Domestic Violence in the Lives of Women

Heise, L.L. (1998). Violence against women: An integrated, ecological framework.  Sage Journals Online,  4, 262–290. This paper by Heise explains details the causes of domestic violence and classifies them as individual, relationship, community or society influences. She proceeds to illustrate how these determinants are interlinked and how they work together in the influence of domestic violence.Advertising We will write a custom annotated bibliography sample on Domestic Violence in the Lives of Women specifically for you for only $16.05 $11/page Learn More She gives particular focus on the social and traditional aspects of the community that heavily contribute to the eruption and sustenance of violence against women in households. She also clearly demonstrates using facts and figures how the economic status of both women and men contribute to this vice. Pourreza, A.,  Batebi, A., Moussavi, P. (2004). A survey about knowledge and attitudes of people towards violence against women in community family settings.  Iranian Public Health Journal,  33(2), 33–37. This report clearly illustrates the magnitude of violence against women especially in developing nations. The influence of religion and extreme cultural practices has been properly covered as an aspect of gender based violence. The report uses empirical data collected directed from affected households as well as from the communities in which these households are entrenched. The strongpoint of this report is that it clearly illustrates the genesis of domestic  violence and shows how members of society in marginalized societies contribute to this vicious cycle. It also demonstrates how ignorance and lack of knowledge by both men and women (where rights of women are concerned) plays a vital part in the sustenance of domestic violence. Renzetti, C., Bergen, R.K. (2005).  Violence against women.  Maryland, MD: Rowman and Littlefield Publishers. Claire Re nzetti and Raquel Bergen clearly detail the various reasons that lead to the emergence of violence against women and give an explanation of why it has come to be regarded as a social problem. In the part 1 of the book, Renzetti and Bergen explain the various manifestations of violence against women. Part 2 of the book which has actually been one of the most useful references for this report is an explanation of institutional responses to violence against women. This book was very ideal for the topic because it presents well researched statistical data and the examples used are from a real life perspective. Steinmetz, S.K., Straus M.A. (Eds.). (1974).  Violence in the family. New York, NY: Harper Row. In this book, the causes of violence in the family and particularly gender based violence have been critically highlighted. Various incidents have been used to illustrate and support the causes detailed in the book. The book is properly  detailed and has a chapter dedicated to civ il and criminal liability in assaults against women. Even more incisive is the fact that the authors clearly show why households in low economic areas are more vulnerable to such acts of violence than those in wealthier neighborhoods. Tolman, R.T., Rosen, D. (2001). Domestic violence in the lives of women receiving welfare: Mental health, substance dependence, and economic well-being.  Sage journals online,  7, 141–158. In this document Tolman and Rosen argue the case of violence against women from the perspective of low income earners. They demonstrate the causes of domestic violence and clearly show how the threat of violence influences the decisions that affected women make.Advertising Looking for annotated bibliography on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This paper extensively focuses on economic status as a determinant of domestic violence and subjectively link the two aspects of society togeth er. The impact of gender based violence on the well being of the women at the receiving end has been critically highlighted and the writers quote fact and figures to support the points they make. References Heise, L.L. (1998). Violence against women: An integrated, ecological framework.  Sage Journals Online,  4, 262–290. Pourreza, A.,  Batebi, A., Moussavi, P. (2004). A survey about knowledge and attitudes of people towards violence against women in community family settings.  Iranian Public Health Journal,  33(2), 33–37. Renzetti, C., Bergen, R.K. (2005).  Violence against women.  Maryland, MD: Rowman and Littlefield Publishers. Steinmetz, S.K., Straus M.A. (Eds.). (1974).  Violence in the family. New York, NY: Harper Row. Tolman, R.T., Rosen, D. (2001). Domestic violence in the lives of women receiving welfare: Mental health, substance dependence, and economic well-being.  Sage journals online,  7, 141–158. This annotated bibliography on Domestic Violence in the Lives of Women was written and submitted by user Isabell Wilkinson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Mesopotamia And Egypt

Mesopotamia and Egypt Civilization The two earliest settlements and ways of life were the Egyptians and the Mesopotamians. The geographical, environmental, and political conditions, and their religious beliefs and laws, are believed to have been the by-product of the conditions under which both great civilizations developed. The geographical and environmental condition of Mesopotamia and Egypt affects how they were civilized. Mesopotamia is the name that means between the rivers (pg.8). Two rivers, the Tigris River, and Euphrates River surround Mesopotamia (Pg 8). The land of Mesopotamia is flat and plain. â€Å"The upland region of the north receives most of the rainfall, but the soil is th8in and poor. In the south the soil is fertile, but rainfall is almost nonexistent.† The Mesopotamians settled south part of Mesopotamia because of the fertile soil there and the water resource from the river provided a better agriculture. Egypt is also referred to as â€Å"The Gift of The Nile†, because the Nile valley has a fertile soil (Pg.14). â€Å"Egypt knew only two environments: the fertile Nile Valley and the vast wastes of Sahara Desert surrounding it†. The Egyptian settled by Nile River because of the fertile soil. The politics and society condition of Mesopotamia and Egypt affected how they were civilized. The land of Mesopotamia was flat and plan so therefore people were afraid to be attacked from outsiders. That’s why the Mesopotamians build wall around their cities. â€Å"Within the walls of the city, men and women developed new technologies and new social and political structures. They created cultural traditions such as writing and literature.† As for Egypt didn’t have to build walled cities because they had a great protection from the Sahara desert (Pg.14). As the cities of Mesopotamia begin to develop, a class of status came with it. The first places were the rulers and kings who were powerful and feared, af... Free Essays on Mesopotamia And Egypt Free Essays on Mesopotamia And Egypt Mesopotamia and Egypt Civilization The two earliest settlements and ways of life were the Egyptians and the Mesopotamians. The geographical, environmental, and political conditions, and their religious beliefs and laws, are believed to have been the by-product of the conditions under which both great civilizations developed. The geographical and environmental condition of Mesopotamia and Egypt affects how they were civilized. Mesopotamia is the name that means between the rivers (pg.8). Two rivers, the Tigris River, and Euphrates River surround Mesopotamia (Pg 8). The land of Mesopotamia is flat and plain. â€Å"The upland region of the north receives most of the rainfall, but the soil is th8in and poor. In the south the soil is fertile, but rainfall is almost nonexistent.† The Mesopotamians settled south part of Mesopotamia because of the fertile soil there and the water resource from the river provided a better agriculture. Egypt is also referred to as â€Å"The Gift of The Nile†, because the Nile valley has a fertile soil (Pg.14). â€Å"Egypt knew only two environments: the fertile Nile Valley and the vast wastes of Sahara Desert surrounding it†. The Egyptian settled by Nile River because of the fertile soil. The politics and society condition of Mesopotamia and Egypt affected how they were civilized. The land of Mesopotamia was flat and plan so therefore people were afraid to be attacked from outsiders. That’s why the Mesopotamians build wall around their cities. â€Å"Within the walls of the city, men and women developed new technologies and new social and political structures. They created cultural traditions such as writing and literature.† As for Egypt didn’t have to build walled cities because they had a great protection from the Sahara desert (Pg.14). As the cities of Mesopotamia begin to develop, a class of status came with it. The first places were the rulers and kings who were powerful and feared, af...

Staistic assignment Example | Topics and Well Written Essays - 1000 words

Staistic - Assignment Example The result revealed that the relationship between the two variables is best determined by linear relationship using following equation: Regression Analysis: Credit Balance($) versus Size The regression equation is Credit Balance($) = 2591 + 403 Size Predictor Coef SE Coef T P Constant 2591.4 195.1 13.29 0.000 Size 403.22 50.95 7.91 0.000 S = 620.162 R-Sq = 56.6% R-Sq(adj) = 55.7% Analysis of Variance Source DF SS MS F P Regression 1 24092210 24092210 62.64 0.000 Residual Error 48 18460853 384601 Total 49 42553062 Unusual Observations Credit Obs Size Balance($) Fit SE Fit Residual St Resid 5 2.00 1864.0 3397.9 113.7 -1533.9 -2.52R R denotes an observation with a large standardized residual. From the regression analysis above, we can see that there is a linear positive relationship between the two variables, which means as the number of people in the house increase, the credit balance also increases. Minitab results for regression indicate a factor DF, which stands for degree of freedo m. The DF for a variable is calculated by one less than the number of group levels. Similarly, degree of freedom for error is calculated by subtracting number of group levels from sample size; whereas, degree of freedom for total is calculated by sample size minus 1. ... The sum of squares (SS) are calculated using the sum of Y’s and X’s. MS is called Measure Square of the Error and is calculated by F-test in Analysis of Variance. It is a ratio of variability between groups compared to variability within the groups. If the ratio is large then the p-value would be small indicating a statistically significant result. F-test is at least 1 indicating a non-negative number. In our case it is 62.64 which considerably high thus showing a p-value less than our level of significance i.e., 0.05. Also p-value is the probability of being greater than F value or simply the area to the right of F value. . P-value of 0.000 in Analysis of Variance and 0.026 in Sequential Analysis of Variance (for Quadratic Polynomial fit) are both less than our significance level of ? = 0.05. Further, R-Square value of 56.6% suggest that the model fits well with the actual data and there is relatively a strong relationship between the two variables. 3. Coefficient of C orrelation A correlation coefficient referred to as Pearson Product-Moment Correlation Coefficient is used to measure the strength of linear relationship between the two variables. The value of the coefficient is influenced by the distribution of the independent variable. Next correlation between Credit Balance and Size was determined using Pearson’s coefficient of Correlation as shown below: Correlations: Credit Balance, Size Pearson correlation of Credit Balance and Size = 0.752 P-Value = 0.000 The Pearson Correlation value of 0.752 indicated that there existed a strong relationship between the two variables since Statisticshowto.com (2009) suggests High correlation: 0.5 to 1.0 or -0.5 to -1.0 Medium correlation: 0.3 to 0.5

Australia's population is ageing which will seriously affect the Essay

Australia's population is ageing which will seriously affect the future of the country. Do you agree - Essay Example The population of Australia has a very less proportion of people aged 65 years and above. Out of the total population, only 23% fall in this particular age group. Several researchers have discussed about the problems that would arise in future in Australia due to ageing population (Walker, 1998). A lot of initiatives have been adopted by the Australian government with the target of lessening the augmented healthcare costs linked with the ageing population in Australia (Walker, 1997). Thesis Statement Based on the aforesaid issue, the assignment intends to study about the growing issues of ageing population in Australia. It is often observed that this particular issue impose adverse impact upon political along with economic conditions of the nation. The paper attempted to reveal the causes and the effects of this growing issue in the country. The main objective of this assignment is to justify whether the ageing population would affect the future of the nation or not. ... The government is adopting along with executing several measures and brought about numerous changes in its tax system in order to help the Australian families. It is also looking after the improvement of the assistance provided to the families so as to balance between their responsibilities towards family and their work. The other vital cause is the long life expectancy of the people in Australia. The life expectancy in the year 1960 was 68 years but it has grown to 78 years by the year 2004 (Commonwealth of Australia, 2004). The government of Australia observed that the number of immigrants must be increased to maintain the present age structure. It has been argued that this solution might not eradicate the problem of ageing but certain benefits can be reaped from it. In this regard, one of the benefits can be regarded as declined labour supply growth (Committee for Economic Development of Australia, 2004). It has been viewed that the growing Australia’s ageing population cre ates effect on labour force partaking rate. The Australian government is facing a problem in the falling employment rate due to the growth of ageing population (Commonwealth of Australia, 2005). The country seems to face more challenges in the field of ageing as it is regarded as one of the nations having lowest population. The Australian Bureau of Statistics has estimated that by the year 2056, the median age might have a rapid increase in the nation. Thus, the ageing population has become quite a challenging factor for the nation affecting its economy at large. In response, the Australian government is adopting and executing certain effective measures to mitigate the problem or the issue. Effects of Ageing In Future The growing ageing

Cognitive and Language Development Essay Example | Topics and Well Written Essays - 500 words

Cognitive and Language Development - Essay Example (Jumpstart Tulsa, 2009). Although the lower portion of the brain is well developed at birth to support a child's initial survival, the upper portion is not. This portion contains a brain structure called the cerebral cortex which is responsible for human attributes such as memory, attention, perceptual awareness, thought, language, and consciousness. Synaptic connections in the cerebral cortex are developed and peaks during elementary school age. Beginning middle school age to adolescence, the number of synapses decline to adult levels (Zero to Three, 2009). According to B.F. Skinner, the father of behaviorism, language is learned through reinforcement and imitation. According to the behaviorist theory, like any other behavior, language has to be taught and positively reinforced otherwise, it cannot be learned. This theory is not widely accepted because it does not consider the biological aspects of language acquisition. According to Chomsky and his nativist theory, children have an innate language acquisition device and that it is in their nature to learn a language because of the presence of language areas in the brain, the sensitive period for language development and a child's ability to invent a new language system.

Flag State Jurisdiction On The High Seas International Law Essay

Flag State Jurisdiction On The High Seas International Law Essay This essay will focus on the internationally recognized right of hot pursuit and the rights and duties that lay upon the coastal states pursuing ships (pursuing aircrafts will not be included here). Since article 23 of the Geneva Convention on the High Seas (1958) has been revised into article 111 United Nations Convention on the Law of the Sea, the following text will therefore mainly refer to the latter convention. It is important to notice that both conventions reflect international customary law in this area. This gives the conditions that are set up in the conventions a wider significance, since not only the states that have adopted the conventions are bound by the right of hot pursuit stated there. The focus will be on the following questions: What is the nature of hot pursuit and what are the international legal conditions that have to be fulfilled in order to exercise it? What is the objective of the right of hot pursuit? To answer the latter question, the focal point will be on what function the hot pursuit actually fill since it at first sight could be seen as a way for the coastal state to extend their sovereignty and jurisdiction to include foreign ships on the high seas, something that in general is supposed to be reserved to the flag state. Hot pursuit is not the only exception to the flag state principle. As will be seen below, piracy, slave trade, unauthorized broadcasting and major pollution incidents are other examples of exceptions to the flag state principle, but, given the limited scope of this essay, there would not be much said about each exception if all of them were included in this essay. 1.2. Purpose and disposition The purpose of this essay is to clarify the international recognized conditions for a state to exercise the relatively extensive right of hot pursuit and to critically examine the objectives of this right. Since this is a rather far-reaching right, being a derogation from the general rule prohibiting any interference by a state with non-national ships on the high seas, it is important to examine the original objectives behind hot pursuit and what function it actually fills. Since this is a rather far-reaching right that is limiting the jurisdiction of the flag state on the high seas (and in a way therefore also affect the freedom of the high seas), The essay will have the following disposition: First, the freedom of the high seas will be described in short together with the principle of flag state jurisdiction (section 2), to give a sufficient background to the reader. Thereafter, the circumstances which serve as prerequisites for the exercise of hot pursuit will be examined. 2. Jurisdiction on the high seas 2.1. The freedom of the high seas an overview Ever since the eighteenth century the high seas  [1]  have been open to all states, with no state able to claim sovereignty over any part of it. This concept, called the freedom of the high seas, was developed as opposed to the closed seas-principle which was claimed by Portugal and Spain in the fifteenth and sixteenth centuries, leading to a division of the seas of the world between the two powers in 1506.  [2]  However, the high seas are nowadays subject to res communis and the general rule is that states cannot in principle control the activities and the whereabouts of other states on the high seas.  [3]  The freedom of the high seas has been traditionally established in customary international law but the first draft of codification was formulated in the Resolution on the Laws of Maritime Jurisdiction by the International Law Association in 1926, which declared that no state may claim any right of sovereignty over any portion of the high seas or place any obstacle to the free and full use of the high seas  [4]  . The principle of the freedom of the high seas was eventually also declared in the Geneva Convention on the High Seas (1958) as well as in the 1982 United Nations Convention on the Law of the Sea (the first hereinafter referred to as GCHS and the latter as UNCLOS). These conventions clarified international customary law and made it easier to comprehend. Some articles in the conventions will be brought into light in the text below in order to give a clear and fuller view of the subjects presented. Some of the key-principles regarding the high seas are stated in article 2 GCHS and article 87 and 89 UNCLOS, which affirm that the high seas are open to all states and that no state may validly purport to subject any part of them to its sovereignty. Furthermore, article 87 UNCLOS states that the freedom of the high seas includes inter alia the freedoms of navigation, overflight, laying of submarine cables or pipelines, the construction of artificial islands and other installations permitted under international law, fishing and scientific research. However, these freedoms are to be exercised with due regard for the interests of other states and for the rights under the convention with respect to activities in the area (meaning the International Seabed Area  [5]  ). Worth noting is also that the high seas are reserved for peaceful purposes (article 88, UNCLOS). 2.2. Flag state jurisdiction Thus, the high seas have relatively far-reaching freedoms for all states, but there must however be some kind of maintenance of order and jurisdiction so that these freedoms do not get violated and used in a wrongful way by any state and so that wrongful acts on the high seas do not go unpunished. The main rule is that the state which has granted to a ship the right to sail under its flag (the flag state) has the exclusive right to exercise legislative and enforcement jurisdiction over its ships on the high seas.  [6]  It is accordingly the flag state that enforces the rules and regulations of its own municipal law as well as international law.  [7]   The general principle that the flag state alone may exercise jurisdictional rights over its ships was elaborated in the Lotus-case (1927) where the Permanent Court of International Justice held that vessels on the high seas are subject to no authority except that of the state whose flag they fly  [8]  .  [9]  The flag state-principle is nowadays also stipulated in article 92 UNCLOS (and article 6 GCHS), where it is stated that ships must sail under the flag of one state only and that they will, as a general rule, be subject to that states exclusive jurisdiction on the high seas. Each state sets up its conditions for the grant of its nationality to ships, for registration of ships and for the right to fly its flag. This was declared by the International Tribunal for the Law of the Sea in the M/V Saiga (No.2) case, where one concluded that the determination of the criteria and procedures for granting and withdrawing nationality to ships are parts of the flag states exclusive ju risdiction.  [10]   The nationality of the ship depends accordingly upon the flag the ship flies, but there must be a genuine link between the state and the ship.  [11]  The requirement of a genuine link was intended to counter the use of flags of convenience (often operated by states such as Liberia and Panama) where states grant their nationality to ships looking for favorable taxation and work- and social agreements.  [12]  However, if a ship sails under the flags of more than one state according to convenience, the ship does not have any nationality in a juridical point of view and may therefore be boarded and seized on the high seas by any state. This is to be compared with ships that do have a flag, which (as a general rule) only can be boarded and seized by its own flag state on the high seas.  [13]   Worth mentioning is that there are also some duties and responsibilities attached to the flag state jurisdiction, such as the obligation to legislate to make it an offence to break or injure submarine cables and pipelines under the high seas. Furthermore, the flag state also has to provide for compensation in case such an offence occurs and to adopt and enforce legislation dealing with assistance to ships in distress in compliance with international duties regarding safety at sea.  [14]   When it comes to warships and ships owned or operated by a state where they are used only on governmental non-commercial service, the exclusivity of the flag state-principle is applicable without exception. As can be read in articles 95 and 96, UNCLOS, those ships have complete immunity from the jurisdiction of other states than its flag state.  [15]  Though, the principle of flag state jurisdiction on the high seas is not absolute. It is subject to some exceptions in which third states may share enforcement or legislative jurisdiction (or both) together with the flag state. In the following, the focus will be on the exception of hot pursuit, but some other exceptions worth mentioning are: piracy, unauthorized broadcasting, slave trade, drug trafficking and major pollution incidents.  [16]  The right of hot pursuit is however different from the other exceptions to the flag state principle, since the right of hot pursuit derives from jurisdiction under the territorial (+ EEZ a nd continental shelf?) principle whereas enforcement related to slave trade and piracy (for example) derives from jurisdiction based on the universality principle.  [17]   3. Hot pursuit an exception to flag state jurisdiction 3.1. Historical background and objective When a foreign ship has infringed the rules of a costal state, the right of hot pursuit makes it possible for the state to pursue and seize the ship outside its territorial sea in order to ensure that the ship does not escape punishment by fleeing to the high seas. This principle limits the freedom of the high seas and represents an exception to the exclusive jurisdiction of the flag state on the high seas, since it makes it possible for the coastal state to follow and seize a ship registered in another flag state and in this way extend its jurisdiction onto the high seas.  [18]   The right of hot pursuit is an act of necessity which is institutionalized and restricted by state practice. It emerged in its present form in Anglo-American practice in the first half of the nineteenth century.  [19]  In England there was an old rule of fresh pursuit where the role of the pursuer was played by a mere individual, unlike todays hot pursuit where the pursuer must be played by a person in his official capacity or by a member of a certain authority (see below).  [20]  The principle has now been recognized in international customary law for a long time. The Im alone-case, 1935, can lead as an example, where it was stated that warships or military aircrafts of a state are allowed to engage in hot pursuit if a foreign ship has violated that states laws within its internal waters or territorial sea and to make an arrest on the high seas.  [21]  The Hague Codification of 1930 served as an evidence of general recognition of the right of hot pursuit by states when i t provided the basis for the draft article adopted by the International Law Commission which later on became article 23 of the Geneva Convention on the High Seas of 1958.  [22]   The objective of the right of hot pursuit is to make it possible for states that are exposed to delicts made by non-national ships to bring the escaping offenders before its jurisdiction. In this way the high seas may not provide a safe haven for ships having committed a delict within a states maritime jurisdictional zones. Hot pursuit could be seen as contrary to the exclusive principle of flag state jurisdiction on the high seas, but seen in the light of the high seas, it is not reckless to conclude that the right of hot pursuit is in accord with the objective of order on the high seas.  [23]  Moreover, the right of hot pursuit has a preventive function derived from the psychological effect of the increased disciplinary rights that the violated coastal state is entitled to. The psychological effect is not to be underestimated since it could prevent wrongdoers to undertake illegal activity, knowing that they may be pursued, arrested and punished by the authorities of the state w hose laws have been violated.  [24]   Pursuit onto the high seas does not offend the territorial sovereignty of any state and it involves no intrusion into foreign territory since there is no sovereign to the high seas, except the state of the flag. To let the flag state principle stand in the way for effective administration of justice when a ship has committed a delict in another states juridical maritime zones has been seen as disproportionate, hence hot pursuit has become an international right for coastal states, regardless of the flag of the ship. Furthermore, the right of hot pursuit is a right of necessity since the coastal state would not be able to enforce its laws and regulations against fleeing ships without being able to pursue them.  [25]   3.2. Legal status As mentioned above (section 2.1.), the right of hot pursuit was codified and recognized by states in the Hague Codification in 1930, which led to the development of article 23 of the Geneva Convention on the High Seas (1958). The provisions on hot pursuit in article 23 GCHS was thereafter essentially reproduced in article 111 of the United Nations Convention on the Law of the Sea (1982), comprising the new developments in the international law of the sea, such as the generated rights followed by the establishment of the new jurisdictional zones of the continental shelf and the exclusive economic zone.  [26]  Since article 111 UNCLOS is a renewed definition of the right of hot pursuit, it is the definition stated in UNCLOS that is the most updated and will be in focus below. Article 111 UNCLOS has the title Right of hot pursuit and contains eight paragraphs, in comparison to article 23 GCHS which only has seven paragraphs. (See the appendix for the full and exact wording of article 111 UNCLOS). Article 111 declares the coastal states right to engage in hot pursuit and lays down a number of cumulative conditions under which this right may be exercised. These conditions have been set up in order to avoid abuse and incorrect exercise of hot pursuit by the coastal states, such as situations where the wrong ship is pursued by accident. The specific conditions are also of great importance when it comes to upholding the freedom of navigation on the high seas and to ensure that the coastal state have enough evidentiary material to support a hot pursuit before exercising it.  [27]   4. International conditions and the nature of hot pursuit 4.1. General conditions (ta bort?) The International Tribunal for the Law of the Sea has emphasized that the conditions laid down in article 111 UNCLOS are cumulative, which means that each one of them has to be fulfilled in order for the hot pursuit to be lawful.  [28]  The basis for the exercise of hot pursuit is specified in paragraph 1 of article 111 UNCLOS which notes that such pursuit may be undertaken when the authorities of the coastal state have good reason to believe that the foreign ship has violated its laws and regulations. The violation must be made within one of the costal states maritime zones, such as its internal waters, archipelagic waters, territorial sea, exclusive economic zone or its continental shelf. Furthermore, the laws and regulations that were violated must have been enacted in accordance with international law.  [29]  Thus, article 111 UNCLOS makes it possible to pursue a foreign ship onto the high seas, but with respect of international law and the principle of state sovereignty, the pursuit must cease as soon as the ship enters the territorial sea of its own flag state or any other state. Otherwise, the pursuit would end up in a violation of another states sovereignty.  [30]   4.2. Involved vessels As can be seen in article 111 (5) UNCLOS, the coastal state may only exercise hot pursuit through the use of certain ships and aircraft having a connection to the governmental authority of the state. Warships and military aircrafts, together with other specially authorized government ships or aircrafts which are clearly marked and identifiable as such, are the only vessels that are required to exercise the pursuit.  [31]  This limitation to vessels vested with governmental authority ensures that the pursuing state cannot avoid its state responsibility for actions made by its pursuing ships acting on behalf of the coastal state. It is not the specific authority to pursue that is of importance; it is rather the general authority of applying laws and to take necessary measures in this regard. This guarantees the responsibility of a state for the actions made by its ships operating under the government. A states official connection to military aircrafts or warships needs not to be ma nifested since this connection is self-evident, thus, other pursuing vessels need to be specifically authorized by the state to exercise these measures.  [32]   Commercial ships in government service as well as private ships are subject to the jurisdiction of the coastal state and can be pursued if there is good reason to believe that a violation of the laws have been made. However, it is not in accordance with international law to exercise hot pursuit against other states warships. These, together with other non-commercial ships operating under a foreign government, are generally immune from the jurisdiction of any state other than the flag state. Although these ships are excepted from a coastal states right of hot pursuit, this does obviously not mean that they do not have to follow the laws and regulations of the coastal state. The only immunity warships enjoy is the immunity from enforcement jurisdiction of the coastal state, so the flag state might have to answer for the violation made by one of its governmental ships. Furthermore, the coastal state may pursue and arrest warships and non-commercial ships in foreign government service in self-defense.  [33]   4.3. Offences The right of hot pursuit arises whenever the offending ship has violated a law which has been validly enacted for the purpose of the zone where the offence has occurred  [34]  . In order to be entitled to hot pursuit, the coastal state has to have good reason to believe that the foreign ship has made such an offence, or as it is stated in article 111 (1) UNCLOS: violated the laws and regulations of that State  [35]  . The article states no predefined offences, so what kind of offences does this actually refer to? There is in fact no limit of how severe the delict must be in order to entitle the state to hot pursuit. The coastal state is entitled to undertake hot pursuit as soon as any local law or regulation has been violated, no matter how trivial. The wording in article 111 UNCLOS allows hot pursuit whenever a law has been violated, no matter what the character of the offence is.  [36]  There has been a view that the right of hot pursuit should arise only in respect of certain kinds of offences which could be considered as quasi-international offences (such as security offences), but the predominant view at the time of the Geneva Conference was that there should be no catalogue restricting the right of hot pursuit to offences of a certain character.  [37]   The seriousness of the offence should however be taken into account by the coastal state before starting a pursuit, so that the freedom of navigation is not hindered for minor offences.  [38]  This would otherwise result in a disproportionate exercise of power.  [39]  Furthermore, international comity and goodwill can be seen as important reasons why a coastal state should not exercise in response to trivial offences. Naturally, this principle of comity does not legally bind the coastal state to behave in a certain way, since it is not a principle under international law. In general, states are however anxious to submit to this principle of comity, since it is in their own best interest to show respect to other sovereign states. A state that does not act hospitably to other states and pursues their ships without good reason may be subject to the same abuse when its own merchant fleet navigates in other states territorial seas. Except taking comity into account, states decisio n to exercise hot pursuit is also based on the practical reality that states are not likely to find minor offenders worth the trouble of pursuit. Besides, ships guilty of trivial offences are unlikely to risk the dangers of flight in the hope of avoiding arrest for a minor delicts. Although such flight could indicate that the ship has been engaged in a delict that is much less trivial than the coastal state first suspected.  [40]   The nature of the offence entitling the state of hot pursuit is related to the competence to enact laws for the different maritime zones. In the territorial sea this competence is unlimited (except for the right of innocent passage), but regarding the contiguous zone or other zones of extraterritorial jurisdiction, the states competence to make acts offences is restricted since these are zones of limited jurisdiction. The right of hot pursuit arises when an offence has been made within one of these zones, but it is provided that the offence is made against laws which international law allows to be enacted for the purposes of that zone.  [41]   Article 111 (1) UNCLOS sets up the condition that a state must have good reason to believe that a ship has violated the states laws and regulations. This good reason standard prevents states from pursuing a foreign ship solely based on the suggestion that an offence has been made by it. However, this condition does not require that the coastal state has actual knowledge of an offence. The proper interpretation of this good reason condition lies somewhere between suspicion and actual knowledge of an offence. In regard to this, the mere flight of a vessel could be sufficient to justify hot pursuit, since it could give the state a suspicion that the ship is trying to flee from the consequences of an offence made by it. Even though the state originally lacked good reason to believe that the ship had made an offence, this suspicious behavior could be enough to live up to the good reason standard.  [42]   Offences that are not attributed to the foreign vessel itself do not lay ground for hot pursuit, for example when an offence is committed by a passenger. The coastal states jurisdiction is towards the ship only, the passengers and crew remain under the jurisdiction of the flag state as long as their actions are not attributable to the ship itself. Robert C. Reuland states that the delict must have been committed under the color of the ships authority  [43]  in order to give rise to hot pursuit. Finally, when it comes to offences, one can conclude that there are two main conditions that have to be fulfilled in order to give right to hot pursuit: first, the state must have good reason to believe that an offence has been committed and second, the offence must be attributable to the ship itself.  [44]   4.4. Commencement and cessation Article 111 (1) UNCLOS states from which maritime zones a state may commence hot pursuit under international law; namely when the foreign ship (or one of its boats) is within the pursuing states internal waters, archipelagic waters, territorial sea or contiguous zone.  [45]  It is only when the offence is committed within one of these zones that the coastal state may undertake hot pursuit. However, in comparison to article 23 GCHS, article 111 (2) UNCLOS is more extensive and stipulates that the right applies mutatis mutandis to violations of legislation applicable to the exclusive economic zone or the continental shelf (including safety zones around continental shelf installations).  [46]  The right to begin hot pursuit while the foreign ship is within the contiguous zone is limited to the enforcement of certain rights, that is to say if there has been a violation of the rights for the protection of which the zone was established.  [47]  Robert C. Reuland mentions that a lthough a states legislative jurisdiction within the contiguous zone may not be limited to the four purposes set out in both sea conventions, such laws should nevertheless be limited to the protection of the states territory and territorial sea. It follows that hot pursuit may not be commenced from the contiguous zone for violations of laws that do not reasonably comport with the littoral states legislative competence with respect to this zone.  [48]  . Whether pursuit may start while the ship is in the continental shelf or in the exclusive economic zone is more directly an aspect of the question whether the violation was made against legislation relation to these zones, than in the case of the contiguous zone. The offence is more directly related to the regime of the zone.  [49]  The state may enact laws consistent with the sovereign rights in these zones, for example relating to protection of fisheries etc in the case of the exclusive economic zone. Similarly, the violatio n of any law enacted by the coastal state that is consistent with the states sovereign rights over the continental shelf may give rise to the right of hot pursuit.  [50]   The right of hot pursuit ceases as soon as the pursued ship enters the territorial waters of its own or a third state.  [51]  To continue therein would result in a violation of that states sovereignty and that is accordingly offending international law.  [52]  This general rule may however be put aside where hot pursuit in another states territorial sea is permitted by treaty.  [53]  It is important to mention that the general rule of cessation at the territorial sea of another state does not apply to other maritime zones beyond the territorial sea, so the pursuing state may actually pursue the foreign ship into the exclusive economic zone or even the contiguous zone of another state. Such zones are to be considered as high seas when it comes to hot purs

human nature Essay -- essays research papers

What is human nature? It is very simple. Human nature refers to the patterns of behavior that are typical of our species or our kind. Human undergoes change as all humans grow up they nature seems to change; the environment someone grow up in effects that persons nature. To fully understand human nature Dr. Marvin Harris takes us on trip to time, which makes sense because if we better understand our past and our origin we will better understand our very existence and our nature. We will know more about who we are where we are from and such other questions that puzzle the human mind.   Ã‚  Ã‚  Ã‚  Ã‚  As I mentioned before our environment has a great effect on our nature. For example a theory claimed that, the first humans were originated in Africa in the time frame of 115,00...

Progressivism Paper Essay

Progressivism is the philosophical school of thought that advocates that truth is determined by function. The truth one knows should help in the daily functional activities of the society according to progressivists (Scott, Sarkkes_Wcenski, 2001 p.197). Therefore progressivism as used in the education is an educational philosophy that is based on a learning instruction that is aimed at equipping the learners with knowledge and skills, that are relevant and useful to the leaner in the society, which enables him or her, compete effectively in today’s contemporary society that is ever changing (James, 2002, p.1876) Progressivism is as a philosophy of education that is designed to give the learners the appropriate problem solving and analysis techniques that would help the learners to be prepared to fit in the real world and not be puzzled after their education (Peter, 1999, p.188). The curriculum design is designed in such a way that is cantered on the learning activities and learning experiences that challenge the student problem soling and analytic abilities in the view to strengthen these skills of an individual (Peter, 1999, p.88) l. To achieve this curriculum is based on the provision of instruction ranging from the basic real world skills to high level of investigation and analysis. It calls for the society to ensure that children are given the right education. Firstly because is the basic human right and also for society collective development i.e individual as unit of society and the entire community. These also act as the extrinsic motivation that helps to build up and instil level intrinsic motivation for the learners in the learning process. However progressivism takes into account the fact that knowledge is ever changing and  Ã‚   not static, in regard to this issue the basic truth content should also be dynamic as per the unfolding of the society challenges. Since different societies have different range of the problems, therefore it is irrelevant of establishing universal body of knowledge that should be taught in the educational curriculum and yet not useful in solving the problems of the community (James, 2002, p.1896).   Therefore the school is viewed as the place where the learner is taught useful, applicable and long lasting skills that enables the student not only skills and knowledge that are necessary for survival in the society but also to enable him compete and succeed In   the contemporary society effectively. School curriculum must therefore be reflective of the societal problems both existing and potential ones. Through the school, it equips essential skills for the learners to enter into the work force in the society. In the view that the human beings are social animals and learn best on real life activities with the people, it follows that we must have norms governing the conduct and the operations of the people. These set codes in the work places are instilled right from the school and its god to have morality taught at the school level that will translate to professional ethics. Therefore the school serves the best place for formulating and teaching of the societal codes of conduct.   For effective learning where experience has to cause a change in the student’s behaviour, the teacher is instrumental in the whole realisation processes of learning (Scott, Sarkkes_Wcenski, 2001 p.451). The teacher is expected to guide the students on how to acquire skills and knowledge needed the society workforce. To achiever these the teacher guides the students on how to acquire a wealthy body of knowledge that is useful in problem solving and think critical in their working situations, this enable them to be creative   in   handling their daily erupting issues in societal life. For these reason the teacher is expected to ask students questions that examines their mind in the practical manner. and responsible for setting well the classroom learning experiences and activities that can create a problem that exists and guide them on the directions on how to solve the problem. As the teacher guide the student in learning processes, the learner is expected to cooperate so that he/she can learn how to think critically and creatively, how to solve problems in learning process and finally how to apply the acquired knowledge into real world. In this regard the learners are taught how to go a bout problem of life survival. These is achieved trough the methods that is problem based learning (Scott, Sarkkes_Wcenski, 2001 p.354). These method is for instance group learning where the learners are expected to discuss and compromise within their groups and the teacher should only be available to monitor, encourage and give directive guidelines to the group so that they can on their bon develop original solutions to existing and potential problem in the society. By use of the discussion group that comprises of similar peers, the student takes an active role in learning that prepares him or her for work as he or she becomes self sufficient so that can fit well in the society. At the group level the students should be; aware of the problem, define the problem, propose hypothesis to solve it, evaluate the consequences of the hypotheses and come up with the best solution to the problem. The learning environment should be collaborative and democratic to reflect the essence of learner centred. That gives the opportunity for all students to speak out their mind and receive feedback to their ideologies from their peers and teacher. This feedback gives the criteria for evaluating and assessing of the learning outcomes. In conclusion progressivism philosophy of education emphasises on the skills and knowledge that is aimed at resolving problems in the contemporary society   (Scott, Sarkkes_Wcenski, 2001 p.254). In its attainment at should be learner centred where the learner actively participates in the learning process. Reference: Scott L, Sarkee.M (2001), Overview of career and technical education. Illinois, Technical publishers. Inc David, F (2004), Trouble with Ed schools, US; Yale university press. James w. Gathure (2002), encyclopaedia of education. United States. Macmillan. Peter silock, (1999), new progressivism. New York, Educational int. Patricia .L, Tillman. J, (1999), Instructional design, Michigan;   John wiles and sons.

The Taiwan political status, the difficulty to be accepted i essays

The Taiwan political status, the difficulty to be accepted i essays The birth of a nation is always complicated. And when you belonged to one of the most powerful nation in the world, wanting to be on its own can ¡t be an easy way. Therefore, Taiwan is a model of self construction, but the emergence and the acceptation in the world order is not as easy as people thinks. A lot of interests are at stake, and the world equilibrium can ¡t be shacked easily. Historic reminder on the USA-PRC-ROC troubles In 1949, the Communist in China tried to take an overall control of the country. On October 1949, Mao Zedong proclaimed the People ¡s Republic of China. That obliged the Nationalist to escape from China and they decided to settle down on the Formosa Island 100 miles away from China. So they took the control of this island plus several offshore islands. It was a very strategic place to be because they could block some harbors in China. Thus, for the authorities in China a civil war to regain the control was inescapable. And at the beginning, the USA thought that the problem would be solved quickly. But one thing changed their mind, the communist wave trough the world (Russia, Iran, China, North Korea, and so...). They did not want another country becoming communist in this part of the world. At this period of Cold War, each victory was important. This change of policy has been influenced by John Dulles and his  ¡Domino Theory ¡. It means a chain reaction in the neighborhood of one state if this one becomes a communist state. Americans feared that if they lost Taiwan, then Japan and the Philippines would have followed the same way. So, the USA was in a hard situation, defending small islands without any resources or economic future, just in front of the Chinese coast. In December 1949 Republic Of China is created and Taipei is the capital. Hopefully for the USA, the Chinese were more concerned to keep control on their all territory and did not want to take a risk of war for small islands. During th...

How Long Does It Take to Get ACT Scores Back

How Long Does It Take to Get ACT Scores Back SAT / ACT Prep Online Guides and Tips After you take the ACT, the anticipation isn't over! Now, you have to wait to get your scores. While the scores aren't available immediately, you don't actually have to wait too long to see your scores or have them sent to colleges. This guide will go over when you can expect to see your ACT scores for each test date, as well as the differences in score release dates for students who took the ACT with Writing. How Long Do You Have to Wait for Your ACT Scores? How long does it take to get ACT scores back? Not too long! ACT score release dates actually vary for students over a range of weeks. Most students, though, will get their multiple-choice scores just 10 days aftertaking the exam. Scores are often released on a Tuesday or Thursday, so they'll show up just 10 or more days after your Saturday morning test. They usually come out at 1 am Eastern Time (that's midnight Central Time or 10 pm Pacific Time). For any students whose scores aren't released on that day, they should check back weekly.ACT scores are released on a weekly basis, and all of them should be out within eight weeks of your test date. Students who test outside the US usually have to wait about three weeks to see their multiple-choice scores. If you took the ACT with Writing, your essay score will be added a little later- about two weeks after your multiple-choice scores come out.Although your scores might become available in these two installments, colleges won't receive your ACT score report until allscores have been finalized and released (multiple choice and Writing, together). Once all your scores are ready, ACT, Inc. will release your official Student Score Report, High School Score Report, and College Score Report. Again, most students taking the ACT in the US will get their multiple-choice scores about 10 days after testing, whereas a small number will have to wait one or a few weeks longer until their scores are ready. Do you know when you plan to take the ACT? If so, you can use the chart below to find your testing date and the earliest corresponding date you'll get your ACT scores. When Will Your ACT Scores Be Released by Test Date? The following ranges of dates indicate when your multiple-choicescores will be availableto view online from your ACT account.If you took the ACT with Writing, colleges won't get score reports until your essay has been graded as well. These are the range of dates when most students get their ACT scores. If yours haven't shown up yet, note that it doesn't necessarily indicate a problem. 2019-20 ACT Score Release Dates While the test dates have been officially confirmed for the 2019-20 testing year, score release dates have not, so the chart below shows our estimates for release dates based on the patterns of previous ACT testing years. ACT Test Date Multiple-Choice Scores Release Complete Scores (w/ Essay) Release Sept 14, 2019 Sept 24, 2019 Oct 8, 2019 Oct 26, 2019 Nov 5, 2019 Nov 19, 2019 Dec 14, 2019 Dec 24, 2019 Jan 7, 2020 Feb 8, 2020 Feb 18, 2020 Mar 3, 2020 Apr 4, 2020 Apr 14, 2020 Apr 28, 2020 June 13, 2020 June 23, 2020 July 7, 2020 July 18, 2020 July 28, 2020 Aug , 2020 As I mentioned, most students will get their scores on the earliest release date, or at least within this range. But some won't, making them wonder, "Just when will I get my ACT scores?" What are some reasons you'd have to wait longer for your scores? What If Your ACT Scores Haven't Been Released Yet? There are a few reasons why your ACT scores might come out later than the above dates. One is simply that ACT, Inc. has a lot of tests to grade and process, and they're running behind. Other possible reasons include the following: Your documents were delivered late to testing headquarters Your test date was rescheduled The personal information you wrote on your test doesn't match the information you provided during registration (this happens more than you might think!) ACT, Inc. detected an irregularity with your test scores or at your testing center ACT, Inc. randomly audited your test to check for scoring accuracy You owe registration fees What does it mean that ACT, Inc. could detect an irregularity with your scores? If you improve by an unusually large number of points between test administrations, ACT, Inc. might notice and check for possible signs of cheating. If they really think something's amiss, they'll contact you and might even invite you to send "evidence" of your studying. To prepare for this rare circumstance (maybe you didn't study at all for your first ACT and then did a ton of prep for your second), make sure to keep evidence of your test prep and write out all your work in your test booklet.This situation is rare, but it can take a really long time to clear up- which you might or might not have depending on your college application deadlines. Worst case scenario, ACT, Inc. will cancel your scores altogether and you'll have to retake the test. You should have your username and password handy on score-release day, andfind out whether others have gotten their ACT scores through either word-of-mouth and discussion forums, such asCollege Confidential. If you think there's an unusual delay in your scores, don't be afraid totake action and contact ACT, Inc. to figure out what's going on. Otherwise, check back weekly rather than every day, since scores are typically released on Tuesdays. Once you finally get your ACT scores, what do you do next? What to Do When You Receive Your ACT Scores It's a good idea to check your ACT scores the day they come out so you can decide whether you're happy with them or want to retest. If you're satisfied and need to send additional score reports to colleges, be sure to do this ASAP. The decision to retake the ACT depends on a number of factors. What are your target scores? How much prep have you done, and how much time do you have to prep again and retest? Have you already taken the ACT a bunch of times, or are you just getting started? Obviously, all this is a moot point if your college deadlines are just around the corner. Another consideration is whether or not your colleges have a policy of superscoring the ACT- that is,taking the highest section scores across all test dates and recombining them into the strongest possible composite score. This is an ideal policy that works in your favor, and it means you don't have to worry about doing worse in any one section upon retesting. Conclusion: When Do ACT Scores Come Out? While the time you spend waiting for your ACT scores might feel like along 10 days, it's actually a pretty fast turnaround considering how many tests ACT, Inc. has to get, score, and compare. Plus, all the essays are read and graded by actual people! In closing, don't be afraid tocontactACT, Inc.and figure out what to do if you sense there might be an unusual delay in your score release. You should also keep track of your ACT username and password so you'll be ready to log in right away on score-release day. If you're satisfied with your ACT scores, great! If not, no worries- simply figure out where you can focus your prep to improve for next time! What's Next? What are you aiming to score on the ACT? Learn about what makes a bad, good, and excellent ACT scoreas well ashow to set a target scorefor guiding your approach to test prep. Need help raising your ACT scores? Then check out our expert tips and tricks- 15, to be exact- for improving your ACT scores fast and effectively. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Entrepreneurship Skills for Engineers Essay Example | Topics and Well Written Essays - 500 words

Entrepreneurship Skills for Engineers - Essay Example Learning-based model minimizes time through a learning loop. The intention of the lecture to engineers and innovators is to preserve resources and make best uses of them while making discoveries. Business plan or business case serves as an executive summary of the highly detailed business plan. It gets an entrepreneur out of the building and tests the concept of the market. A detailed business case envisions benefits over a reasonable period that outweighs costs and risks. The weak business case does not justify moving forward with a comprehensive business plan. It renders it challenging to estimate the return on investment. Commercializing an idea involves building, measuring, and learning. The building is turning ideas into products. Measuring pertains to customers’ response to the products generated. Learning results in the decision made on whether to pivot or persevere. Innovation intersects invention and market insights. In essence, it is the process of changing ideas into products while market insight is identifying customers’ needs in the market. Innovation may also involve improvements on an invented product to improve acceptance in the market. The presenter outlines various steps to the nail it then scales its process. There are five distinct stages. First, nail the pain. Second, nail the solution. The third stage involves nailing the go-to-market strategy. The fourth stage involves nailing the business model. The fifth stage is to scale it. Nailing the pain is identifying the problem and the possible solutions. Nailing the solution is selecting the best solution to the problem. Nailing the go-to-market strategy involves marketing of the idea or product and evaluating the perception of potential customers. The business model has several sections that require an address. It ends at the completion of the business plan. Scaling the business entails knowing the potential competitors and determining the size of the business. Business model canvas has nine  key factors that a business must have.  

Wuthering Heights Essay Example | Topics and Well Written Essays - 1250 words - 1

Wuthering Heights - Essay Example However, this novel is not an ordinary love story with a happy end. It represents an awful picture of destructive feelings, which ruin the lives of many people. The most interesting thing is that nowadays, such stories become more and more popular. The famous novel â€Å"Twilight† written by Stephenie Mayer brought thousands of clients to the book shops all over the world. When the story was filmed, it was impossible to get the tickets to the cinema due to its extreme popularity among youth. Millions of people thoroughly watched the deviant relationships between the main heroes of the story, Edward and Bella, observing simultaneously the representation of cruelty and violence in it. The aim of this work is to analyze the features, which attract the audience to read such novels. Though, the plot of such stories has the scenes, which can be unpleasant for the reader, for example, domination of men over women, unnatural forces and so forth, they still attract much attention from the audience, which is an unusual phenomenon. This paper specifies on the attractive sides of these novels, which are of paramount importance for the reader. The plot of â€Å"Wuthering heights† does not represent anything unusual from the first sight. In its center there are two men (Heathcliff and Edgar Linton), who love one woman. The main female character of the story is Catherine Earnshaw. Catherine is a young, beautiful and egoistic girl, whose feelings are confusing and inconstant. She views the relationships with Heathcliff and Edgar differently. Her love to Edward Linton is calm, measured and harmonious, while her relationships with Heathcliff are rapid and unconscious. During the whole story, Catherine tears around her reserved marriage with Linton and the spirit of her past love to Heathcliff, who appears as a cruel and imperious person.