrent sexual behaviors, alcohol poisoning and binge consumption among many other bad

Domestic Violence in Kenya

Domestic Violence in Kenya Domestic violence is a problem that is rampant in most parts of the world especially in Africa. There is no standard definition of domestic violence in Kenya maybe because there are no express laws on the same. However several scholars have attempted to define domestic violence. The term violence against women means any act of gender based violence that results in or is likely to result in or is likely to result in physical, sexual, or psychological harm or suffering to women including threats of such acts coercion or arbitrary deprivation of liberty whether occurring in public or private life  [1]. FIDA (K) in the 1998 annual report on the legal status of women in Kenya states, physical abuse or battery consists of a wide range of activities. It can involve pushing, grabbing, scratching, slapping, hitting, punching, chocking, kicking, kneeing, sitting and standing on, burning, drowning, hair-pulling, arm-twisting, hanging by neck and arms or feet, handcuffing, biting or throwing, tying up with rope, clawing or scratching, locking one out of the home, driving recklessly while one is in the car, throwing objects, threatening to hurt with weapons such as knife or a gun, abandoning in dangerous places, refusing to help when one is pregnant , injured, or sick.  [2]  There is no clear definition of the crime and the present laws need to be amended to provide for the crime. For purposes of this project domestic violence against women includes any act to any woman or girl by an intimate partner that is physical in nature and likely to cause her physical injury and harm and this includes hitting, battering ,shoving and pushing, kicking, chocking among others. Background The problem of domestic violence can be traced in the Kenyan traditional system which is patriarchal in nature. In the Kenyan traditional setting a man was recognized as the head of the house hold and subsequently had powers to chastise the wife and children. A woman was seen as a lesser being and was therefore submissive to the husband and in some cultures it was even any man. Some scholars have done extensive research on domestic violence and their works have established that domestic violence is so rampant and is affecting many peoples lives and therefore laws needs to be amended and new laws made. Violence against women is both a historical and cultural phenomenon and a reality which has permeated all sectors of Kenyan society as a result of unequal treatment of women and men.  [3]  This shows that the historic and cultural aspects are the major pioneers of this problem. Wife beating is fairly prevalent in Kenya. The continuation of this practice maybe attributable to the fac t that every regime of customary law in Kenya, grants husbands the right to chastise their wives for misconduct. Under Kenyan customary laws only unjustified or excessive beating by the husband would be sufficient ground for divorce or for the wife to return to her family.  [4]  The only reason that would cause a wife to return would be excessive beating; there is no provision as to what would amount to excessive chastise. Violence against women is a manifestation of the historically unequal power relations between men and women which have led to domination over and discrimination against women by men and to the prevention of womens full advancement. Violence against women throughout the lifecycle derives essentially from cultural patterns in particular the harmful effects s of certain traditional or customary practices and all acts of extremism linked to race sex language or religion that perpetuate the lower status accorded to women in the family, the workplace, the community and society. Violence against women is exacerbated by social pressures, notably the shame of denouncing certain acts that have been perpetrated against women, failure to reform existing laws, inadequate efforts on the part of public authorities to promote awareness of and enforce existing laws and the absence of educational and other means to address the causes and consequences of violence.  [5]   Domestic violence is a widespread problem in the whole country and affects women from all classes and age. Violence cuts across all classes of women in this country: rich and poor, educated and illiterate, employed and unemployed, in urban and rural areas and in all ethnic communities.  [6]  It does not therefore mean that its a problem of a section of women but it affects all. This increases the magnitude since women are more than the men in this country. From the scholars we can appreciate that the problem of domestic violence against women is prevalent and it has its roots from cultural practice and would perhaps explain why its so common. The government made an attempt to address some of this problem in 1966 by setting up a commission to work on the law of marriage and divorce whose terms of reference included among other things the status of women in the society the commission found out that wife battery was pertinent to the issue of status of women in the society. After examining it the commission proposed a bill to criminalize wife battery but due to the dominated male parliament the bill was rejected and the parliament justified the practice of wife chastise as an inherent traditional right of an African man. A woman who has been battered can only seek redress for assault provided for in section 250-253 of the penal code.  [7]  In worse cases which result in death the perpetrator of the crime is charged with murder and mostly reduced to manslaughter which has a lighter sentence. From then, women in human rights organizations and in parliament have tried making several bills but none has succeeded so far. The two major bills on domestic violence against women were: national council for gender development bill 1999 and domestic violence (family protection) bill 1999. Here is a summary of what they entailed; National Council for Gender Development Bill 1999 This bill sought to establish a council to ensure gender mainstreaming in national development policies, initiate legal reforms on issues affecting women , and formulate programs on gender development and to prepare reports on Kenyas international obligations regarding women among other things. With regard to violence against women it could have pushed for Kenyas adherence to its international obligations to eliminate both discrimination and domestic violence against women. Domestic Violence (Family Protection) Bill 1999 This bill sought to provide for the grant, enforcement and variation of court orders for protection from domestic violence. In this bill the definition of a spouse encompasses persons living together who may not necessarily be legally married ensuring that women in cohabitation situation are protected from violence. The bill also provides for issuance of protection orders for victims of domestic violence. From this we can see that Kenya has gone a long way to ensure domestic violence is reduced but still the parliament is dominated by male members who are not ready to make the necessary reforms. Several statistics have been conducted by organizations and individuals to show the seriousness of the problem. According to Kenya demographic and health survey (KDHS) 2003, one out of every four women experience violence from husbands with 40% experiencing physical violence and 16% sexual violence.  [8]  From this statistics its clear that physical violence against women is more prevalent than any other type. In the innocenti digest no. 6 of 2000 by UNICEF 20 TO 50% of women are battered in every country worldwide 46% 0f 612 women surveyed in one district in Kenya reported of having been beaten by a partner of those 58%reported that they were beaten often or sometimes.  [9]  This statistics also show the explicitness of the problem and shows that it needs urgent attention. Research questions A big question to consider would be why is domestic violence so prevalent? It is clear that domestic violence is so rampant. This research will endeavor to establish why domestic violence against women is so prevalent Is it because there is a lacuna in law that leads to continued domestic violence against women? The research will seek to establish whether the lacuna in law is the cause of domestic violence against women. What can be done to benefit victims of domestic violence as well as curb its use in the future? The research will have conclusive findings and will make recommendations on the laws that need amends and new laws that need to be established to curb domestic violence against women. Presumptions Domestic violence against women is prevalent because of the lacuna in law. The male dominated parliament is the main cause of the lacuna in law since the men still acknowledge customary law which allows for chastisement of women. The constitution, to which all laws are subject to allows for use of customary law in civil cases. Limitations in the study I am limited only to tackle the legal part yet this problem has both legal and social aspects. I am limited in research since am supposed to handle mainly the Kenyan situation. Since there is inadequacy in law my research will be limited only to the few provisions in Kenyan laws which provide for the crime impliedly. Research methodology I will use both primary and secondary data. Primary data will include issuing of questionnaires to the affected members of the society; I will make observations especially to the affected women. I intend to conduct interviews in various institutes like federation for women lawyers (FIDA), coalition on violence against women among others and individuals who may have authority on domestic violence against women in Kenya especially the human rights activists. Further I will conduct interviews on the victims of domestic violence Secondary sources include textbooks and journals which have specialized on domestic violence against women, declarations, treaties, and the various statutes on substantive and procedural law, judicial authorities which cover for the crime of domestic violence as assault, bills of parliament which were not passed into law and the ones which are being debated on. The internet will also be a major source of my research. Literature review Although various organizations and individuals have focused considerable attention and effort on the subject of domestic violence against women, an in-depth study on the issue particularly dealing with the situation in Kenya need to be done, this is mainly so because most scholars seem to dwell more on the social aspect of the problem rather than the legal aspect of it. Empathy and sympathy cannot solve the problem alone, legal mechanisms have to be put in place to eliminate this problem. There are also no clear ways on which the perpetrators of the crime are to be punished. In its annual reports of 1997 and 1998 FIDA (K) observed the current situation of women in Kenya in terms of family issues. According to them women in the privacy of their homes are subjected to shockingly savage acts of violence which need to be addressed urgently. They have however not provided for the specific laws to be amended and the new law to be enacted. They have mostly dwelled on the social aspects and recommendations probably leaving out the most important aspect which is the legal aspect. Dr. Jacinta Muteshi in her book mapping best practices promoting gender equality and the advancement of Kenyan women highlights the problem of domestic violence however she has failed to bring out what constitutes to the crime of domestic violence against women. Without defining a crime it would be very hard or even impossible to come up with the perpetrators and the punishment for the same. In the book Kenyan country gender profile domestic violence against women has been highlighted as a problem that is both historical and cultural. The author tries to show the seriousness of the problem yet its being taken too lightly. The author has dwelled so much on the social aspects and has not mentioned anywhere what could be done to amend the laws or to draft others. He has not highlighted the legal status of the crime which is very important if this problem of domestic violence against women is to be addressed. In the Beijing declaration and the platform for action.  [10]  This journal provides mostly for the consequences of violence against women in a broader sense including situations of armed conflict. The journal dwells so much on the groups of women who are vulnerable who include refugee women, women migrants, destitute women, the elderly, women with disabilities etc. the author did not put into consideration the welfare of women in normal intimate relationships who suffer silently. However the journal has many recommendations which can help reduce or curb the problem of domestic violence against women. The recommendations can only be helpful if they are incorporated to Kenyan laws. In the book women of the world: laws and policies affecting their reproductive lives the author portrays the problem to be customary based and thats why it has strived mostly because the constitution of Kenya allow for use of customary laws. The author does not seek to address the problem in fact she just mentions the problem and leaves it at that. The convention on the elimination of all forms of violence against women (COVAW) which is the most extensive instrument dealing exclusively with the rights of women is an international instrument that Kenya is subject to. Although Kenya has ratified this instrument, its provisions are not applied in Kenyan courts in practice. The provisions are therefore not helpful in anyway unless the judiciary would apply its provision in our courts in practice. Kenyan statutes which provide for the crime of domestic violence against women provides for use of customary law in Kenyan courts so long as they are not repugnant to justice and morality gives room for broad interpretation which could lead to tolerating the crime to some extent. The penal code cap 63 laws of Kenya, provides for the crime of assault that shoulders domestic violence against women. This act should provide expressly for the crime this is because many perpetrators get a light sentence or worse go free which makes it hard to curb the crime. The criminal procedure code cap 75 laws of Kenya which provides for the procedure of arrest, search and sentencing of a suspect. The procedure is complex and complicated and has a lot of loopholes that lead to perpetrators to go free. The civil procedure act cap21 of the laws of Kenya which provides for rules in seeking legal redress in civil court for compensation for acts of domestic violence against women. The rules provide for comp lex procedures that delay justice and cause many cases to be struck out on technical grounds. The evidence Ac  [11]  t in sections 107-109 provide that the burden of proof is borne by the prosecution most of who are incompetent and its male dominated leading to acquittal of perpetrators for lack of evidence beyond reasonable doubt. I however agree with the annual FIDA(K) reports on the family issues affecting the lives of women. Their recommendations can only be useful only if they are put into law. The various international agreements have good provisions but can only be useful if they are incorporated in the Kenyan laws to be used by the domestic courts. Chapter breakdown My research project will have four chapters which include; Chapter 1: introduction This will include the sneak preview of the topic of domestic violence, the background, the hypothesis and objectives of the study Chapter 2: international standards that are set on the problem of domestic violence This will include analyzing the various laws especially the international standards present that provide for domestic violence against women. Take a case study on a state where domestic violence has been provided for in the laws and done away with successfully. Use and quote works of philosophers who have shunned domestic violence against women. Chapter 3: Kenyan situation Here I will critically analyze the situation of domestic violence against women in Kenya, the magnitude of the problem and what has been done or what is being done to eliminate this problem. Chapter 4: Recommendations This will include various suggestions of amendments that need to be made to eliminate the problem of domestic violence against women. The recommendations will be strictly legal based.

The National Forest Management Act

Writing Assignment Resource Management Policy The National Forest Management Act (NFMA) of 1976 is a federal law that reorganized, expanded and amended the Forest and Rangeland Renewable Resources Planning Act of 1974, which called for the management of renewable resources on national forest lands. The National Forest Management Act requires the Secretary of Agriculture to assess forest lands, develop a management program based on multiple-use, sustained-yield principles, and implement a resource management plan for each unit of the National Forest System.It is the primary statute governing the administration of national forests. The NFMA had a particular focus in regulating when, where, and how much timber could be harvested and in requiring public involvement in preparing and revising the plans. In 1982 the NFMA published the Planning Regulations, a process that planned to integrate the many interests concerning the forests. There are ten major steps to this process.Identify issues , concerns, and opportunities (ICOs); Develop planning criteria; Collect data and information necessary to address ICOs; Analyze the management situation (AMS); Formulate a broad range of alternatives including a ‘no action, alternative; Estimate the effects of each alternative on the environment, the economy, and society; Evaluate alternatives by comparing how well each resolves the ICOs; Select a preferred alternative; Implement the plan by updating all uses of the forest into conformity of the forest plan; and monitor and evaluate the plan by comparing the actual biological effects of the plan to the projections.The NFMA has started many legal suits regarding the degree of involvement required by both the forest service and the public, but the most famous was the Ohio Forestry Association v. Sierra Club. The Sierra Club claimed that the logging practices allowed in the Wayne National Forest in Southeast Ohio were unlawful under NFMA because the Act requires ongoing input an d management from the Forest Service.The Court rejected the claims of the Sierra Club and stated the Forest Service is not an agency required to perform ongoing action or involvement in the forest plans. BIBLIOGRAPHY: * Pegg, J. r. â€Å"Bush Converts National Forest Management to Corporate Model. †Ã‚  Environment News Service. Web. 14 Nov. 2011. ;http://www. ens-newswire. com/ens/dec2004/2004-12-23-10. html;. * â€Å"National Forest Management Act of 1976. †Ã‚  Wikipedia, the Free Encyclopedia. Web. 14 Nov. 2011. ;http://en. wikipedia. org/wiki/National_Forest_Management_Act_of_1976;.

Resotech Inc.

Resotech Inc. Time is a critical strategic challenge. For example, assume you are a customer being interested in a particular product. This product is very expensive and long lasting. It’s capacity is more than you need. Once you’ve bought it, you can use it for decades. Even product improvements and new versions would only rarely make you buying a new one, simply because they’re incredible expensive. A secondary market to sell the product might exist, but anyway you’d have to sell it at a discount due to technology improvements.The main question for you as a consumer is the following: How many products do you buy? The answer is simple: One. What does that mean for companies offering solely such a product? If a customer buys a particular product only once and stays with it, only one company can serve this customer. The company, that first sells to him or her, wins. The competitors have no chance to convince the customer to switch or to buy the next time fr om them, since there is no next time. This reveals our strategic challenge: Time. If a company is the first launching a product, it has a first-mover-advantage.If a company is second, a part of the market is already served, hence, the total demand and the maximum revenues decreased. How can companies be successful in such an environment? There’s only one way: Be the first! Either because there’s no follower (you’re a monopolist), or because you launch the product earlier than your competitors do. This implies for any company that whatever it does, it must ensure that the product is launched before the competitors launch their products (staying out of the market is no option since it’s the company’s only product).This brings us to the question of available resources. How many resources you have to invest to be the first mainly depends on how many resources your competitor’s are investing. Moreover, if they suddenly increase their investments trying to outpace you, you should be able to react. What does that mean for Resotech Inc.? The company is known for its amazing quality. The products are of superior technology and benefit from a â€Å"Rolls-Royce† image. This implies that a lot of time must be spent on R&D for developing a mobile scanner of such a quality.Delivery delays are possible, or even probable, as it were the case for the RS-1000. Moreover, the development might also lead to a delay of the RS-2000 due to limited R&D resources. And what if the competitors enter the market as well? One can argue that Resotech might be able to discourage other companies to enter the mobile market once they committed themselves. However, this is unlikely for two reasons: First, Resotech is a relatively small company. Larger companies such as GE, Siemens, and Picker will probably have a shorter product development cycles due to their huge financial reserves and experience.Second, Resotech aims for high quality products. C ompetitors are able to produce less advanced scanners and enter the market first. In contrast, this is no option for Resotech. Moreover, Resotech would have to acquire new personnel first. To summarize, Resotech could sell 25 units. However, there’s a risk that Resotech is not able to stick to its delivery schedule, since the development of a mobile product is â€Å"not a piece of cake†. This may result in penalties. Additionally, if we try to stick to the schedule with a less advanced product, we will damage our image as quality leader.Moreover, what if 25 units are not enough to break even and another competitor has already entered the market? If Resotech accepts the offer, it won’t have any spare resources to accelerate R&D to outpace potential entrants. On top of that, we put the RS-2000 at a risk of being launched too late, since we might face a shortage of R&D capacity for both products. Therefore, from a time point of view, I recommend to decline the offe r. Thereby we can focus on the RS-2000 and launch it earlier. Declining would be less risky, but maybe less profitable. It’s the safe way.