The Schlieffen Plan Essay -- First World War WWI

The Schlieffen Plan The Schlieffen Plan is commonly – though misleadingy – identified with the German western offensive at the start of the First World War in August 1914, which began as a campaign of rapid movement but ended in deadlock and trench warfare. The plan is generally seen as a desperate gamble almost certain to fail, and its recklessness is counted as part of Germany’s war guilt – the plan held out the false promise of a quick victory, and so it underpinned the â€Å"short war illusion† that led Germany into a long war of attrition, ending with her defeat and collapse in 1918. This analysis confuses two quite different moments in history. The Schlieffen Plan was not designed to meet the strategic challenge Germany faced in 1914, but rather to pre-empt it by winning a more limited and manageable war at the time it was written in 1906. The consensus is that the Schlieffen Plan epitomized the arrogance of German militarism in believing that swift and total victory could be gained in a war on two fronts against a numerically superior coalition. It is held that the Schlieffen Plan initially deployed most of the German army in the west, with a small force left in the east to conduct a holding operation against the Russians. After a lightning campaign leading to a decisive victory over France within six weeks, Germany could turn her full might against the Russians. The standard verdict is that France could not have been comprehensively defeated within such a short time, so the plan was quite inadequate to the strategic dilemma confronting Germany. Anyone who believes all this has simply not read the Schlieffen Plan. That document is solely concerned with a war in the west. It does not call for the deployment of any forces against Russia, and contains no reference at all to a six-week deadline for the defeat of France. The great historical misunderstanding has been to regard Schlieffen’s plan as a half-baked scheme for fighting a war on two fronts, when it was in fact a carefully reasoned scheme for fighting a war limited to the west, at a time when this seemed to be a distinct possibility. The German west-front war-plan in 1914 was devised by the younger Helmuth von Moltke, and while it bore some resemblance to Schlieffen’s proposal, it was extensively adapted to the changed circumstances, in particular to the necessity of now deploying against Ru... ... of a two-front war in which both enemies would immediately go onto the offensive. He could not deploy the whole of the German army in the west, even though he needed a quick decision there to release reinforcements for the eastern front. It was the Moltke Plan, not the Schlieffen Plan, which required a victory over France within six weeks. Nor could Moltke contemplate swinging a part of his right wing all the way around Paris, since that again needed more time and troops than could be spared in a war on two fronts. Moltke’s right wing, already much weaker than Schlieffen’s, was further depleted during the course of the operation when he pulled out two of its army corps and transferred them to the east. The German army that was forced back from the Marne in September 1914 was but a pale shadow of the one that is drawn up against France in the Schlieffen Plan. Moltke held to the basic idea of that plan, but under the time and manpower pressures of a two-front war he was unable to make the right-wing attack as powerful and sustained as Schlieffen had prescribed for a one-front war in 1906. It was a diluted version of the Schlieffen plan that failed in 1914, not the original concept.

ESL teacher classroom techniques Essay

The purpose of this study was to assess the specific classroom techniques used by ESL teachers to prevent /solve possible discipline related problems while employing cooperative activities with students. In this Enriched ESL cooperative classroom the teacher integrates instructional strategies that facilitate and encourage interaction, collaboration and investigation in the learning environment. The students in the class are not passive learners but are actively involved in the learning process, taking responsibility for their own learning. One of the major aspects of a cooperative learning environment is oral communication between and among students and with the classroom teacher. Students get a chance to discuss a multiplicity of issues that are relevant to the class and explore new concepts in their interactions. This type of learning and peer-to-peer interaction allow students to be engaged in the decision making process of their education and to contribute meaningfully to their own learning and that of their peers. In the cooperative ESL classroom interaction is unavoidable. Students have to work with each other in order to make learning meaningful and to develop the communicative skills necessary for useful function in the real-world language setting. Students need to feel comfortable interacting with each other, sharing ideas, investigating and exploring their language environment and working out solutions to problems. Thus on the road to developing competency in English students will have to make both an individual and a collaborative effort since one of the characteristics of language learning is to develop the social techniques that will help the learner understand how to use the language in a variety of cultural settings. Of course since interaction is intrinsic to the ESL classroom so is the potential for conflict and disciplinary concerns in the classroom. The ESL teacher needs to develop the right skills overtime to manage interactive behaviors in the classroom so that objectives are accomplished and indiscipline and other disruptive behaviors are avoided. In the current study the researcher wanted to determine the behaviors most frequently employed by ESL teachers within the cooperative learning context in response to or as a way of thwarting any potential disciplinary or non-task-related matters. The research questions that guided this research were therefore: . What classroom management techniques are ESL teachers using in the classroom in order to maintain discipline while implementing cooperative learning activities? 2. Can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within groups? In order to accomplish the objectives of the study and to respond to the research questions a mixed methods research approach was taken. This involved the gathering of both qua litative and quantitative data. A questionnaire survey, administered to the ESL teacher, was used to gather the qualitative data. The quantitative data was obtained through observations of the teacher’s classroom behavior in cooperative learning sessions. Participants This study was conducted in a classroom setting and involved an ESL teacher and 28 students, in a francophone private school in Quebec City, Canada. The ESL teacher is a fairly young teacher who has been working at this private school for the past 9 years. The students are primarily from very affluent backgrounds. This is probably because the school charges a very high fee for students wishing to attend and thus only the children of parents of a high socio-economic status, who can afford those fees, are able to attend. The students were observed in their ESL class. They were taking the ELA program in grade 5. ELA is a program for high school students in grade 4 and 5. Students in this program would have completed the EESL program and succeeded the ESL core examination at the end of grade 3. The demographics of the students were 16 girls and 12 boys. They were aged between 15 and 17 years old. This group of students and the ESL teacher were selected because they were utilizing cooperative learning strategies at the time of the research. In fact, the students observed in this study had been taking part in cooperative learning for quite some time. Data collection instrument: A variety of instruments were used in the process of data collection. An initial set of data was collected from the ESL teacher using a telephone interview. The interview included a series of question on how the teacher implemented cooperative learning in her classroom (Appendix 1). The 11 questions on the interview were formulated by the researcher. Another instrument used was the Communicative Orientation of Language Teaching, (COLT) observation scheme by Spada and Frohlich (1995) for the periods of observation in the classroom (Appendix 2). The COLT scheme has been used for decades by classroom researchers in examining interactive classroom behaviors. The COLT scheme was used in its original format, without any modifications, except that the researcher used only the sections on activities and episodes, participant organization and content for the purposes of the research. Data collection procedure The study was conducted at the end of February, at the beginning of the last term of the school year. The students were expected to graduate at the end of the term. In the initial phase of the study the researcher contacted the ESL teacher to respond to the interview questions over the phone. This conversation was also used to make arrangements for a meeting at the school to discuss a few things that needed clarification. The purpose of the interview was to discover the teacher’s attitude towards cooperative working activities, how the teacher used cooperative learning in her classroom, the kind of classroom management techniques she used to instill discipline while implementing cooperative activities and students’ participation in group work activities. The second part of the study involved classroom observations of the same teacher, interacting with a group of 28 students enrolled in the ELA program in grade 5 of high school. The purpose of the observations was to validate the information gathered during the interview. The COLT scheme (Spada, & Frolich, 1995) was used to collect this data. The classroom observations were conducted during three (3) separate classroom periods of 75 minutes duration each while the students were involved in cooperative activities. The research made the checks and marks under the appropriate categories of the COLT. The researcher checked each time the ESL teacher had to intervene in order to direct the students back to their work. The participants were observed three times on three different days of the week in ESL classes where the students where involved in cooperative activities. One of the observations weas done during the first period of the morning, the second was done during the second period and the third observation was done during the last period on Friday afternoon. In the classroom the teacher assigned the students to groups of 4. There were 7 groups. Each student chose one of four topics for a project and they were grouped based on their choice. The teacher provided students with 4 different topics which were then numbered. She finally set up the groups by placing the students together trying to respect, as much as possible, the student’s personal choice. The teacher and students arranged the desks arranged in pairs side-by-side opposite another pair. Such arrangement enabled students to talk to each other with ease. The main characteristics observed by the researcher were students’ behavior and teacher’s interventions during the cooperative learning. This kind of observation was chosen because it gave an idea of the actual classroom practice in terms of students’ behavior and the teacher’s interventions. This may allow some generalization of the results to other classes and teachers that use cooperative learning. Data analysis procedure When all the data were collected the information collected from the COLT (Spada & Frohlich, 1995) was analyzed. The teacher’s interventions were tallied for each observation period and the three periods were compared. The teacher’s responses during the telephone interview, and the information from the COLT scheme, as gathered through observations, were also compared. The purpose of this comparison was to determine the correlation between the reported classroom management techniques that the teacher mentioned during the interview and the actual practices used in the classroom. Results and analysis The data reveal the nature of teachers’ interventions and the students’ behavior during cooperative learning activities. The researcher observed the ESL teacher three times. During the first observation, the teacher had to intervene a total of 12 times. The teacher intervened 3 times to give group feedback and remind the students that they were to read and follow instructions in their booklet, 3 times to refocus students on the task because they were doing something besides their project, 3 times to remind students to communicate in the target language and three times 3 times when she noticed that some students were not working on their projects. During the second period of observation, the teacher had to spend some time reminding students that they were expected to play the roles they had been assigned by the group. Also, she reminded them that everyone was to contribute to the success of their project. The teacher intervened 8 times during this period – 3 times to remind students to communicate in the target language, twice to give feedback to some groups, 3 times to counter inappropriate behavior among certain groups where the students did not display behavior appropriate to the classroom. During the third period of observation, the teacher had to intervene 15 times. of the interventions were to remind students to use the target language in the classroom, 3 times to refocus students on the task because they were doing something besides their project, 4 times for displaying behavior inappropriate to the classroom and 4 times because students were not fulfilling their roles in the group. Some of the more common disrup tive behaviors that were noted include drawing obscenities, spending too much time sharpening their pencils, browsing fancy magazines and passing objects other than their project amongst the groups members. Students sometimes were talking to another group. During the third period one important observation was that students stopped working and arranged their bag while there was still about 8 minutes left in the period. The teacher used that time to settle students and remind them that they had only two periods left to finish their project. In examining the teacher’s reported estimation of the frequency of interventions during cooperative activities as stated during the interview and comparing them to the classroom observation, the results showed that the reported and actual practices were closely aligned. With respect to the techniques used to instill discipline during cooperative learning activities the classroom observations and the telephone interview also demonstrate a positive relationship. For the most part the groups were cooperative. Only 42. 86% of the students, 3 out of 7 groups, displayed problems staying on task. These groups appeared not to have shared the tasks amongst themselves fairly. The teacher had to visit this group very often to ensure that they were working. Observations of the ESL teacher revealed that she used effective cooperative activities which decreased the problems of classroom management to a tolerable level which led students to effectively work in cooperative activities in the classroom. In order to create a successful environment so that students could work effectively in groups, the observed teacher tried many techniques to manage cooperative learning. From the interview she indicated that she used cooperative activities quite frequently. She gave students roles such as ‘Captain English’. This student was to ensure that the entire group used only English in the class. The secretary had to note decisions and ideas during brainstorming and other activities. The president was in charge of seeing that everyone had been working and checking that all the documents were submitted on time. Finally, there was ‘Captain Cheer-up’. This person’s duty was to cheer up the team, motivating them whenever they had successfully accomplished a task and was ready to go forward in the project. The ELS teacher assigned the students to group using the student’s choice of a topic. Based on the report from the teacher group formation has an important role in the success of cooperative activities and students would make the best of their experience in cooperative working if the groups were heterogeneous. The students were quite comfortable working with each other and the teacher. They had been taking the same level English course and they had been studying together for two year. Many of them knew each other very well and were close friends. This is also true of the ESL teacher who had been teaching the same group for come time. According to the teacher, students should not be allowed to choose their peers to form their own teams to do cooperative working otherwise they might not work well and spend the time to talk about things out of the subject. The observed teacher had already explained to the students the most important points in order to obtain better results when working in cooperative learning. She had also explained the different roles the students should hold while working in teams. She had also taught the students how to share the task within the group members and she had emphasized the importance of grouping making. Correct choice of group size was one of the techniques that the teacher used to ensure that the teacher was able to effectively manage student behavior during cooperative working. Research suggests that group sizes should not be too big, a reasonable size being two to four students. The teacher also walked among the groups to ensure that they stayed on task and even offered them needed feedback. According to the teacher, feedback is extremely important for the success of cooperative working as it gives the students the opportunity to adapt themselves according to the teacher’s instructions. The teacher randomly selected a student from each team to present his or her group results. It was a good strategy to make sure that students had worked effectively and that everyone in the team was prepared give respond in case he or she was selected. Reward was primordial in order to raise motivation amongst the groups. The teacher rewarded every team that had worked hard. She also asked students to divide the work into parts and write their names according to what each student’s responsibilities were. Discussion There are limited studies examining effective classroom management techniques for cooperative learning activities in ESL classrooms. The purpose of this study was to fill the gap in the existing literature by discovering and highlighting the specific classroom techniques used by ESL teachers to manage cooperative learning activities successfully by addressing the questions: what management classroom techniques can teachers use in the classroom in order to instill discipline and implement cooperative learning activities? nd can effective classroom management lead to successful improvement of cooperative learning activities and control discipline within the groups? This study has attempted to show different ways in which the cooperative teaching method could improve students’ behavior and help classroom discipline. With principles such as positive interdependence, face-to-face promoting interactions, individual and group accountability, interpersonal, small group skills and grou p processing, cooperative learning has all the necessary elements to ensure that discipline is maintained in the classroom. The current research conforms to existing research paradigms on classroom management and the results are representative of previous findings in this area. In examining the effect of classroom management on the success of cooperative learning, this study, like others before it, showed that group formation is an effective classroom management tool for cooperative learning activities. Research recommends randomly assigned heterogeneous groups of students to form success cooperative groups. This study supported the finding that these groups are successfully managed in the classroom and are preferred to homogenous, self-selected groups (Emmer, Gerwels & Austin, 2005). The students in this group performed well because groups were heterogeneous so the students were able to profit from everybody’s contribution. The data collected also showed that group size was a very important factor in helping to ensure classroom management success in cooperative learning strategies. Studies also support that assigning specific roles to each student in a group ensures that everyone stays on task and that cooperative learning strategies would be more successful. This success is even further assured when students respect the roles they have in the group. Researchers have suggested the use of rewards to help motivate students to stay on task and to successfully complete activities in cooperative learning groups. The teacher in this study employed rewards to hardworking groups and this was able to motivate them to perform well. When members of the group look forward to a reward they will ensure that each works in completing the task so that all the members would benefit, they are aware that failure of one person to do what is required would result in the failure of the entire group. One thing that was immediately obvious from the observations was that students were, for the most part, aware of good cooperative skills. The students in this group have been involved in cooperative learning for quite a while and thus this exposure might have helped them to develop proper cooperative learning strategies. While there were some disruptions during the class, these were not significant enough to take away from the cooperative task and students by and large appeared to understand what was required in the cooperative groups and the proper procedures they needed to follow. Overall, the study has shown that it is possible to use cooperative learning and manage the classroom successfully. Nevertheless, all the elements of successful cooperative learning have to be adhered to in order to obtain good results. Moreover, the students must be aware of what is expected in cooperative activities. This study fits well in the existing literature on cooperative learning and classroom management. It could help ESL teacher with their classroom management while doing cooperative learning and administrators when they are examining, planning and implementing alternative teaching strategies and approaches. Conclusion This study supported the idea that cooperative learning, if used effectively, can help teachers manage their classes. If cooperative learning is implemented effectively, it could facilitate the effective management of the classroom. However, there are many elements that should be taken into consideration to attain such result. Based on these finding, teachers need to pay more attention to the classroom management techniques they use during cooperative learning. This study showed that it is possible for ESL teachers to implement cooperative learning and manage their classroom successfully if they have effective classroom management techniques. Knowing that classroom management is an important element for the success of cooperative learning, this study aimed to help teachers who implement this method for the first time to better manage their classes. This study has many limitations. Only one ESL teacher and one group of high school students in grade 5 participated in the study. Moreover, the research group was already organized when the research did the observation. Due to time constraints, the researcher could not observe the ESL teacher with her students more than three times. The results of this study provide a description of the implementation of cooperative learning that is specific to the participating teacher. Amongst all the techniques used by the ESL teacher during the observation, there is one that the teachers did not implement in her classroom. She did not have the students write a daily report to inform what they had done on that day and who had done what in the project. Therefore, more research is needed to determine the extent to which these results could be if such technique should be applied. This study showed how the ESL teacher managed her classroom and how the students behaved during cooperative learning. However, it is not easy to generalize the results because the observations were done by only one researcher. The results needed to be validated by another observer.

Bhutan Clean and Green

We are North Texas' Eco-friendly cleaning service. Keep Green and Clean is family owned and operated business that offers the highest quality, professional home and commercial cleaning service available in North Texas. We individualize our cleaning services for you and your home. Your unique needs are important to us, and we will take the time to listen to your specific requests. From the moment you walk into your home, you will know that we have been there. We offer one-time, weekly, bi-weekly, monthly, occasionally, and move-in/move-out cleaning. Keep Green and Clean provides free in-house quotes, call or email today to get yours!! Whatever Matters!! Green and Clean Bhutan – A possibility ‘Keep Thimphu clean and green'- This is a message that many Thimphu residents read again and again. But, are we anywhere close to it? Thimphu is definitely not clean. Litters everywhere. Overflowing drains. 40 tonnes of waste a day is a lot – 85% of the waste being recyclable. Overflowing Memelakha. And no proper waste management system in place. A few ideas flung here and there – whether to employ a private firm to manage the wastes dig another landfill or buy an incinerator (which I don't really agree with). Make a decision and at least do something. Thimphu is not green either. May be a few roofs (I still remember the TCC's absurd regulation to paint the roofs green). Too few green spaces for people to enjoy. Neither a single energy efficient building (the BTF building in Taba may qualify as one) nor any efforts in this direction. The intra-city transportation system is still unattractive to many people. Too many gas-guzzlers. Proposal for electric trains and trams – I think we need more immediate, effective and simpler solutions. If Thimphu is any indicator, a green and clean Bhutan is definitely a distant, difficult dream. But we can achieve the dream if we tackle the problems head on. It is time for more action and less rhetoric. There are a few things that can be immediately done – 1. Make Civil Servants the ambassadors of a clean and green Bhutan – Everybody looks up to the civil servants in Bhutan. The Government should initiate the changes from within. Educate the civil servants on waste management and effective use of energy. Let them practice these things at home and in offices. The 17000 strong smart individuals can spread the messages more effectively to the general public. . Green Projects – The Government owns a large number of properties and vehicles. Evaluate if we are making efficient use of our office spaces? Are they energy efficient? Need we build more offices? And do we need many office vehicles? Make new infrastructures more environmentally friendly and energy efficient by using alternative building technologies and designs. The Environmentally Friendly Road Cons truction projects are some examples. We are building new towns – why cannot new towns like Denchi in Pema-Gatshel be designed as a green town? 3. Encourage the public – During the recent NA session, an MP said ‘attitude of people should change first, before leaving it to the concerned agencies to solve the problem'. This is indefensible. The government is the most able of all organizations and should take on the role of educating the public. If one channel of education doesn't work, try another. Encourage people to make/build their homes and offices environmentally friendly and energy efficient. There are many technologies available now. Provide financial incentives and technological assistance to procure them. The National Environment Protection Act 2007 provides for it. Allocate budget to make the provision 78 in the Act effective so that there is an uptake. We must not fall into the false sense of security that we live harmoniously with our environment and that we are doing enough because we have committed to maintain 60% of forest cover. The problems illustrated above are real and we risk being caught out sooner than later. Greener Way12 April, 2010 – A private firm has beaten the government to initiating a program to collect paper waste. The month-old firm called Greener Way has already collected seven tones of paper waste from various government agencies and schools. Its main objective is to save the environment, provide employment and keep Bhutan clean and green,† the owner of the firm, Kinga Om, said. The waste they collect will be sent to New Delhi, India. â€Å"It takes about 15 to 20 days to reach New Delhi through Jaigaon,† she said. Greener Way has sought all the 10 ministries’ help to collect paper waste. Kinga Om, a fresh graduate, said that, so far, most agencies Greener Way has approached have been cooperative and willing to bear the cost of the dustbins each of them would be using. Like any other private firm, Greener way also works seven days a week, from 9:00 am to 9:00 pm. So far, they have collected paper waste from the ministry of agriculture and forestry services. Rinchen high school, Rinchen Kuenphen primary school and the UNESCO (expand) office. Officiating chief forestry officer (CFO) at the nature conservation division said that they would also follow Greener Way and initiate the same by their ministry. â€Å"We’ll continue to support them and encourage such initiatives,† the officiating CFO said. Recycling is done to conserve on consumption of resources, energy and space used in landfills. Reports reveal that 90 percent of paper pulp is made from wood. Paper production accounts for about 35 percent of felled trees, and represents 1. 2 percent of world’s total economic output. It has been estimated that recycling half the world’s paper would avoid the harvesting of twenty million acres of forestland. The idea struck Kinga Om after four visits for research at Memelakha and finding out that 24 percent of waste is paper. It took about a month to set up their office near the automobile repair centre in Olakha, with help from Thimphu city cooperation (TCC), said Kinga Om. Before, the firm had a temporary junkyard at lower Motithang. Greener Way plans to set up branch offices in Gelephu, Samdrup jongkhar, Samtse, Thimphu and Chhukha. With the help of the education ministry, schools have been helping too. Rinchen high school was the first school to support in collecting paper waste. Greener Way will also be distributing its dustbins in Thimphu schools and later to rest of the schools in Bhutan within 10 days. Kinga Om has employed four university graduates and seven class XII graduates. â€Å"The toughest work is to collect waste from different places,† she said. â€Å"We request everyone in and around Bhutan not to throw paper waste but to collect it for us. †

Research and Development of Anti-Retroviral Drugs Essay

‘Discuss the reasons why the research and development of anti-retroviral drugs (ARVs) has impacted differently on people suffering from HIV/AIDS in developed and developing world’ HIV/AIDS still does not have a know cure, but has a treatment that slows down the affects of HIV/AIDS which is called ARV (anti-retroviral drug) The ARV drug is a very â€Å"exclusive† drug because as it is very expensive, around $400 a month if not more depending on which stage you are in, and that is a huge dilemma because many people cannot afford to pay that amount of money so they are not able to receive the treatment. If people in the first world countries cannot receive the drug, how do people in the third world receive the drug? In third world countries the drugs are given to them for free, but on the 47% gets the full treatment. The drugs are given to them by of the drug company itself of other companies that buy the ARVs from the company and send it to the place where it is needed, for example Africa. Africa is the location where the most HIV/AIDS cases are, and is also the one getting the least amount of treatment. The reason for this is because the ARV drug company wants to get their money back for all the research they put in, so giving the ARVs for free would become a great loss economically for them. The first aspect of this issue is the social part. Infrastructure is a big problem because as buildings coast a lot to construct they are not able to put up many, and you must also have trained people able to work there, which are hard to find in Africa. There are very few amount of places where you can go get tested but they have a limited amount of treatments and supplies. This is a huge problem because if people go to get better they have to wait or not get better at all due to the lack of resources. I would solve this issue by having not many small structures but several big structures so the supplies have a greater chance to arrive and more money is used wiser and more efficiently. Another social aspect of this problem is the education. In Africa the education is something that not everyon e gets, so they are not aware about how they get the disease, how they can prevent it or what are  the affects. A reason for why in Africa they do not receive the education is because there are a very few amount of teachers, and the teachers that they have may also be contaminated and are not able to execute their job correctly. HIV/AIDS affects everyone in their community because the disease spreads fast in their case (the people in Africa). This is due to their sexual behavior. Their culture does not have monogamy or a custom of only one sexual partner, but they have many different sexual partners, and that is why HIV/AIDS spreads so quickly in Africa. They also do not use protection because it is not available to most people and so chances are higher to get HIV/AIDS. Another cultural aspect is that there is a lot of prejudice against testing. Many people do not want to get tested for HIV/AIDS because one, they are scared the test might come back positive, second if it does result positive how will they tell their family/friends and thirdly how will they get the treatment they need to get. If the people get tested and do want to not tell anyone, because of various reasons, and as a result the problem amplifies and does not get solved. Another problem for the cultural aspect is get the people to take responsibility and try to change. Of coarse it is easier to ignore the problem and pretend it is not there, but that would not be helping the matter, it would be making it worse. How to solve these problems would be, in my opinion, have protection available to them, encourage testing, reassure the people that there will be a treatment for them, make them understand the severity of this issue and that if we do not take action it may get a lot worse, have session/groups for them to talk about their worries, experience ect. However before doing this we must solve the bigger problem, how do we give them the treatment for free. Another aspect of the issue is the ethical/moral part. The richer countries to some extent have an obligation to help the poorer countries, but the third world countries should not relay or take advantage because also the richer countries have their own problems to solve. For insists America is going though a very tough crisis but at the same time they are helping the less fortunate get better. The poorer countries should also take action and do something to help themselves, because they should be putting the money where it really needs to go to, the people. This leads us to another aspect of the issue, the political portion. Politics have caused a lot of mayhems in the world because they sometimes do not have they  priorities sorted out. For example in Africa instead of investing their money in this issue of HIV/AIDS and the treatments, they have decided to invest their money on weapons and in their natural recourses such as oil. It is very hard to run a third world country but it should not be an excuse. To solve these concerns although it is a difficult task but one way to solve them, in my opinion, is to have people from the first world talk and discuss about what they can do together (with the people of the third world) instead of just have the first world do everything on their own. The last aspect of this issue is the economic part. Africa is already a poor continent, having a poor economy is not helping either. They do not have enough money to circulate and this stops Africa growing, having sick people also stops the economy from growing because it is another matter they have to face. Child labor increases due to the fact that the adults are sick and are unable to work and the poor people have no way in getting better because there aren’t enough doctors. In conclusion a way to resolve the problem in the distribution of the ARVs is to have several multi-national pharmaceutical companies sponsor the ARVs, so other independent companies do not have to buy the drug and then distribute them, but by sponsoring the drug, the ARV drug company directly gives the drug to the third world countries without loosing it’s money. The multi-national pharmaceutical companies get advertisement and so they also gaining not loosing their money. As you can see this is a win, win situation. The main issue here is that the ARV drug company does not want to loose the money that they put in research so they make the drug excessively high-priced because to produce the drug is a coast next to nothing. Once the people receive the treatment, they should help educate not only the affected people but also the people that haven’t been affected yet. I believe by doing this, the transmission of the HIV/AIDS with decrease significantly and things will start to get better. I do believe that this problem is solvable.

The New Republics by Chris Hughes Case Study Example | Topics and Well Written Essays - 1750 words

The New Republics by Chris Hughes - Case Study Example It might have portrayed a callow and incompetent image of him in public. (Lizza, â€Å"Inside the Collapse of The New Republic†). The eruptive exit of most of the senior editorial staff and critics in a masthead, following the sudden resignation of Frank Foer and Leon Wieseltier, made the atmosphere of TNR turbulent. Many interpreted this as the revamp of magazine-style long reporting structure to follow a Silicon style way of going digital, with the advent of Vidra at TNR (Lizza, â€Å"Inside the Collapse of The New Republic†; Calderone, â€Å"Owner Chris Hughes and CEO Guy Vidra Say the New RepublicIsn’t Dead Yet†). In order to break shackles from the impending management pressures at TNR, Foer and Hughes started looking for a new CEO. Though there was an initial round of disagreement on getting someone hired from the magazine industry, Hughes welcomed Guy Vidra, a person with a strong corporate background for the position. With Vidra, the working climate in NR started changing. The traditional institutional model was fast changing and a separate investment vehicle was launched in the name of New Republic Fund. TNR started proclaiming itself as a vertically-integrated digital-media company of its kind (Calderone,† Owner Chris Hughes and CEO Guy Vidra Say The New Republic Isn't Dead Yet†; Horowitz,† David Brooks Calls New Republic Owner Chris Hughes Callow And Incompetent†). Hughes, joining hands with Vidra, was contemplating means of making more money and preventing wastage overcomplicated things. Hughes is conscious of the financial bloopers and has been always aware of the mistakes (Snyder, â€Å"The new Republic- A Letter from the Editor†). While, on the one hand, going digital might be the fashion trend, but on the other hand, a high level of competition causing immense impact in the journalism industry is unavoidable.

The Battle of the Bulge Essay Example | Topics and Well Written Essays - 750 words

The Battle of the Bulge - Essay Example It had the aims of annexing and capturing France, Luxemburg and Belgium. The major front through which the encroachment was made included the Ardennes Forest. The aims were to take the enemy by surprise. Since the Germans had a knack of taking the rivals by surprise and gifted with the Blitzkrieg and other war instruments, the aims were to repeat the heroics that they had done so in the first phase of the Second World War when it overtook the minnows of the war in no time. Over two hundred and fifty thousand troops were engaged in this battle by the German high command and the point was clear, it had been done to break the sequence of frustration pouring events that had recently taken place in the course of Second World War. The battle had its repercussions upon the Western powers, United States of America and Germany. Each was deeply moved through the battle, it is therefore termed as one of the most critical points of war in those days of the entire episode of Second World War. The significance of this battle was the fact that the Western powers and their allies were caught completely off guard, they had little expected this and had no war insight of this one coming, as a result the impact fell upon the number of casualties suffered and other major losses incurred in the entire events that unfolded in this particular battle. United States also suffered damages in this particular battle. The battle had a direct impact on the German side as well. Having invested heavy in to this expedition, the Germans had to compromise on other fronts and in other battles in order to compensate for the manpower and the financial funds and armaments that were made for this particular endeavor undertaken. The main target was the American army’s 106 Division (Spiller, p 79). It did not enjoy great expertise or experience of such critical moments and it thereby failed to provide and deliver the heroics that were expected of

Microsoft and Corporate Social Responsibility Coursework

Microsoft and Corporate Social Responsibility - Coursework Example From the study, it was identified that Microsoft’s corporate social responsibility is restricted to the United States and the developed world. Hence, it is recommended that Microsoft must focus on the developing world and create a global CSR and transpose it to local units within which it operates. It is recommended that Microsoft must institute a proactive system of monitoring the civil society to identify what is most needed in a given locale so they can change their structures to provide the best and optimal level of support to people who are in need. It is also recommended that Microsoft must set up a system of creating software for evaluating and reviewing the needs of companies in relation to keeping their carbon emissions low so that their clients will institute and integrate environmental responsiveness into their operations.As the paper declares the fundamental purpose of this paper is to assess the component of corporate social responsibility in Microsoft in order to deduce a model for the conduct of structured CSR in Microsoft. This paper will examine the current features of Microsoft’s strategic plans and how it links up to the different components of the organisation include the economic, political, civil society and environment. From there, the research will recommend a plan for the attainment of CSR standards and targets for the firm.  Microsoft’s mission is to enable people and businesses throughout the world to realize their full potential.