Thursday, October 24, 2019
Japanese Occupation in South-east Asia Essays -- Pacific War Japanese
Japanese Occupation in South-east Asia Table of Contents Chapter 1: Introduction Background                                                  Pg. 3 Thesis                                                       Pg. 3 Research questions                                             Pg. 3 Rationale                                                  Pg. 3 Methodology                                                  Pg. 4 Chapter 2: Literature Review                                   Pg. 5 Primary sources                                             Pg. 5 Secondary sources                                             Pg. 6 Chapter 3: Research Methodology                                   Pg. 8 Procedure                                                  Pg. 8 Types of sources                                             Pg. 8 Compiling and presenting the data                                   Pg. 8 Chapter 4: Results and findings                                   Pg. 10 Background information                                        Pg. 10 Conflict between Japan and United States                              Pg. 11 The Japanese Occupation (1942 – 1945)                              Pg. 11 Chapter 5: Discussion and interpretation                              Pg. 24 The causes or motives of Japanese Occupation                         Pg. 24 The effect of Japanese Occupation                                   Pg. 25 Propaganda                                                  Pg. 26 Chapter 6: Conclusion                                        Pg. 28 Acknowledgements                                             Pg. 29 Chapter 1: Introduction Background:      The Pacific War opened on 7 December 1941, and Japanese troops started invading other Asian countries. Singapore, which was a colony of Britain at that time, fell to the Japanese on 15 February 1942. Since then, the people in South-east Asia had great sufferings. During the Japanese Occupation, many people suffered and some even died. Finally, the Japanese surrendered after the bombing of Nagasaki and Hiroshima, and the nightmare was finally over. Thesis:      War does more harm than good. Research questions: †¢Ã‚     What are the main causes & motives of the Japanese Occupation †¢Ã‚     What are the main effects of Japanese Occupation to the people at that time? †¢Ã‚     What are the instruments... ...lusion The people under the Occupation suffered, and the people in Japan also suffered after the bombing of Nagasaki and Hiroshima. We learned that war does not do any party good, as we can see from the end of the war. We should learn our lessons from this event, and from the causes we can learn how to prevent it. Therefore, we should place our attention on the recent US and Iraq war, and stand on the side of peacefulness. We should also educate ourselves to differentiate between propaganda and the reality. Lastly, I had proven my theory, â€Å"War does more harm than good.†Acknowledgements http://www.iwm.org.uk/upload/package/25/pearl_harbour/hb_rise_of_japan.htm http://www.iwm.org.uk/upload/package/25/pearl_harbour/hb_ww1.htm http://www.iwm.org.uk/upload/package/25/pearl_harbour/hb_us_lead.htm http://www.iwm.org.uk/upload/package/25/pearl_harbour/hb_j_agg.htm http://www.iwm.org.uk/upload/package/25/pearl_harbour/hb_count.htm http://www.japan-guide.com/e/e2130.html http://www.japan-guide.com/e/e2129.html http://www.diggerhistory.info/pages-posters/jap.htm http://www.s1942.org.sg/ Understanding our past, Singapore from Colony to Nation - Federal Publications
Wednesday, October 23, 2019
Lb160 Etma 01
LB160 eTMA 01 Summary of case study on Brompton Bicycles Brompton Bicycles, estimate this year they will sell 19,000 folding bikes with profits of ? 925,000 before tax but they plan to to boost production to 50,000 bikes a year with a ? 1million production revamp and a big sales push focused overseas. The company is aware they need to see significant sales growth both in the Uk and overseas if they want to stay a competitor in the fast growing global market, but they have encountered problems such as capacity and slow production times along with patents which expired 8 years ago.Although they are still covered by copyright other competitors can copy the invention. There is also the problem of being based in London so the company does not benefit from the low wage structure of Taiwan, where 80% of bikes are made. Brompton are unwilling to relocate as they have had to train most of its 85 staff in specific skills.Brompton are competitive in other cost areas as they have kept changes to their bikes minimal over the past 20 years so have been able to invest in tools and all their previous marketing has been through word of mouth, which they do need to focus on in the future. Although competitors may compare on quality and undercut them on price, last year one competitor made 350,000 bikes, Brompton believes in engineering ethos and producing bikes which are built to last so does not want to lose sight of the quality of their bikes and become a mainstream dealer, as this would lose its appeal.
Tuesday, October 22, 2019
Recent Legal History of the Death Penalty in America
Recent Legal History of the Death Penalty in America While capital punishment – the death penalty – has been an integral part of the American judicial system since the colonial period, when a person could be executed for offenses like witchcraft or stealing grapes, the modern history of American execution has been shaped largely by political reaction to public opinion. According to data on capital punishment collected by the federal government’s Bureau of Justice Statistics, a total of 1,394 people were executed under sentences handed down by federal and state civilian courts from 1997 to 2014. However, there have been extended periods in recent history during which punitive death took a holiday. Voluntary Moratorium: 1967-1972 While all but 10 states allowed the death penalty in the late 1960s, and an average of 130 executions per year were being carried out, public opinion turned sharply against the death penalty. Several other nations had dropped the death penalty by the early 1960s and legal authorities in the U.S. were starting to question whether or not executions represented cruel and unusual punishments under the Eighth Amendment to the U.S. Constitution. Public support for the death penalty reached its lowest point in 1966, when a Gallup poll showed only 42% of Americans approved of the practice. Between 1967 and 1972, the U.S. observed what amounted to a voluntary moratorium on executions as the U.S. Supreme Court wrestled with the issue. In several cases not directly testing its constitutionality, the Supreme Court modified the application and administration of the death penalty. The most significant of these cases dealt with juries in capital cases. In a 1971 case, the Supreme Court upheld the unrestricted right of juries to both determine guilt or innocence of the accused and to impose the death penalty in a single trial. Supreme Court Overturns Most Death Penalty Laws In the 1972 case of Furman v. Georgia, the Supreme Court issued a 5-4 decision effectively striking down most federal and state death penalty laws finding them arbitrary and capricious. The court held that the death penalty laws, as written, violated the cruel and unusual punishment provision of the Eighth Amendment and the due process guarantees of the Fourteenth Amendment. As a result of Furman v. Georgia, more than 600 prisoners who had been sentenced to death between 1967 and 1972 had their death sentences commuted.  Supreme Court Upholds New Death Penalty Laws The Supreme Courts decision in Furman v. Georgia did not rule the death penalty itself to be unconstitutional, only the specific laws by which it was applied. Thus, the states quickly began to write new death penalty laws designed to comply with the courts ruling. The first of the new death penalty laws created by the states of Texas, Florida and Georgia gave the courts wider discretion in applying the death penalty for specific crimes and provided for the current bifurcated trial system, in which a first trial determines guilt or innocence and a second trial determines punishment. The Texas and Georgia laws allowed the jury to decide punishment, while Floridas law left the punishment up to the trial judge. In five related cases, the Supreme Court upheld various aspects of the new death penalty laws. These cases were: Gregg v. Georgia, 428 U.S. 153 (1976)Jurek v. Texas, 428 U.S. 262 (1976)Proffitt v. Florida, 428 U.S. 242 (1976)Woodson v. North Carolina, 428 U.S. 280 (1976)Roberts v. Louisiana, 428 U.S. 325 (1976) As a result of these decisions, 21 states threw out their old mandatory death penalty laws and hundreds of death row prisoners had their sentences changed to life in prison. Execution Resumes On January 17, 1977, convicted murderer Gary Gilmore told a Utah firing squad, Lets do it! and became the first prisoner since 1976 executed under the new death penalty laws. A total of 85 prisoners - 83 men and two women - in 14 U.S. states were executed during 2000. Current Status of the Death Penalty As of January 1, 2015, the death penalty was legal in 31 states: Alabama, Arizona, Arkansas, California, Colorado, Delaware, Florida, Georgia, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, Missouri, Montana, Nevada, New Hampshire, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, and Wyoming. Nineteen states and the District of Columbia have abolished the death penalty: Alaska, Connecticut, District of Columbia, Hawaii, Illinois, Iowa, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nebraska, New Jersey, New Mexico, New York, North Dakota, Rhode Island, Vermont, West Virginia, and Wisconsin. Between the reinstatement of the death penalty in 1976 and 2015, executions have been carried out in thirty-four states. From 1997 to 2014, Texas led all death penalty-legal states, carrying out a total of 518 executions, far ahead of Oklahoma’s 111, Virginia’s 110, and Florida’s 89. Detailed statistics on executions and capital punishment can be found on the Bureau of Justice Statistics’ Capital Punishment website.
Monday, October 21, 2019
French Expressions - Mood and Health
French Expressions - Mood and Health Learn some French expressions related to mood and health, both good and bad. English French Literal translation Did you get up on the wrong side of the bed? Tu tes lev du pied gauche? Did you get up on your left foot? Dont sulk! Ne fais pa la tte ! Dont do/make the head! Get well soon. Remets-toi vite. Get better quickly. Hes hard of hearing. Il est dur doreille. Hes uncomfortable. Il nest pas bien dans sa peau. Hes not good in his skin. Hes in a very good mood. Il est de trs bon humeur. Hes of very good mood. I burst out laughing. Jai clat de rire. I burst to laugh. I cant seem to wake up. Je narrive pas me rveiller. Im not managing to wake up I dont feel well. Je ne suis pas en forme. Im not in shape I feel great! Jai la frite !Jai la patate ! I have the French fry!I have the potato! Im all choked up. Jai la gorge serre. My throat is tight. Im bathed in sweat. Je suis en nage. Im swimming. Im beat! Je suis crev!Je suis bout de force! Im burst!Im at the end of force! Im bored to death. Je mennuie mourir Im bored to dying. Im out of breath. Je suis hors dhaleine. I was ready to drop. Les jambes mentraient dans le corps. My legs were going into my body. My head is spinning. Jai la tte qui tourne. I have the head that spins. You look well. Tu as bonne mine. You have good look. Youre soaked to the skin! Tu es tremp comme une soupe!Tu es tremp jusquaux os! Youre soaked like a soup!Youre soaked to the bones!
Sunday, October 20, 2019
Do You Know Your Student Rights
Do You Know Your Student Rights Did you know that college students have more freedoms than high schoolers? And, not just access to better parties and more free food. While you have the same rights to equality and non-discrimination that you had in high school, you have more protections for what you say, what you keep in your dorm, and who can arrest you. In honor of Human Rights Day, here are some of the lesser-known legal protections that you have as a college student. It might just inspire you to go out and take advantage of your newfound freedom. Your College Is Obliged to Keep Its Word Whatever a college prints or says is true, is really so. In the case of Andrà © v. Pace University (1996), the court found in favor of the complainant since she did not receive the advertised level of instruction as stated in the course catalog. The right to college integrity isn’t limited to written publications. Any person with the authority to make a verbal contract (such as a dean, admissions officer, recruiter, or academic counselor), is required to fulfill the terms. Such was the case in Healy vs. Larsson (1974). The complainant was awarded a degree based on a track of courses laid out verbally by his academic advisor, even though they didn’t meet the degree requirements. Protection From Search and Seizure The next time someone demands to see what’s in your dorm room, tell them they don’t have the right – because they don’t. In the 1971 case of Piazzola v. Watkins, the court found that college students don’t give up their right to unlawful search as seizure simply by signing a dorm room contract. In addition, only evidence found by a police officer with a legal warrant to search is admissible in court – and that doesn’t include campus cops. So, unless it’s a city or state police officer with a warrant, you don’t have to let anyone search your room. Control of Your Privacy Under the Family Rights and Privacy Act (FERPA), you have the same general privacy protections as any other citizen. However, if you are dependent on your parents’ taxes, your college has the right to send your grades directly to them. In addition, colleges have the right to publish information like your name, phone number, and address in a school directory (without your express permission) unless you specifically request for them not to publish that information. Right to Safety As a student, you have the right to be kept safe from campus injuries caused by facilities, other students, or foreseeable crime circumstances. For example, in the case of Miller v. State (1984), a college student was raped at knife point in her dorm because the school had failed to lock the doors for the night. She won her case, showing that the college has a special duty to protect its students, especially in areas where they make a claim that a student should be safe. Freedom of Speech and Demonstration Under the First Amendment, students are free to share their opinions through physical demonstrations, online activities, or through student groups. Papish v. University of Missouri (1973) clarified this language to include any speech that doesn’t interfere with the rights of other students or the school operation. This right especially protects students who are making statements on the school’s public message boards, intranet, or group publications. In Rosenberger v. University of Virginia(1995) the school was found at fault for refusing to distribute student group funds to a group that created a pro-Christian publication. Due Process If you are involved in a disciplinary action, you have the right to due process. That means you have the right to legal counsel, to view evidence against you, and to have a fair trial. The case of Texas Lightsey v. King (1983) showed that it is unconstitutional, for example, to expel a student for cheating when a disciplinary council finds him or her innocent of the act. So, if you get in trouble, make sure you get the fair trial you deserve. Summary From safety to scheduling, you have way more freedom than you think. Make sure you know your rights before you let your college take any away from you. It’s up to you to stand up and fight for your freedom to share your opinions, protect your privacy, and ensure that your college is everything you think it should be. Have your student rights ever been violated? Please share your stories and opinions in the comments below
Saturday, October 19, 2019
Post Assignment Example | Topics and Well Written Essays - 500 words - 1
Post - Assignment Example This way, it will be possible to make accurate assumptions that will impact on planning positively because assumptions have influence on planning (Bush, 2005). I perfectly agree with the position you took on the purposes of EOP, especially when it comes to the aspect of planning. I would agree with you that planning is an important tool for achieving efficiency and for avoiding waste (Dudo, Dunwoody & Scheufele, 2011). Very often, emergency workers approach emergency events with virtually no idea about outcomes to expect. This happens when there is poor planning towards such events. Having an EOP can therefore help in ensuring that emergency workers abreast themselves with possibilities of emergency outcomes so that they can make the right preparations to them. An additional insight that I will like to add to your point is that whiles preparing emergency operations plans, it is important to take much inspiration from past events. I believe that it is based on past events that the right planning can be made to achieve efficiency. While you were opining on the questions/issues that must be addressed by an EOP, you made very important points which I agree with very perfectly. One of these was the point you made about the community. I agree with well that the community has a role to play in emergency management and that it is always very important to ask questions about the roles that the community can play in times of emergency. Once the role of the community is clearly defined, it will be possible to get the very best from them in times of emergency. The situation where community members interrupt the work of the emergency workers will also be avoided. This is because there will be distinctions between what they are allowed to do and what they are not allowed to you. With all the lessons above, it can be conclude
Friday, October 18, 2019
Spectrophotomertry Essay Example | Topics and Well Written Essays - 1750 words
Spectrophotomertry - Essay Example 2. INTRODUCTION Spectrophotometry is the study of numeric calculation of the magnitude of reflection and transmittance of different materials on the basis of the incident wave length. A spectrophotometer is a device which is used to measure the values of transmittance and reflection. Spectrophotometry is used in different fields and sciences like chemistry, biochemistry, physics and materials etc. Spectrophotometry also covers the subject of spectrum and its intensity, and other related issues with changing thicknesses. This report is actually based on the application of spectrophotometry. Dektak 3 ST is used in this experiment. It is a surface profile interpreting mechanism, adequately well on to the area of measuring surface grain or texture and capable of measuring change in thickness even in microns. A diamond tip stylus is used to identify the sample characteristics. The device is enough responsive to record all surface variations. The parametric measurement through Dektak 3 ST includes area, slope, radius measurement, step height, unevenness and roughness on a sample profile. A set of data plotting and video imaging can also be retrieved by using Dektak 3 ST. All thin films on which the spectroscopic analysis is made are actually made up of tin oxide. Tin oxide is a colorless transparent, amphoteric and inorganic material. Tin oxide is widely used in ceramics and majorly in ceramics glazing. Tin oxide is also used in the production of glasses and enamels. 3. EXPERIMENT The experiment is comprised of two phases, the first one proceeds with enkd-8000 machine and the second one proceeds with Dektak 3ST. In the beginning of the phase 1 of the experiment three glasses of tin dioxide having three different thicknesses are considered. The entire glass top surfaces of all are determined with the help of voltmeter. Then every glass is taken individually and analyzed in enkd-8000 machine. During the analysis of every glass, the file is clicked with the scanning opt ion from 400 nm wavelength to 900 nm wavelength. After the selection of the wavelength the machine will take some time to analyze. Then after analysis is switched on in which performance summary information is selected. The selection will yield the CIE color space for the first glass. Now the whole process is being repeated for second and third glasses. All three analyses are made on P polarization When our analysis for P polarization is completed then any sample is selected for S polarization so a conclusion can be drawn by varying polarization. This is how the phase 1 of the experiment is completed. Considering the phase 2 of the experiment, all same three glasses of tin dioxide are used. Every glass is taken and then masked individually from the isolation tap then after zinc powder is being applied, then afterwards Hydrochloric acid is used for application on the applied zinc powder. Finally the hydrochloric acid is scrapped out and then samples are washed out. After this process if the glasses appear clean then apply acetone on it then again wash it with the help of water and then glass is being dried out. The same process is repeated for all three glasses. Dektak3ST machine is used to measure the thickness of all the samples of three glasses. The samples are positioned in the machine one by one. The run option is clicked by the mouse, and then scan option is clicked
Subscribe to:
Posts (Atom)