Population Distribution in China and the UK Essay Example

Population Distribution in China and the UK Essay In China, the population is concentrated along the coast of China. The population densities are at least twenty five people per km ² and in some areas, greater than one thousand people per km ². In the United Kingdom, the population is concentrated in two areas, the south east of the UK, London, and the lower central area of the UK which is the Manchester and Birmingham area. The population density of these areas ranges from three hundred and fifty to six hundred people and over per km ².China is heavily populated in Hong Kong, Beijing and Shanghai, which are all located on China’s coast. The areas mentioned above all have a booming economy which have attracted investors and have created more jobs. These new people chose to live close to their jobsite which is most likely in the mentioned cities which have then caused the dense population density in China. Trade is another factor because the ports in China are among the largest ports in the world for both cargo volume an d container traffic. This trading opportunity has been taken advantage of by many people thus creating a â€Å"Chain Reaction† which is creating more shipping and transport companies which creates more jobs and in turn causes more people to flock to the cities. The rainfall also is greater in the heavily populated areas thus creating more water for consumers and for agricultural lands.The mountainous areas are sparsely populated, in most cases because of little rainfall, extreme weather, slow economy, less job opportunities, hardly any transportation and little resources. In the far north west of China, there is some average to dense population where numbers ranging from twenty five to nine hundred and ninety nine people per km ². This is because of the rivers from the nearby mountains creating a water supply and the rainfall is sufficient. Also the lands in this area are close to flat land making transportation an ease.In the United Kingdom, the south eastern coast is one out of the two most populated areas is London. London was the biggest city from 1831 to 1925. London, at this time was one of the most developed cities of that era which incited immigration for either a better standard of life or better job opportunities. As time passed the immigrants began reproducing and boosting the population density. Also, London’s port is among the biggest ports of the world which encourages more imports and exports which increases the UK’s economy which then creates the â€Å"Chain Reaction† mentioned above. Moving to Manchester and Birmingham, this area is very historic area also so it attracts many tourists who eventually migrate to this part of the UK. Here also has a thriving economy which originates from trade, tourism and resources. The thriving economy will also create the â€Å"Chain Reaction†Moving further north of the UK, there is a sparse density of people in these areas, mainly because these areas are mountainous. In th e mountains, limited types of crops and animals can be grown and reared because of the weather. The weather is very harsh and temperatures are very low. Transport is not easily accessible form mountainous areas thus causing not very livable conditions for people residing here.I think that in both countries, the physical factors are more important because the countries both have coastal features which some of the biggest ports in the world are built. Trade plays a significant role in both countries’ economy which causes the â€Å"Chain Reaction† mention earlier, and a better standard of living thus increasing the population densities in the cities. Dense cities such as London are built right along the river Thames which also sparks opportunities for settlements being made. Sparse areas are usually sparse because of the unlivable conditions due to rainfall, mountains and temperature.

Summary of “the memoirs of richard M. nixon The WritePass Journal

Summary of â€Å"the memoirs of richard M. nixon Introduction Summary of â€Å"the memoirs of richard M. nixon IntroductionReference:Related Introduction Richard M. Nixon, was born on 9th January 1913 in Yorba Linda, California. He graduated from Whittle College in 1934, then obtained law degree from Duke University in 1937. From 1937 to 1942, he jobbed as a lawyer in Whittle California. In June 1938, he joined the Republican Party. From 1942 to 1946, Nixon was in the American Navy, and was promoted to Navy Lieutenant Commander. In 1946, Nixon was elected as a Republican member of the U.S. House of Representatives to begin a career in politics. In 1950, he was elected as a U.S. Senator. In 1952, as Eisenhowers running mate, he was elected as Vice President. In 1956, he was re-elected Vice President. Nixon ran for president in 1960, was defeated by John F. Kennedy under a narrow vote differential. Again he was defeated in 1962 when running for governor of California, which means he temporarily left the central state power hub. After his defeat, Nixon has worked as a lawyer in Los Angeles and New York. Nixons return to politics in 1968, the U.S. presidential election that year, he defeated Democrat Hubert Humphrey and independent candidates Wallace, was elected to the 46th (37th term) president. January 1973 re-election the 47th president. During his ruling, Nixon internal goal is to curb inflation and revive the U.S. economy. Externally, he proposed the Nixon Doctrine, in direct contact with the P.R.China. August 8, 1974 Watergate event forced him to resign as president, became the first resignation of the president whom in order to avoid sanctions and conviction for his misuse of authority. In July 1959, as U.S. Vice President, Richard Nixon was asked by President Eisenhower to attend the opening ceremony of the American National Exhibition held in Moscow. For this exhibition, the entire exhibition hall were decorated with the everything American citizen can have in mind. There was full of modern and automated leisure or entertainment equipment, to present that the results in the large-scale commodity economy and the market economy of American capitalist system. At a kitchen booth template of American-style villa, Nixon and the former Soviet Union Minister, Nikita Khrushchev, Chairman of the meeting launched a controversy on the issue of the East-West ideological and nuclear war, also debated the merits of between capitalist economic system and communism (Social Marxist) economic system. Most Americans thought Nixon won the debate, his prestige therefore greatly increased at state. This is the famous Kitchen Debate. This debate coincided with a period of scale during th e Cold War. In the Nixon term, the withdrawal of U.S. troops in Vietnam gradually ended that field of war which plunged the country into crisis. On July 25, 1969, Nixon visited to Asia via Guam, and announced a new policy in Asia. The key points were: After the Vietnam War, the United States would continue to play an important role, and abide by the treaty obligations already undertaken. But unless the threat by the nuclear powers, the United States would encourage its Asian allies take the responsibility in their own internal security and military defense, while the U.S. was to avoid involvement in the Vietnam-style war. Collective security was the seeking goal in support of its allies of US against the nuclear-powered countries. The Asian policy known as the Guam Doctrine. Then during Nixons State of the Union message over the years, this policy was extened to the global policy and the general policy of dealing comprehensive relations with his allies. In 1970 he summed up this doctrine for the United States and US allies among the worlds partnership (including the military, political and economic aspects); and noted that the centerpoint was the United States would no longer bear the full responsibility of defending the worlds free nations. Nixon Doctrine treated with the post-war inconsequence while U.S. twice involved in the Korean War and Vietnam War; also as the United States conducted in areas of national war of the countries which were absence of a formal commitment, absence of in the meaning of alliance technically. For these areas, in order not to over-stretching forces, but still cannot give up the duties, the Nixon Doctrine agree to U.S. intervention with three criteria: First, the United States would keep its treaty commitments. Second, if a nuclear-power threatens the freedom of U.S. allied countries, or threaten the countries which its survival were concerned in the US national security, the United States would provide umbrella. Third, once it comes to non-nu clear aggression, the United States would rely on the country directly threatened to assume the manpower to provide primary responsibility for defense. January 27, 1973, the United States signed up Agreement on Ending the War and Restoring Peace in Vietnam. March 29, the U.S. military completely evacuated from Vietnam, the Vietnam War which lasted longest in U.S. history, also made the country into crisis, finally got end up. Nixon attempted to establish diplomatic relations with the P.R.China by table tennis, to support their entry into the United Nations. Ping-pong Diplomacy has improved relations between China and the United States. In February 1972, Nixon visit to China, who became the first U.S. President to visit Mainland China, and was the first one to visit a country of that U.S. has no formal diplomatic relations with. The 7-day visit to China was called the week changing the world. Nixons visited to Beijing, Hangzhou, Shanghai three cities, and initialed Sino-US joint communiques (Shanghai Communique) with Enlai Zhou at gardens beside West Lake in Hangzhou, which was a sensation of the world. Nixon to opened the door for Sino-US relations and made great contribution of improving and developing Sino-US relations. Relations between the PRC and the United States normalized. The United States, China and the Soviet Union began to form triangular diplomacy of the situation. It was a decisive factor in the development international situation over a very long time. Reference: Richard M. Nixon, the Memoirs of Richard M. Nixon, Simon Schuste, Nixon Library Edition, 1990

Society & Bullshit Essay Example | Topics and Well Written Essays - 500 words

Society & Bullshit - Essay Example As bullshit does not reject the authority of truth, it has a power to pose as truth thus captivating the society. In this manner, it is a bigger enemy of the society than lie (Noah, 2005). A democratic and civilized society being aware of its basic right of truth and justice expects its country’s political disclosure to be based on them. It is important for the political discourse of the country to rely on truth so that the citizens are correctly aware of every situation concerned with their country. Lying, misrepresenting and bullshitting the nation will not only misguide it but would also hinder the society’s growth (McCormack, 2005). In the recent years, the U.S political discourse has become all about misrepresentation, falsifying the truth and lying. The dealings of recent governments depict that there is no place for truth in today’s political culture. President Bush era is a real and proven example of government lies and misrepresentation to the public. His lies and deceits have increased public mistrust in the government. It looks as if today’s political discourse is least concerned with truth seeking and providing it to the public (Arendt, 2009). One of the most famous examples of bullshit in the recent history of U.S political discourse is of President Bush State of the Union address in 2003. Financial Times reported this that the famous war justifying 16 words in the President’s address ("The British government has learned that Saddam Hussein recently sought significant quantities of uranium from Africa")  (Noah, 2005) were bullshit. Use of word â€Å"learned† rather than â€Å"concluded† signifies these words as bullshit. Although these words might be true, but they were bullshit as at the time of making this statement the president and his staff did not have evidence to support their claim, so they were bullshitting (Noah, 2005). These 16

Training and Development in the Companies Essay

Training and Development in the Companies - Essay Example The essay "Training and Development in the Companies" talks about the needs of the training modules, the retail chain initiates numerous measures to prepare the workforce in J Sainsbury, Plc, the renowned retail chain of the United Kingdom. Sainsbury has a dedicated system of review known as Performance Development Review. The Tesco company has implemented dedicated programs of training and development of its highly skilled work force so that it can align with the changing needs and dynamics of the business environment. The same is true for the other prominent retail chain of the country, J Sainsbury. The company is one of the closest competitors of Tesco and so was selected to be the other grocery chain to carry out the report. J Sainsbury, Plc has been the renowned retail chain of the United Kingdom. The organization is celebrating its 140th year of establishment this very year and therefore has come up with a whole lot of schemes and promotional offers to cater to the changing pur chasing needs of the customers. To ensure efficient and effective training sessions, at the outset it is important to identify the areas in which training is required. For the purpose, Sainsbury has a dedicated system of review known as Performance Development Review. Through the Performance Development Review, all the employees of the company discuss the issue of career development with the respective managers and also consider the progress made towards the double objective of organizational goal.

Jewish History Essay Example | Topics and Well Written Essays - 1500 words

Jewish History - Essay Example These immigrations are similar in their ways of adapting in new countries, but they had differences in reasons of immigration and challenges and experiences in their new countries. Enduring Understanding These two Jewish populations differed in challenges and experiences in their new countries, with the Jews in Babylon faring better than the Ethiopian Jews in Israel, even when they both experienced comparatively equal human rights in their new countries. In Babylon, Jews hated being separated from their homeland, but they flourished as merchants and professionals (Hooker). They enjoyed many of the liberties provided to local Babylonians, such as owning land, freedom to practice Judaism, and acquiring wealth (Hooker). They prospered significantly due to the extensive trade routes that existed in this region (Moss). In Israel, the Ethiopian Jews generally experienced intense poverty, due to poor Hebrew/English language skills and lack of employability skills (â€Å"Ethiopia's Jews: Th e Last Exodus†). These Jews came from agricultural communities and were forced to rapidly assimilate into a cosmopolitan lifestyle and economic structure (Chen). Ethiopian Jews also suffered from discrimination, because some Jews questioned their â€Å"Jewishness† (â€Å"Ethiopia's Jews: The Last Exodus†). ... The situation became more depressing throughout the early 1980's. The state demanded forced conscription at the age of 12, which separated many Jewish boys away from their parents (â€Å"The History of Ethiopian Jews†). Furthermore, Ethiopian Jews feared the threats of war, famine, and unbearable health conditions (â€Å"The History of Ethiopian Jews†). The pull factors of their migration came from Israel and the U.S., which wanted to save them and bring them to Israel. In 1977, Prime Minister Menachem Begin wanted the Ethiopian Jews to immigrate to Israel (â€Å"Ethnic Groups: Ethiopian Jews†). For the Jews who were deported to Babylon, they faced pull factors. The Chaldeans, as they pursued similar Mesopotamian practice, deported the Jews after they subdued Jerusalem in 597 BC. Hence, they suffered exile that led to their Diaspora. Despite feelings of discrimination, both the Ethiopian Jews and Jews in Babylonian exile persevered through learning their new coun try’s language and adapting to their culture. The Ethiopian Jews learned Hebrew and English and adapted practices and skills that enabled them to live and work in the city (Chen). Their children studied in Israelite schools and some successfully finished school and became prominent political and social leaders (Chen). In Babylon, the Jews adopted the Chaldean religion. In both cases, the Ethiopian and Babylonian Jews contributed to the socio-economic and cultural diversity of their new countries, although some feared that Ethiopian Jews never truly fit into Israel’s way of life, because their poverty (Chen). Comparison of the Immigration of Ethiopian Jews to Israel and

Theme of loneliness and rejection

Theme of loneliness and rejection The Consequences of Societys Rejection in Frankenstein by Marry Shelley Frankenstein is Marry Shelleys masterpiece, written when she was only 18 years old. The novel explores of theme of loneliness and rejection. The monster created by Victor Frankenstein is rejected by human society because of his appearance. Mary Shelley explores the feelings of creature totally ignored and abused by the society. The novel became a reflection of the inner state of Mary Shelly. It reflects sufferings and looses of the author. As notes Anthony Badalamenti in his article Why did Mary Shelley Write Frankenstein: : â€Å"She was also the product of her own past, suffering three successive losses in her early life that reveal why themes of being alone and abandoned run through the novel†(Badalamenti, 431). All these sad events and constant feeling of loneliness helped Mary to create a very deep and powerful character. Victor does not think about possible results of his experiments. He does not think what will happen when he finally succeeds and created a living creature. He is severely punished by his attitude when the creature created by him turns to monster. The author illustrates that the guilt for murders can not be put only on Frankensteins creation. Society and social norms finally result in feeling of loneliness and estrangement. â€Å"The monster complains that his maker and mankind are moving his nature from goodness and benevolence to wrath and violence. He attempts the company of men and is rejected with horror, fear and abuse† (Badalamenti, 432). Victor Frankenstein is driven by his ambition when he creates his monster. He does not think about the consequences but rather makes experiments: â€Å"One of the phenomena which had peculiarly attracted my attention was the structure of the human frame, and, indeed, any animal endued with life† (Shelley, 46). Victor does not think about the feelings of the creature he produces. He is concerned only with scientific tools which give him control and power. â€Å"Frankenstein so beautifully explores the consequences of living and working in isolation. After cloistering himself to bring dead flesh to life, Victor Frankenstein condemns his creature to loneliness. The creature does the same to him in revenge. Solitude makes monsters of both† (Thomas). Victor creates a monster but he doest not understand true meaning of his actions. Loneliness and alienation is one of the main themes of the novel. It is notable that all main characters of the novel experience feelings of loneliness and alienation. The Monster, Victor and Walton experience these feelings. Victor Frankenstein, does not have good relations with his family. He does not keep in touch with his father and sister despite they really want to have good relations with him. The author describes in great detail good relations in Victors family and their desire to keep in touch with Victor. Despite this fact Victor does not make any attempt to support any relations with his family. He dedicates all time and effort to science but it does not bring him enough moral satisfaction. Victor can not find the way out for his negative feelings and uses since and experiment as a way to entertain himself and to get rid of loneliness. The author uses the old theme of Faust when the search for technical progress and scientific advances results in the loss of humanity. Vict or does not possess feeling of love and compassion. The Monster notes for several times that he wants to find these feelings in his creator but constantly fails. He compares himself to other people who deserve love and understanding of God, who created them, and states that his creator has abandoned him: â€Å"Sometimes I allowed my thoughts, unchecked by reason, to ramble in the fields of Paradise, and dared to fancy amiable and lovely creatures sympathizing with my feelings and cheering my gloom; their angelic countenances breathed smiles of consolation. But it was all a dream; no Eve soothed my sorrows nor shared my thoughts; I was alone. I remembered Adams supplication to his Creator. But where was mine? He had abandoned me, andin the bitterness of my heart I cursed him†. (Shelley, 111) Sad irony that the monster is not deprived of human feelings in contrast to his creator. The monster feels loneliness and alienation. It seeks for understanding and love but can not find a living creature which would share its feelings. Physical appearance becomes the main barrier for the creature. It does not allow it to build normal relations in the society. People do not make any attempts to find out about the inner world of the Monster after they saw how it looks. The creature readers works by Goethe and Milton and feels even more lonely and frustrated. The more it finds out about the world around, the more it hates it. â€Å"Cursed, cursed creator! Why did I live? Why, in that instant, did I not extinguish the spark of existence which you had so wantonly bestowed? I know not; despair had not yet taken possession of me; my feelings were those of rage and revenge. I could with pleasure have destroyed the cottage and its inhabitantsand have glutted myself with their shrieks and misery.† (Shelley, 98). Feeling of alienation and loneliness only grows with the flow of time. Victor, the creator, turns off from the thing he has created He doest not want to take response for his actions and he rejects the thought that the creature may feel pain and other negative emotions same like other people do. Victor can not come in terms with his emotional side. He dies alone and looses all his dear people. The theme of social rejection is one of the main themes of the novel. The author shows the consequences of social opinion. The creature created by Victor turns to monster because it can not find understanding and compassion in the society. People do not give the creature any chances only because it looks terrible to them. In her novel, Mary made an attempt to express her own frustration and to turn attention of people to the theme of social deprivation and rejection. She was recording instead her reflections and feelingsher grief, her loneliness, her thoughts of the future, her wish to die (Nitchie, 49). Mary knows what she write about since she had to pass many personal hardships and looses. She wants her readers to understand the feelings of creature which knows no compassion or understanding. The monster was created by Victor only physically. In reality it was crated by the society. Indifferent attitude and disgust finally resulted in the birth of real monster which threatens its creator and society. Works Cited Shelley, Mary Wollstonecraft. Frankenstein, or, The Modern Prometheus. New York: Doubleday, 1999. Badalamenti F. Anthony, Why did Mary Shelley Write Frankenstein? Journal of Religion and Health, Vol. 45, No. 3 (Fall, 2006), pp. 419-439, http://www.jstor.org/stable/info/27512949?seq=1type=ref Vincent, Patrick, Mary Shelleys Fictions: From â€Å"Frankenstein† to â€Å"Falkner.† Studies in Romanticism, 01-01-2003 http://elibrary.bigchalk.com/elibweb/elib/do/document?set=searchdictionaryClick=secondaryNav=groupid=1requestid=lib_standardresultid=17edition=ts=17C3927A2C2AC8AB18B9C85D443AD211_1272266531597start=1publicationId=urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B92045209 Thomas, Louisa, Their Love Is Alive, Newsweek, 09-14-2009 http://elibrary.bigchalk.com/elibweb/elib/do/document?set=searchdictionaryClick=secondaryNav=groupid=1requestid=lib_standardresultid=3edition=ts=17C3927A2C2AC8AB18B9C85D443AD211_1272266531597start=1publicationId=urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B170737047 Nitchie, Elizabeth, Mary Shelley: Author of â€Å"Frankenstein† Greenwood Press, 1970. http://www.questiaschool.com/read/3455777?title=Mary%20Shelley%3a%20Author%20of%20%22Frankenstein%22 Frankenstein: Creation as Catastrophe Paul Sherwin PMLA, Vol. 96, No. 5 (Oct., 1981), pp. 883-903 http://www.jstor.org/stable/462130?Search=yesterm=Frankensteinlist=hidesearchUri=%2Faction%2FdoBasicSearch%3FQuery%3DFrankenstein%26wc%3Don%26dc%3DAll%2BDisciplinesitem=6ttl=8505returnArticleService=showArticle Mary Shelley, Frankenstein, and the Spectacle of Masculinity Bette London PMLA, Vol. 108, No. 2 (Mar., 1993), pp. 253-267 Published by: Modern Language Association http://www.jstor.org/stable/462596?Search=yesterm=Frankensteinlist=hidesearchUri=%2Faction%2FdoBasicSearch%3FQuery%3DFrankenstein%26wc%3Don%26dc%3DAll%2BDisciplinesitem=9ttl=8505returnArticleService=showArticle

English As A Second Language Education Essay examples -- Educational M

English As A Second Language Education When the English as a second language learner (ESL) or the English language learner (ELL) students have achieved English proficiency, it helps students to develop their understanding of mathematics. Students then effectively use mathematical tools, charts, patterns and other strategies, as well as their prior learning experiences to make connections to solve related problems. The majority are able to transfer their manipulative exploration to solving problems with pencil and paper. Students use multiple solutions and strategies when they solve problems. They express their mathematical thinking through drawing, writing, and speaking. Students socialize their intelligence through playing games and taking part in opportunities for team or pair work, when they explain their thinking. Upper grade students often find it difficult to discuss or write in mathematical terms, even after they have been given multiple opportunities to investigate. In order to make schematic connections, instruction must be meaningful (in a language students can understand) and relevant (relating to students’ prior knowledge). Meaningful contains native language or sheltered English. Relevant contains culturally and/or experientially familiar. English language development that is integrated with developing knowledge about, for example, American school life and procedures, is usually a more effective way of proceeding than simply focusing on English language (Duff, 2001). The activities, tasks, and problems that students encounter should be accessible to students with a wide range of knowledge and skills. That is, students with diverse backgrounds should be able to understand what is required, make meaningful ... ...erse Students. http://www.sofweb.vic.edu.au/lem/esl/evce.html. Lass, M. J. (1988). Suggestions from research for improving mathematics instruction for bilinguals. School Science and Mathematics, 88, 480-486. McKeon, Denise & Samway, Katharine. (1999). â€Å"Myths and Realities: Best practice for language minority students.† Heinemann. Perkins, Cathy. Equity in mathematics assessment for English as a second language students. The University of Georgia. Summer 1995. http://jwilson.coe.uga.edu/EMT705/EMT705.Perkins.html. Raborn, Diane. â€Å"Bilingual Education Journal.† Mathematics for students with learning disabilities from language-minority backgrounds: recommendations for teaching. NY, V10, pp. 25-33. Summer 1995. Seceda,Walter G. Teaching mathematics for understanding to bilingual students. http://www.ncela.gwu.edu/pathways/immigration/mathematics.htm.