Word for word hearing Essay Example | Topics and Well Written Essays - 2500 words

Word for word hearing - Essay Example t terminals for nearly a year until a partial agreement was reached in April, and in Iraq, we’ve only recently begun to see that country tap the potential of it proven oil reserves which is the source of 90% of its budget but now that Iraq’s second largest city, Mosel, fell this week to Al-Qaeda affiliated Islamic state of Iraq, _ ISIL and the increase deterioration of the security situation in that country, there’s no telling what the future has in store for its energy sector. But that just highlights the problem; most of those countries relay heavily on the sale of oil or gas as their main driver for their economies and anything upsets the delicate balance can be extremely detrimental to their economic outlook and has the potential upend the global energy market. Then of course we have the recent discovery of large oil, natural gas sorry off the coast of Israel. This has huge implications for our friend and democratically the Jewish state of Israel because seemingly overnight, Israel has gone from energy dependent on some unreliable partners to now to now commanding a large sum of natural gas that can transform its relations with its neighbors. The instability of Egypt over the last few years, coupled with large energy subsidy providers to Egyptians, has seen overconsumption in Egypt and has harmed its energy outlook. Both Israel and Jordan had been reliant on gas from Egypt but now that Israel has the potential to export large sums of gas that Jordan needs, this could be an opportunity for those nations to strengthen their ties. Israel’s potential could also transform its relationship with Egypt and other Middle Eastern countries as they look for regional solutions to the energy needs. Yet Israel’s natural gas boom hasn’t just affected its relationship in the middle east and north Africa region, it is also seen a promising and expanding relationship with Greece and Cyprus. The recent discovery of large hydrocarbons in the east Mediterranean has

In the Line of Fire Essay Example for Free

In the Line of Fire Essay Author. Pervez Musharraf 3. Chapters 22 4. Pages 237 5. Price. Not Known 6. Year of Pub 2006 Introduction 7. With the publication of his memoir, In the Line of Fire, Pervez Musharraf has virtually launched his campaign for the next presidential election due towards the end of 2007. Through the medium of this book he intends to convey to the people of Pakistan what he has accomplished for his country, and to the world community, how he has endeavored to counter the forces of extremism and obscurantism that have brought bad name to Pakistan. About The Author 8. The title, In the Line of Fire, serves to project Musharraf’s image as a bold and courageous leader of a country beset by innumerable internal and external difficulties and threats. The idea is to make him appear as a man of crisis and saviour of the nation ,a leader who salvaged the sinking ship of Pakistan. SUMMARY Of THE BOOK 9. Divided into six parts and thirty-two chapters, In the Line of Fire contains a â€Å"Prologue† and an â€Å"Epilogue†. Inclusive of â€Å"Index†, the book is spread over three hundred and fifty-two pages, and contains several memorable photographs. 10. The book’s part one, â€Å"In the Beginning†, comprises chapters 1 to 5 and is devoted to Musharraf’s early life and youthful years. a. The chapter 1. Entitled same as Khushwant Singh’s famous novel, â€Å"Train to Pakistan†, opens with the words: â€Å"These were troubled times. These were momentous times. There was the light of freedom; there was the darkness of genocide. It was the dawn of hope; it was the twilight of empire. † (p. 11) Any student of English literature would immediately gather that the source of inspiration for this paragraph is Charles Dickens’ classic A Tale of Two Cities. Set in the background of the French Revolution, A Tale of Two Cities begins thus: â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair . . . .† b. Chapter 2. The Chapter 2 â€Å"Settling in Karachi†, narrates the story of housing and other problems faced by Musharraf’s family in their new homeland. Representing the ordeal of nearly every Mohajir household, Musharraf states: â€Å"Other uprooted members of our family assorted aunts and uncles and cousins came to live with us. At one time there were eighteen of us living in those two rooms. † (p. 15) Ultimately, Musharraf’s family settles down, and he as â€Å"an uprooted little boy found earth that was natural to him. He took root in it forever. † (p. 18) There is the commitment emanating from the innermost depth of his heart: â€Å"I would protect that earth with my life. † (p. 8) This represents the crisis of Mohajir identity: preoccupation with the search for roots after having been uprooted, and a desire to monopolize patriotism. c. Chapter 3. In chapter 3, â€Å"Turkey: The Formative Years†, Musharraf talks about his adolescent years in that country where his father was posted in Pakistan’s embassy. It was here that he developed admiration for the founder of modern Turkey: â€Å"Wi th the fall of the Ottoman caliphate, Mustafa Kemal had saved Turkey from balkanization and modernized it by dragging it out of dogma and obscurantism. † (p. 9) Ataturk is the role model, Musharraf is in search of his footsteps but the terrain is entirely different. As if to prove that his family was not â€Å"obscurantist†, the author says, â€Å"Both my parents loved music and dancing, especially ballroom dancing,† (p. 20) He seems to be conscious of the controversy that was created by the photograph in which he was carrying two puppies, as he reminds, â€Å"My love of dogs began in Turkey. †(p. 24). d. Chapter4. The chapter 4. â€Å"Home†, describes his life back in Pakistan where first Musharraf’s family took residence in Nazimabad Block 3. Here â€Å"a boy had to be street-smart to survive. There were the inevitable street gangs, and needless to say, I joined one. Needless to say, too, I was one of the tough boys. † (p. 26). While living in this Mohajir neighbourhood, Musharraf relates with pride that he thrashed a bully and became known as a â€Å"dada geer† (p. 27). The discernable reader would not fail to observe the author’s mental affinity to the stuff from which the MQM was to emerge. Perhaps Musharraf feels that without reference to some love affairs the story of his youthful years would remain incomplete and barren. So one finds mention of a couple of superficial love affairs. e. Chapter5. The next chapter, â€Å"Leaving the Nest†, takes the reader to Musharraf’s college years where he got his first experience in public speaking as a candidate in the election for class representative. (p. 32) Musharraf also got introduced to Tariq Aziz who was destined to become his principal secretary after he became president and was later to be appointed secretary to the National Security Council. It was also in the FC College that he â€Å"learned how to make a time bomb, which I later used as a commando to good effect. (p. 33). f. Chapter 6. The part two, â€Å"Life in the Army†, chapter 6, â€Å"The Potter’s Wheel†, is devoted to the author’s life in Pakistan Military Academy (PMA). Musharraf is all praise for the PMA, and describes it as the best in the world (p. 41). This is the beginning of his lifetime love with the institution of the armed forces. Here one in cident took place that probably became significant in the future: â€Å"I was one of four candidates short-listed to go to Sandhurst, England, to complete my training, but another cadet, Ali Kuli Khan Khattak, was selected. He retired as a lieutenant general and chief of general staff when I became army chief, but I suspect that his retirement, which was optional, had more to do with disappointment at not becoming chief himself, which is perfectly understandable. † (p. 41) . A little circumspection and Musharraf could have skipped the mention of above incident. g. Chapter 7. In chapter 7, â€Å"Into the Fire†, Musharraf gives account of his valiant contribution to the India-Pakistan War of 1965, which earned him an award for gallantry. He could have earned two awards but due to certain act of indiscipline court-martial proceedings were to be taken against him, which were dropped as a reward for his performance in the war. The author is silent about the Operation Gibraltar and Operation Grand Slam that had provoked India to attack Pakistan in the early hours of September 6, 1965. His comments on the developments preceding the war would have enhanced the value of the book. h. Chapter 8. In chapter 8, â€Å"Life in the Fire†, Musharraf makes a lot of criticism of Z. A. Bhutto. In his zeal for Bhutto-bashing, Musharraf makes an absurd point that instead of becoming chief martial law administrator Bhutto could have reverted to the Constitution of 1956 with amendments to the clauses that pertained to East Pakistan. (p. 57) He conveniently ignores that Yahya Khan had done away with â€Å"One Unit† with effect from July 1, 1970, and elections for four separate provincial assemblies had been held in December 1970. i. Chapter 9. The chapter 9, â€Å"Living through the Dreadful Decade†, is primarily an indictment of the civilian facade, 1988-1999: Never in the history of Pakistan had we seen such a combination of the worst kind of governance or rather, a nearly total lack of governance along with corruption and the plunder of national wealth. During these eleven years, every army chief there were four of them eventually clashed with the prime minister. The head of the government invariably got on the wrong side of the president and the army chief. Ad vice to Nawaz Sharif or Benazir Bhutto fell on deaf ears, leading every time to a confrontation. † (p. 78). j. Chapter 10. In chapter 10, â€Å"From Chief to Chief executive†, Musharraf relates the story of his becoming the army chief and not â€Å"chief executive† of the country as the title wrongly suggests. This glaring mistake cannot be condoned in a book meant for high caliber audience. Musharraf gives some detail of the conflict between Prime Minister Nawaz Sharif on the one hand and President Farooq Leghari and Chief Justice Sajjad Ali Shah on the other. He accuses Nawaz Sharif of sending â€Å"his party goons to storm the Supreme Court building while the court was in session. . Chapter 11. In chapter 11, â€Å"The Kargil Conflict†, Musharraf gives his side of the Kargil story. He stresses that the Kargil operartion was just one in a series of moves and counter-moves at tactical level by India and Pakistan along the Line of Control in Northern Areas. (p. 87). According to him the Indians could have possibly used the reportedly increasing activities of the â€Å"mujahideenâ⠂¬  as a casus belli to launch operation against the positions of Pakistan armed forces. He states, â€Å"We knew that thousands of mujahideen, mostly indigenous to Indian-held Kashmir but also supported by freelance sympathizers from Pakistan, did operate against the Indian forces. † (p. 88) l. Chapter 12. The part three, â€Å"The Hijacking Drama†, chapter 12, â€Å"Plane to Pakistan†, contains detail of what happened on board flight PK 805, which was bringing Musharraf back to Karachi from Colombo. Musharraf accuses Nawaz Sharif of not allowing his flight to land in Karachi even if it had to be diverted to Bombay, Oman, Abu Dhabi or Bandar Abbas. The reason: â€Å"I had been dismissed and Ziauddin had been made the chief. Obviously, Nawaz Sharif did not want me around to counter his illegal action. † (p. 107) m. Chapter 13. In chapter 13, â€Å"The Conspiracy†, Musharraf charges Nawaz Sharif of staging a coup against him. According to Musharraf, â€Å"It was a gross misuse and misapplication of the law: you cannot summarily dismiss the army chief, a constitutional appointee, without giving him just cause and affording him due process. †(p. 109) n. Chapter 14 The chapter 14, â€Å"The Countercoup†, describes how the loyalists of Musharraf managed to thwart the alleged plan of Nawaz Sharif and removed him from power. . Chapter 15. In chapter 15, â€Å"Anatomy of Suicide†, Musharraf tries to explain why Nawaz Sharif took the decision to remove him. He refers to various irritants that had developed between him and the prime minister. He conjectures, â€Å"It could be that such affronts on my part made the prime minister realize his folly in selecting me for my position. He had probably thought that being the son of immigrant parents, I would acquiesce in his demands ___ that I would feel insecure and vulnerable and do his bidding. He couldn’t have been more wrong. . Chapter 16. In chapter 16, â€Å"Pakistan First†, Musharraf explains the reasons why he did not impose martial law repeating the earlier argument: â€Å"Our past experience had amply demonstrated that martial law damages not only military but also civilian institutions, because as the army gets superimposed on civil institutions the bureaucracy becomes dependent on army officers to make the crucial decisions that they themselves should be making. I therefore decided that there would be no martial law. †(p. 143). q. Chapter 17. The chapter 17, â€Å"The Quest for Democracy† makes a brief and superficial survey of constitutional developments, and government and politics in Pakistan. Here too Musharraf does not spare Bhutto: â€Å"Zulfikar Ali Bhutto masqueraded as a democrat but ruled like an autocrat. † (p. 159) Nawaz also becomes Musharraf’s target: â€Å" This time he had a brute two-third majority in the National Assembly and could bludgeon through any amendment to the constitution he wanted. He used his majority to silence dissent. He forced the army chief out of office. He attacked the press and arrested many journalists. And he had his party’s goons physically attack the Supreme Court. † (p. 162) r. Chapter 18. In chapter 18, â€Å"Putting the System Right†, Musharraf points out the flaws in Pakistan’s politico-constitutional setup, and discusses the measures that he has adopted to remove them. He primarily identifies two problems: â€Å"the absence of democracy at the grassroots level and the absence of effective checks and balances over the three power brokers of Pakistan: the president, the prime minister and the army chief. (p. 164) s. Chapter 19. In chapter 19, â€Å"Kick-Starting the Economy†, Musharraf presents a lot of figures to make the point that under his government there has been a revival of economy. What he conveniently ignores is the fact that since early 1990s Pakistan was facing sanctions whereas the actual starting point of revival was 9/11 when Pakistan became a US ally in its â€Å"war on ter ror. † And sanctions were lifted. It is yet to be seen if there has been any structural change in the economy or the present kick off is short-lived. The recent scandal concerning the sale of Pakistan Still Mills, the sugar crisis and uncontrollable inflationary trends are black spots on the management of Pakistan’s economy. The part five of the book deals with â€Å"The War on Terror†. t. Chapter 20. This part begins with chapter 20, â€Å"One Day that Changed the World†, an obvious reference to 9/11. During an important meeting at the Governor’s House, Musharraf received the famous phone call of the US secretary of state. He recalls, â€Å"Powell was quite candid: ‘You are either with us or against us. I took this as a blatant ultimatum. † (p. 201). u. Chapter 21. The chapter 21, â€Å"Omar and Osama†, contains details about Mulla Omar’s and bin Laden’s background and their worldview, and discusses the origin of the Taliban. Musharraf â€Å"suspects† that the United States did not disapprove of the Taliban phenomenon in the hope that they could bring peace to A fghanistan. (p. 211). v. Chapter 22. The chapters 22, â€Å"The War Comes to Pakistan†, 23, â€Å"Manhunt† and 24, â€Å"Tightening the Noose† are about the network and activities of Al-Qaeda and its allies in Pakistan. These chapters also contain the details of Pakistani agencies’ operations to break terrorist network in the country. Referring to Al-Qaeda members, Musharraf boasts: â€Å"We have captured 689 and handed 369 to the United States. We have earned bounties totaling millions of dollars. Those who habitually accuse us of ‘not doing enough’ in the war on terror should simply ask the CIA how much prize money it has paid to the government of Pakistan. † (p. 237).

A Critical Analysis Of Machiavellis The Prince Philosophy Essay

A Critical Analysis Of Machiavellis The Prince Philosophy Essay You have got to be cruel to be kind. Would this be an adequate summary of Machiavellis advice on cruelty? If so, why? If not, why? How does his advice on cruelty reflect his beliefs about politics? In the Prince, Machiavelli explores the world of governments and rulers and comes up with revolutionary ideas for a prince to acquire the leading position in the government and maintain his authority and leadership. However, the philosopher does not teach the ruler to be good and just; he aim is to provide the governor with practical applications of being a great prince but not a good one. Machiavelli focuses on evil features more because they would help to advance the power of the prince. In his book, it does not seem that an evil or cruel behavior is an unacceptable one, as he alters the moral vocabulary about vice and good. In the book, Machiavelli starts with his dedication to Lorenzo de Medici and finishes it with an assertion that Italy must revive and gain considerable power. Therefore, it is hard for me to judge if the philosopher was concerned with acquiring a better vocation or with genuine patriotic feelings that were expressed in his attempt to call for dramatic action. Y et, I will argue that in terms of Machiavelli a potential ruler has to pretend to be an old prince-the one that is familiar with the experiences of his predecessors-and act as if he is kind. This pretence makes a cruel prince a kind one and preserves his glory and prosperity of a state, which are supposed to be the aims of the ruler. In chapter fifteen, Machiavelli states that Many have imagined republics and principalities that have never been seen or known to exist in truth. For it is far from how one lives to how one should live. That he who lets go of what is done for what should be done learns his ruin rather than his preservation (p. 54). The passage hints to the Platos Republic, in which the he reports that the philosopher kings should govern society. The governors have to be good and just and they must help their subjects to maintain the purity of their souls and also be good. In the Prince, a ruler should read historical works, especielly for the light they shed on the actions of eminent men to imitate some eminent man, worthy of praise and glory (p. 51). However, Machiavelli is interested an actual truth of the matter and not the utopia of it. He compares a prince to a prophet, which does not necessarily mean that the he has divine knowledge; instead it gives them exceptional responsibilities like law m aking and shaping opinions that govern our lives. Thereby, Machiavellis prophetic prince has philosophers features as he tries to reform human opinion over the justice and evil; he acts as if he is good, but does not have to be good. To back up his conclusions, Machiavelli comes up with extreme examples such as Romulus and Cains murders of Remus and Abel respectfully. These murders were the fundaments of the societies and, therefore, the philosopher asserts that no good is possible without evil. Thus he redefines Platos ideas of the philosopher kings who approach pure reason to be good and just; instead, Machiavelli gives examples of extraordinary situations and draws the morality that would perfectly fit the situation. Also, he reforms the meaning of the word virtà ¹: a prince can act in an evil fashion, as fortune and circumstances [would] dictate (p. 23) in the chapter thirteen, he gives an example of the biblical story of David and Goliath. In the initial story, David is armed with a sling only; but, the philosopher also gives him a knife. This detail hints that the Gods promise is not enough and David would be safer with an additional secret weapon. This additional detail is a metaphor, which implies that the prince has to propagandize proper religious views; on the other hand, he has to use a certain extent of cruelty and be utterly self-reliant to achieve desirable outcomes. Self-realization, courage, and ruthlessness are the qualities that contribute to the effective exercise of power, which is a touchstone of political success. As Machiavelli puts it all the armed prophets conquered and the unarmed were ruined (p. 20). To describe the genuine prince, Machiavelli comes up with a metaphor of a beast. In chapter eighteen, he writes that there are two ways of contesting, the one by the law, the other by force; the first method is proper to men, the second to beasts; but because the first is frequently not sufficient, it is necessary to have recourse to the secondà ¢Ã¢â€š ¬Ã‚ ¦ it is necessary for a prince to understand how to avail himself of the beast and the man (p.62) Since in the Machiavellian theory the princes goal is to seek glory, the ruler has to be lucky. The luck or Fortuna is opposite to reason; it favors those who act or the brave. The Fortuna has to be mastered and, therefore, it requires a reservoir of force to master. Also, the deceit is, as Machiavelli puts it, a good quality. He exemplifies this with an Italian proverb Alexander never did what he said, Cesare never said what he did (p. 35). Following the winds of fortune, power, and deception, one would be conferred with glory. The p hilosopher is a pure consequentialist, as he justifies anything that is necessary to preserve the glory of his state and his own fame. The Machiavellian virtue is not the same with the Christian values. Thus, the duplicity of the prince and his behaviors are praised throughout the book and are perfectly excusable for the eventual purposes. To underline an exemplary behavior of the prince, Machiavelli gives an example of Cesares policies in chapter seven. When the duke had taken over the Romana, he found it had been commanded by impotent lords who had been readier to despoil their subjects than to correct them and had given their subjects matter for disunion, not union (p. 23). Cesare sends a lieutenant to that area who reduced it to peace and unity with the very greatest reputation for himself (p.23 ). However, Cesare did not want to have strong local government. Thus he set up court with wise civil authority that would judge and advocate each citizen from the lawlessness of his minister. And having seized this opportunity, he had emplaced one morning in the piazza in two pieces, with a piece of wood and a bloody knife beside him. He had him cut in two; the bloody knife and piece of wood beside him. Machiavelli concludes that the ferocity of this spectacle left the people at once satisfied and stupefied (p.23). The pri ncely virtà ¹ leaves people content and fooled. In chapter fifteen on the things for which man, and especially rulers, are praised or blamed, Machiavelli reflects on the very basic assertions of morality and virtues. He states that a ruler who wishes to maintain his power must be prepared to act immorally when this becomes necessary (p. 55). Thus the prince has to do what is generally done and not what he ought to do (p. 54). In other words, the chapter teaches the ways of not being good (in Platos meaning of the word). To affects the norms of everyday life, the prince had to learn how to manipulate the religion skillfully. In chapter eighteen, the philosopher states that the ruler has to be utterly religious. The prince should appear all mercy, all faith, all honesty, all humanity and all religion (p. 62) the pretence to be a genuine Christian is helpful for creating an appropriate public image; however, the actual practice of its values is evidently dangerous. In the Republic, Socrates states that it is better to be just then to seem just. The princes morale goes against the passage in the book, which teaches how to be good, as one cannot be good without being just. Considering the metaphor of the prince who reconciles a man and a beast, the man is a humble and submissive Christian, the beast in its turn is capable of performing courageous and bold actions. In Machiavellian opinion, Christianity should not constrain any political activity. The matters of government should be solely secular. The philosopher strives to create a new type of republic, which would deal only with practical issues and without asserting any transcendental moral law. As a scholar Steven Smith asserts, not only did Machiavelli bring a new worldliness to politics, he also introduced a new kind of populismà ¢Ã¢â€š ¬Ã‚ ¦ as Plato and Aristotle imagined aristocratic republics that would invest power in an aristocracy of education and virtue, Machiavelli deliberately seeks to enlist the power of the people against aristocracies of education and virtue. To maintain this kind of state, the republic has to have imperialistic ambitions and consequently be aggressive. Interestingly, the Machiavellian republic concerns only with practical worldly affairs; however, its the philosophers imaginary project or theoretical suggestion of his form of government. The new type of morality is a foundation for this reign. Thus, Machiavellian prince always has to pretend to be a man, but be a beast if needed. Altering the hypostasis, the brave ruler masters the fortune and gains glory for himself and his state. The philosophers morality asserts that the prince does not have to be good; instead he has to manage to be religious and pure on the public eye, but reasonably cruel and not always trustful in the reality. He justifies the actions of the ruler with the privileges one gets from the princes constant actions to maintain the prosperous state and peaceful sleep of the citizens. Thus the prince mixes his love for the good with the skillful cruelty. Machiavellian morale highlights that the good is only possible in the context of moral evil. This a clear break w ith Plato and the Christian values and, moreover, the philosopher seeks to set free the real politics from the ecclesiastical patronage. Thereby the prince uses religion for his benefit but does not allow himself to be used by it. One can see that Machiavellian authority is self-bestowed and not granted by ethereal forces. Machiavelli grants the rule with the knife he gives to David in one of his passages, signifying that the prince has to be more self-reliant then hoping for the otherworldliness help. In the Prince, a reader can access information that used to be not available to everyone. The philosopher gives the reader a chance to come to terms with the idea that the good in politics cannot exist without a certain extend of cruelty. Moreover, when this cruelty is adequately used, it becomes a virtue that sustains the well being of the state and makes the ruler glorious. Work cited: Machiavelli, Niccolo. The Prince. Cambridge: Cambridge University Press, 1988.   Ã‚  Ã‚  Ã‚  Ã‚  Print Plato. Republic. New York: Oxford Press, 1994. Print Smith, Steven. Machiavelli, the Prince:. Yale University.   Ã‚  Ã‚  Ã‚  Ã‚  2006. Open Yale Courses. Web. 26 Feb. 2010.   Ã‚  Ã‚  Ã‚  Ã‚  political-science/introduction-to-political-philosophy/content/sessions/   Ã‚  Ã‚  Ã‚  Ã‚  lecture10.html>.

Essays --

Introduction The law of contract can be states as the division of law that determines the condition whether a promise should be lawfully bind on the person who making it (Beatson et al., 2010). Contracts play a basis part in our everyday lives as well as for the businesses transactions (Lee and Detta, 2009). A contract defined as a voluntary agreement to exchange of promises, services, and things which can be enforceable by law (Lee and Detta, 2009). Besides, a contract also known as agreement where there is a legally binding contract between the parties, promisor and promisee (Lee and Detta, 2009). However, not all agreements become contract recognizable in law because there are parties who have no intention to create a legal relations or the agreement is offend against the law and is illegal (Lee and Detta, 2009). In Malaysia, the Contracts Act 1950 (Act 136) is the governing contracts and has been revised in 1974 (Lee and Detta, 2009). In contrast, English law applies by the virtue of Civil Law Act 1956 when the provisions are not complete or have no provisions to relating with a particular subject in the Contracts Act 1950 (Lee and Detta, 2009). The provisions in the Contracts Act 1950 must prevail when some of the provisions are different from the English Law (Lee and Detta, 2009). Furthermore, after 7th April 1956, any developments or changes in English Law will not be binding on the courts of states in Peninsular Malaysia but it not included in states of Penang, Malacca, Sabah, and Sarawak (Lee and Detta, 2009). Question One Roland is a businessman selling of expensive cars. One day, he mistakenly placed a notice on one car by stating that it was sale for RM 10,000 where in fact, the real price was RM 30,000. Bernie, Kat... ...he Malaysian laws as we might enter into contracts at any point of time in our everyday life. By doing and completing this assignment, it helps me to gain a better understanding in the elements and principles of Law of Contract as what is the laws trying to do in response to specific issues or situations. For example, there is no legal contract between the parties until an offer is accepted, and offeree or offeror may reject or revoke an offer before acceptance takes place. Furthermore, I also get to know and understood on the employee’s rights and duties, the meaning of wages, laws and procedures which apply on an employee’s dismissal based on Employment and Labour Laws. Therefore, it is important for us to understand about the Malaysian Contract Law and Malaysian Employment and Labour Laws as it may be helpful for us in future either in our careers or daily life.

Bioportal Ch. 2 Study Guide

1. Polar molecules A. have bonds with an unequal distribution of electric charge. B. must form ions in water solution. C. have bonds with an equal distribution of electrical charge. D. have bonds with an overall negative charge. E. have bonds with an overall positive charge. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 2. Hydrocarbons are _______ and _______, whereas salts are _______ and _______. A. nonpolar; hydrophobic; polar; hydrophilic B. nonpolar; hydrophilic; polar; hydrophobic C. polar; hydrophilic; nonpolar; hydrophobic D. polar; hydrophobic; nonpolar ; hydrophilic E. None of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 3. The pH of coffee is close to 5 and that of pure water is 7. This means that A. coffee is more basic than water. B. water is more acidic than coffee. C. the H+ concentration of coffee is seven-fifths that of water. D. the H+ concentration of water is one-one hundredth that of coffee. E. the H+ concentration of water is one-hundred times that of coffee. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 4. Which of the following statements best describes the difference between an element and a molecule? A. An element is composed of atoms; a molecule is not. B. An element is composed of only one kind of atom; molecules can be composed of more than one kind of atom. C. An element is unstable; molecules are stable. D. Elements always have lower atomic weights than molecules. E. Elements exist in nature only as parts of molecules. Correct See Section 2. 1: How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:B Your Response:B 5. Solid salt, NaCl, is neutral. When dissolved in water, NaCl A. remains as NaCl (does not dissociate). B. dissociates to form Na– and Cl+. C. dissociates to form Na+ and Cl– ions that do not interact with water molecules. D. dissociates to form Na+ and Cl– ions that interact with water molecules. E. does not dissociate, but interacts with water molecules. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 6. Why is the pH of a 0. 1 M solution of acetic acid in water higher than that of a 0. 1 M solution of HCl in water? A. HCl is a weaker acid than acetic acid. B. The acetic acid does not fully ionize in water, but HCl does. C. HCl does not fully ionize in water, but acetic acid does. D. Acetic acid is a better buffer than HCl. E. Acetate (ionized acetic acid) is a strong base. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 7. The reactivity of an atom arises from the A. energy difference between the s and p orbitals. B. potential energy of the outermost shell. C. average distance of the outermost shell from the nucleus. D. um of the potential energies of all electron shells. E. existence of unpaired electrons in the outermost shell. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:E Your Response:E 8. Covalent bond formation depends on the ability of atoms to A. share electrons with other atoms. B. donate electrons to other atoms. C. receive electrons from other atoms. D. Both a and b E. All of the above Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:A Your Response:A 9. Which of the following structures molecules is incorrect? A. CH3—NH3 B. CH2=CH2 C. CH3—NH2 D. CH3—NH3+ E. CH3—CH3 Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:A Your Response:A 10. What property of water contributes most to the ability of fish in lakes to survive very cold winters? A. Water is cohesive. B. Water has a high heat capacity. C. Frozen water is more dense than liquid water. D. Frozen water is less dense than liquid water. E. Water forms hydrogen bonds. Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:D Your Response:D 1. Water is essential to life. Which of the following physical properties of water affect(s) life in some beneficial way? A. Cohesiveness B. High heat capacity C. High heat of vaporization D. Ice is less dense than liquid water E. All of the above Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:E Your Response:E 12. Which o f the following interactions between atoms is the strongest? A. Hydrophobic B. Ionic C. Covalent D. van der Waals E. Hydrogen bonds Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 13. Given that Avagadro's number is 6. 02 ? 1023, how many molecules of KCl would there be in 10–13 liter of a 1 M KCl solution? A. 6. 02 ? 1036 B. 6. 02 ? 1010 C. 6. 02 ? 10–10 D. 6. 02 ? 103 E. 6. 02 ? 1013 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:B Your Response:B 14. For a covalent bond to be polar, the two atoms that form the bond must have A. differing atomic weights. B. differing numbers of neutrons. C. differing melting points. D. differing electronegativities. E. similar electronegativities. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:D Your Response:D 15. Which of the following statements about chemical reactions is false? A. They occur when atoms combine or change their bonding partners. B. Energy may be created or destroyed in a chemical reaction. C. Reactions may go to completion. D. Changes in forms of energy may accompany chemical reactions. E. The products of a chemical reaction are formed from the reactants. Correct See Section 2. 3: How Do Atoms Change Partners in Chemical Reactions? Points Earned:1/1 Correct Answer:B Your Response:B 16. Propane (CH3—CH2—CH3), is considered a nonpolar molecule because A. it does not contain oxygen. B. carbon and hydrogen have similar electronegativities. C. it is a gas. D. it is flammable. E. it forms hydrogen bonds. Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:B Your Response:B 17. Isotopes of an element A. are always unstable and radioactive. B. have different numbers of protons. C. have the same atomic weight. D. have different numbers of neutrons. E. have different numbers of electrons. Correct See Section 2. : How Does Atomic Structure Explain the Properties of Matter? Points Earned:1/1 Correct Answer:D Your Response:D 18. An element that contains ten protons and ten electrons is likely to A. form covalent bonds with another element. B. form ionic bonds with another element. C. be chemically inert (stable). D. be radioactive. E. be toxic. Correct See Section 2. 2: How Do Atoms Bond to Form Molec ules? Points Earned:1/1 Correct Answer:C Your Response:C 19. Rank the elements carbon (C), hydrogen (H), oxygen (O), and phosphorus (P) in decreasing order of the number of covalent bonds they usually form. A. C ; P ; N ; O ; H B. P ; O ; C ; N ; H C. P ; C ; N ; O ; H D. P ; C ; O ; N ; H E. P ; C ; O ; H ; N Correct See Section 2. 2: How Do Atoms Bond to Form Molecules? Points Earned:1/1 Correct Answer:C Your Response:C 20. The molecular weight of acetic acid is 60. How many grams of acetic acid would be required to prepare 10 ml of a 0. 001 M (1. 0 mM) solution? A. 6. 0 B. 0. 6 C. 0. 0006 D. 0. 06 E. 0. 006 Correct See Section 2. 4: What Makes Water So Important for Life? Points Earned:1/1 Correct Answer:C Your Response:C

How to Use the Z.TEST Function in Excel

How to Use the Z.TEST Function in Excel Hypothesis tests are one of the major topics in the area of inferential statistics. There are multiple steps to conduct a hypothesis test and many of these require statistical calculations. Statistical software, such as Excel, can be used to perform hypothesis tests. We will see how the Excel function Z.TEST tests hypotheses about an unknown population mean. Conditions and Assumptions We begin by stating the assumptions and conditions for this type of hypothesis test. For inference about the mean we must have the following simple conditions: The sample is a simple random sample.The sample is small in size relative to the population. Typically this means that the population size is more than 20 times the size of the sample.The variable being studied is normally distributed.The population standard deviation is known.The population mean is unknown. All of these conditions are unlikely to be met in practice. However, these simple conditions and the corresponding hypothesis test are sometimes encountered early in a statistics class. After learning the process of a hypothesis test, these conditions are relaxed in order to work in a more realistic setting. Structure of the Hypothesis Test The particular hypothesis test we consider has the following form: State the null and alternative hypotheses.Calculate the test statistic, which is a z-score.Calculate the p-value by using the normal distribution. In this case the p-value is the probability of obtaining at least as extreme as the observed test statistic, assuming the null hypothesis is true.Compare the p-value with the level of significance to determine whether to reject or fail to reject the null hypothesis. We see that steps two and three are computationally intensive compared two steps one and four. The Z.TEST function will perform these calculations for us. Z.TEST Function The Z.TEST function does all of the calculations from steps two and three above. It does a majority of the number crunching for our test and returns a p-value. There are three arguments to enter into the function, each of which is separated by a comma. The following explains the three types of arguments for this function. The first argument for this function is an array of sample data. We must enter a range of cells that corresponds to the location of the sample data in our spreadsheet.The second argument is the value of  ÃŽ ¼ that we are testing in our hypotheses. So if our null hypothesis is H0:  ÃŽ ¼ 5, then we would enter a 5 for the second argument.The third argument is the value of the known population standard deviation. Excel treats this as an optional argument Notes and Warnings There are a few things that should be noted about this function: The p-value that is output from the function is one-sided. If we are conducting a two-sided test, then this value must be doubled.The one-sided p-value output from the function assumes that the sample mean is greater than the value of  ÃŽ ¼ we are testing against. If the sample mean is less than the value of the second argument, then we must subtract the output of the function from 1 to get the true p-value of our test.The final argument for the population standard deviation is optional. If this is not entered, then this value is automatically replaced in Excel’s calculations by the sample standard deviation. When this is done, theoretically a t-test should be used instead. Example We suppose that the following data are from a simple random sample of a normally distributed population of unknown mean and standard deviation of 3: 1, 2, 3, 3, 4, 4, 8, 10, 12 With a 10% level of significance we wish to test the hypothesis that the sample data are from a population with mean greater than 5. More formally, we have the following hypotheses: H0: ÃŽ ¼ 5Ha:  ÃŽ ¼ 5 We use Z.TEST in Excel to find the p-value for this hypothesis test. Enter the data into a column in Excel. Suppose this is from cell A1 to A9Into another cell enter Z.TEST(A1:A9,5,3)The result is 0.41207.Since our p-value exceeds 10%, we fail to reject the null hypothesis. The Z.TEST function can be used for lower tailed tests and two tailed tests as well. However the result is not as automatic as it was in this case. Please see here for other examples of using this function.

Robby Gamble Essays (940 words) - Education, Liberal Arts Education

Robby Gamble Essays (940 words) - Education, Liberal Arts Education Robby Gamble Professor Kelly English 1102-024 16 February 2017 Rhetorical Analysis In modern America, many feel that college is to serve as a stepping stone on the path of development, and many believe that college is a bulletproof post-secondary plan that will guarantee a career upon completion, however in many situations that is not the case. In his article "Are Too Many People Going to College? (2008) " , Charles Murray, a W.H. Brady Scholar from the American Enterprise Institute, discusses the flaws of the American post-secondary education sy stem, and refutes common misconc ep t io ns about it to prove too many people are going to college , an d further open a discussion to i mplem e nt change to the American post-secondary education system. Murray's article is divided into 8 sections , in which he tackles different points, but when looking at the work , it can be separa ted into 3 sub arguments : Liberal E ducation, Structural Changes to Residential Colleges , and The Results of Normalizing Bachelor's Degrees. In the liberal education section of Murray's argument , he discusses the importance of liberal education in social development and function in society. Murray believes "Full participation in any culture requires familiarity with a body of core knowledge (Murray 235) ", and "This core knowledge is an important part of the glue that hold the culture together (235) ." Murray's beliefs are based upon E. D. Hirsch Jr.'s book Cultural Literacy: What Every American Needs to Know , in which he suggests the best time to learn this body of core knowledge is during elementary and middle school. Murray discusses the guidelines College Board researchers use to determine "college readiness" to post the question "Should all of those who do have academic ability to absorb a college-level liberal education get one (238)? " In order to answer this question, he exemplifies a young woman in the 98 th percentile of academic ability. Ultimately, he conc ludes that "dealing with complex intellectual material is what students in the top few percentiles are really good at , in the same way that other people ar e really good at cooking or making pottery" Li beral education in college has much depth, and would pose a challenge to students that do not find joy in spending hours reading intellectual works and testing their knowledge of these works. I support Murray's stance on liberal education. His overall argument that liberal education on a collegiate level is not for everyone is accurate, and while a college education in liberal arts may produce more cultured people, the fact of the matter is students are more likely to excel in careers in which they have compassion. Upon completing the liberal education portion of his argument he shifts his focus into the structure of "the Four-Year Brick-and-Mortar Residential College". Murray takes notice of the way advances in technology have altered the structure of colleges. Throughout the history of universities in the United States , proximity has always played a major role . Before the major expansion of the internet in the 1990' s , living at university for four years was a standard method of obt aining the knowledge and social skills necessary to excel not only in a degree program, but also in a career of ch oice. Because of relatively recent advances in technology, the structure of classrooms has changed. Sitting in front of a teacher to intake information is not the only option. We live in a time of flexibility. "The two-year community college and online courses offer more flexible options for tailoring course work to the real needs of [jobs] (242) , " and Murray even beli eves because of technological advances, academic hubs such as a universities library is on the verge of extinction. While some of changes may seem negative " [the advantages of physical proximity] depends mostly on the personality of the scholar (243) ." To conclude his argument , Murray discusses the value of a bachelor's degree . and the results of normalizing bachelor's degrees . Through the last section of his argument Murray exemplifies a high school graduate seeking to be either an electrician or pursue