Comparison and contrast of two photos Essay Example | Topics and Well Written Essays - 750 words

Comparison and contrast of two photos - Essay Example As Susan Sontag put it, a photograph is both a pseudo-presence and taken by absence (Abbott 37). This just augments the fact that photographs serve a far greater role than the preservation of the authentic feel of the moment. This fact can sufficiently be highlighted through an analysis of two photos taken at the Mariscal Sucre International Airport in Quito, Ecuador. The first picture shows two boys sitting on the floor while resting their backs against the wall. It is undoubtedly daytime as shown by the relatively bright natural light coming in through the window. The first boy has his arms crossed, with a large hot-pink luggage bag between his legs. The other boy is hurdled up at the nearing corner, with a large black bag in front of him. He is resting his hand on the window stool, and slightly extending it to his chin. A reflection of his face can be seen next to the large glass window adjacent to him. A short distance in front of him there is another striped luggage bag, but this is slightly smaller than the first two. The boys are both looking in the same direction, most likely having spotted something of mutual interest to both of them. In this case, they were apparently looking at three uniformed ladies walking across the hall-way. Moreover, both of them are just wearing regular clothes. They are both wearing t-shirts, with denim pants. T heir regular choice of clothing and choice of seating shows that they are there casually, or in a casual mood. In addition, their choice of seating, the floor, can be taken to mean that they had waited for quite a long time and were tired, or there weren’t any seating spaces remaining. The second picture also shows a waiting area, with the prominent point of focus being a smiling gentleman and a dog. The gentleman is smiling heartily, supposedly as a result of the dog having accepted a piece of bread from him. The dog is a customs dog, with an identification vest across its back. As opposed to the

Consider Criminal Liability Case Study Example | Topics and Well Written Essays - 1500 words

Consider Criminal Liability - Case Study Example Similarly in the case of Jane, under s3 Theft Act 1968, she innocently or intentionally is keeping the money with her, however in the case of candles which Jane borrows refers to the s2 (1) (b) where Jane is not considered under Theft Act s 3 as she has borrowed them and is in intention to gave them back. (Harvey et al, 1998, p. 43) But then she uses the candles which comes under the case of an offence under the Theft Act 1968, where the property in question is recovered, any damage to the property occurring while it was out of the owner's possession shall be treated for the purposes of subsection (1) as having resulted from the offence, however and by whomsoever the damage was caused. This is similar to the case Jackson v. Horizon [1975]2 It is now possible to commit the crime of false pretences in many jurisdictions by borrowing money with the intent not to repay it. Receipt of the money satisfies the element of acquiring title. Though the borrower falsely promises to repay the loan, he engages in no deception about the external world that is subject to proof at the time of his act. His deception, if any, is about his plans for the future, and the best evidence of that is what he does when the debt falls due. Though the crime is technically committed at the time the loan is received, the critical evidence of liability is furnished by his failure to repay at some future time. (Fletcher, 2000, p. 11) Although the result of Jackson's case is sensible and probably correct, Lord Denning's reasoning has since been disapproved in the House of Lords in Woodar Investment Development Ltd v Wimpey Construction UK Ltd [1980] 1 All ER 571, [1980] 1 WLR 277, HL. As a rule of Law, Lush LJ as an insurance broker may sue on a contract which is made by him on behalf of the principal provided the contract gives him such a right and is no authority for the proposition required in Jackson's case 3. However if a person X made a contract for a sum of money to be paid to Y, X can, without notifying the loss he has suffered can sue for damages for non-payment of that sum which would certainly not be an established rule of law, nor was it quoted as such authority by Lord Pearce in Beswick v Beswick4. A similar view was expressed by Lord Russell. Whether the disapproval will make any difference in practice to the quantum of damages awarded in family holiday cases is unclear. A sympathetic judge might choose to place more emphasis on the distress of the contracting party in witnessing the family suffering. (Harvey et al, 1998, p. 44) Jane situation is critical as she receives 70.00 instead of 50.00. Under this situation the law states a person who receives a gift has no right of redress against the donor merely because the gift is of unmerchantable quality or does not correspond with the donor's description of it. The person receiving the gift may have a remedy in tort if the gift causes injury or damage which is attributable to negligence on the donor's part. But that is another matter: he has no remedy in contract against the donor for the simple reason that there is no contract between them. To the extent that the offer of worthless goods, without charge, as part of a sales promotion, is against the public

What Excatly Do Evaluators Look for in a Group Discussion Essay Example for Free

What Excatly Do Evaluators Look for in a Group Discussion Essay A group discussion or GD, is a form of many-on-many discussion. It has become an inseparable part of admissions to management institutes and your selection in campus interviews. A GD is held to identify certain traits that companies and institutes like to see in their employees or students. Lets take a look at the traits which the evaluators look out for in a candidate during the GD. Knowledge: Whatever you do in a GD, your knowledge about the subject cant be replaced by anything else. You are required to talk in a GD but inputs that dont contain any substantial value will not help in any way. Be a voracious reader to increase your knowledge on various subjects. Newspapers, TV, magazines, news portals etc are great sources of knowledge. Alertness and presence of mind: In a GD you are required to carefully listen to the other persons thoughts and keep an argument, example or a supportive statement, fact, example ready to participate in the discussion. Here comes into picture your alertness and ability to think and act immediately. As you participate in a GD, make sure that you sit with an attentive mind and keep taking down the relevant points put forward by others. Communication: You may have a lot of good points to put across but if you cant communicate them clearly, you wont stand a chance when it comes to impressing the evaluators. Practice communicating in a clear and effective way with your friends, family or study group. Confidence: Your self confidence adds a lot of value to your candidature. Look at every group member as you speak, avoid too much hand movement and looking at evaluators. Leadership and team skills: Your participation in a GD clearly establishes not only your leadership skills but also your capability to work in a team. To meet the objectives, a good leader has to be a team player. Goal orientation: Since so many people participate in a GD, the chances of the discussion moving away from the subject are high. Your focus on the goal can get you some extra points. Now, as you are being evaluated for the above discussed traits, you must avoid things that can work to your disadvantage and might cost you the selection. Here are some things that you must avoid doing as a GD participant: Initiating the discussion without proper subject knowledge Although initiating the discussion helps you get the immediate attention of the evaluators, sharing irrelevant details just for teh sake of talking can work to your disadvantage. Start first only if you know the subject well otherwise wait for others to start and get a feel of the subject before entering into the discussion. Snatching anothers chance to speak Give your group members a chance to speak. Talking more wont get you through the GD. In fact it will give the evaluators a feeling that you are not a team player. Making short and relevant contributions of 20-30 seconds 3-4 times in the discussion is enough. Interrupting others Let the other person finish his comment before you speak. Interrupting someone is counted as a negative trait. Remember, it is a discussion not a debate. Dont jump at the conclusions. Listen carefully to the other person before putting your point across. Dialogue In a GD you are expected to communicate with all the members of the group. Do not keep looking at one person while talking. Establish eye contact with all the members of the group. It is a many-on-many discussion not one-on-one. Shouting or dominating Keep you emotions in check. Do not try to dominate the others or let your emotions rule you. Sometimes it might happen that a group member might say something that hurts your feelings such as a comment on your race or religion, make sure that you do not get into an argument. Your focus should be to effectively meet the goals of GD topic. Showing off You have to put across your knowledge on the subject during the GD but you have to be very careful about the thin demarcation between showing off and knowledge sharing. For eg, using statistics and facts during the GD is a good thing to do but you must not overdo it enough to nauseate the group members. Low self confidence or insecurities As we have seen earlier, one of the traits evaluated during a GD is your self confidence. Do not hesitate to speak confidently, even if you might be short of ideas or knowledge on the subject. Listen to others and put across your thoughts in a clear and audible voice. Make sure that you make eye contact with all the group members. Slang and negative gestures GD is a formal discussion. Avoid informal words and negative gestures. For e.g. avoid words like gonna, wanna, ya etc. Similarly avoid gestures like pointing fingers, tapping the desk with the pen. If you ensure that you do not commit these mistakes during the GD, you will not have to worry too much about the negative marks and your chances of getting through it also become much brighter.

Health and Sanitation in Victorian London :: European Europe History

Health and Sanitation in Victorian London Diet, Health, and Sanitation in Victorian England are so interrelated that it is difficult to examine one without being led to another. A.S. Wohl sums it up when he states: "It is rather commonplace of modern medical opinion that nutrition plays a crucial role in the body's ability to resist disease and the experience of the World Health Organization indicates that where sanitary conditions are rudimentary and disease is endemic (that is, where nineteenth-century conditions prevail, so to speak) diet may be the crucial factor in infection" (Wohl 56). However, there was often a vicious cycle at work in these trying times and it is difficult to point to the root causes of some of the contagion that infected people. Also there were various philosophies, some not as instructive as others, being practiced in the early part of the nineteenth century that tried to explain sanitation problems and poverty. When can see how pervasive this problem was as it made its way into much of the literat ure at the time. Its representation was rather grim. Works such as Charles Dickens's Oliver Twist and Elizabeth Gaskell's Mary Barton represent the harsh reality of these conditions. While much of the investigation into the sanitary conditions of the times focused on the working classes, disease and poor sanitation also found their way into the higher classes of society. However, there often remained the prevailing stigma that a dirty body and poor sanitation was the result of some sort of moral failing. Graham Benton puts his finger on this view rather succinctly in his piece which recently appeared in the Dickens Quarterly: "'And Dying Thus Around Us Every Day': Pathology, Ontology and the Discourse of the Diseased Body. A Study of Illness and Contagion In Bleak House." Benton suggests that: "although contagious disease refuses to recognize boundaries of class, it has become aligned with the disenfranchised and disavowed segments of society, and, more significantly, disease became emblematic of other unrelated but equally horrific social ills" (69). Whatever the motivations to end the plight of contagion and unsanitary conditions might have been at the time; it is fair to say that when the spread of disease crossed the invisible boundaries of class that people were spurred into action, albeit not as quickly as they should have. While poor drainage and waste disposal procedures can be seen as a direct result of fever and epidemic; it is important first to look at the dietary practices of the working classes which would greatly contribute to their squalid living conditions.

Different Types of Groups

The concept of the social group is people coming together and having a sense of identity because of a common space, action, or any other things that can bind together people. There is several identified social groups: primary groups, secondary groups, collective groups, in-groups, and out-groups. The primary group is one that shares close and lifelong personal relationships, wherein each member shares personal space and lives and has close relations and interactions.Family and close friends are examples of primary groups, as their members are binded by strong personal ties. A sports group or an academic group that is strongly linked emotionally and physically can also be considered as a primary group. The primary groups shapes and influences a person’s identity. The secondary group relationship is characterized by being formal and temporary, instead of being closely personal and lifelong. Performance of functions is what links together people in the secondary group, and the re lationship is more fleeting and less personal.An example would be a temporary co-worker in the office, who one is constantly in contact with, but has no strong personal ties. A collective group on the other hand is one that is bonded together by a common goal or an interest that links its members. The collective group does similar things and its members have similar interests. For instance, a church group or an environmental group is an example of a collective group. The in-group is the group where the individual feels that he/she belongs in; it is where one has loyalty to or respect to.Members of the in-group shares a similar identity, like families or people of a certain ethnicity or race. Conversely, the out-group is the social group that a person is not inclined to relate, even disdains or is opposed to such group. For instance, a conservative man despising people from other races – the out-group. The different types of groups refer to the personal circles that an individ ual belongs to. These are product of his/her social environment and socialization, which then directs and determines membership to a certain group.

The Middle East, And America s Imperial Ambitions

Research Question Does the ISIS phenomenon challenge the construct of the Middle East, and America’s imperial ambitions? My argument is that neo-colonial relations - between the United States and the Arab world – is responsible for the radicalization of terrorist, particularly ISIS. Considering America’s involvement in the construction of the modern Middle East, and its continued involvement in the region. This research question is significant because it interlinks post-colonial studies with contemporary security studies. This link is important because modern terrorism and the instability in the Middle East cannot be explored without reference to past Western foreign policies. Because the Western influence – in the case of this paper,†¦show more content†¦In addition to post-colonial studies, this paper will also evaluate Orientalist claims that established the West vs. Islam dualism that continues to persuade further imperial advancements in the Arab world. Orientalist scholars include but not limited to Samuel Huntington, Bernard Lewis, Noah Feldman, and Raphael Patai. However, also countering Orientalist claims by analyzing Edward Said’s Orientalism, and other critics of Western hegemony, such as Dan Tuastad. This paper will also explore the theory of political violence along with terrorism to explain why neocolonial relations had led to civil violence in Syri a, and more recently global terrorism. And to illustrate the methods and means of violence. This paper will examine the principles of legitimate political violence against foreign occupation or an illegitimate state authority; such as the social strain theory. The theory of political violence will be linked to terrorism studies to accommodate and understand the methods and means of violence perpetrated by ISIS. This paper will advocate for legitimate political violence - in the means of self-determination - against colonial rule. More notable argued by Frantz Fanon, a political radical that declared violence is the only means to end an unjust regime because the decolonization process is inherently violent

Augustus s Influence On Art And Architecture - 1930 Words

Introduction: In 27 BC Augustus began his political career with a â€Å"new policy which embodied a national and Roman spirit† (Galinksy, 1996, 225) and â€Å"represented new heights in creativity and sophistication† (Galinksy, 1996, 225). Augustus created a new political propaganda campaign that used art and architecture to promote and enhance his regime. The most fundamental message can be regarded as to establish the legitimacy of his rule and to portray him as the natural successor of Rome, as this is consistently presented throughout the visual programme. Yet factors such as the restoration of the Republic, reviving the old religion, nationalism and militaristic triumph can also be seen to be communicated prominently through art and architecture. Legitimacy of Augustan Rule: The art and architecture in the Augustan regime fundamentally reflected the new order and glorified the position and power of Augustus. Initially, at the beginning of his political career, Augustus wished to portray himself appropriately, therefore devised a new image as the first leader of the restored Republic. The academics Walker and Burnett comment that this plan included the melting down of eighty silver statues of Augustus, as the metal was â€Å"considered inappropriate for images of living persons and should be reserved for gods† (Walker and Burnett, 1981, 17); the silver was then offered to the Temple of Apollo. Nevertheless, Augustus’ intention to limit the use of his image can appear to beShow MoreRelatedClassical Roman Art Vs Early Christian There are many similarities and differences between800 Words   |  4 PagesClassical Roman Art Vs Early Christian There are many similarities and differences between Classical Roman and Early Christian Art. What particularly stands out to me is how much these two cultures have in common when it comes to their art and architecture. 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