Analytical essay writing

Friday, October 11, 2019

Captivity and Restoration of Mrs. Mary Rowlandson Essay

In A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson, the author depicts a transformation she undergoes during her captivity at the hands of the Indians. While her first inclination in captivity is to end her suffering as quickly as possible by giving up on her life, Rowlandson quickly takes up the role of survivalist, determined to stay alive long enough to be released and returned back to civilization. Along the way, however, Rowlandson compromises on aspects of her life in order to achieve this survival. As a means of surviving the ordeal of a constantly changing environment, Rowlandson adapts her opinions regarding food, the Native Americans, and even the land around her to take on the perspective of a savage, similar to that of her captors, as a means of compensating with her perceived savage environment. When Rowlandson is first captured, she makes it her objective to survive the ordeal as best as she can, but one of her earliest struggles comes with the subject of food. Rowlandson reflects on the progression of her eating habits and how she went through a fundamental change in her opinion towards the food in order to sustain herself: Ã¢â‚¬Å"But now that was savory to me that one would think was enough to turn the stomach of a brute creature.Ã¢â‚¬ (153) Here Rowlandson succinctly compares her own tastes to that of a brute creature, the sort of description she would normally reserve for one of the Native Americans. T his quote comes on the heels of stories of Rowlandson eating horse liver and different nuts and meats that were completely alien to her tastes. In her desperation, however, Rowlandson begins to consider anything that brings her nourishment and sustenance as Ã¢â‚¬Å"savory,Ã¢â‚¬ and in her starving and desperate state she separates herself from the presumably civilized reader by labeling them as Ã¢â‚¬Å"one.Ã¢â‚¬ From RowlandsonÃ¢â‚¬â„¢s perspective, it is not a given that the food she was forced to eat would be unfit to eat, but that opinion would only stem from the perspective of Ã¢â‚¬Å"oneÃ¢â‚¬ who was living in civilization. Another example of how we see RowlandsonÃ¢â‚¬â„¢s perspective shift to be more savage is the way she perceives her Native American captors, particularly the master to which she belongs. When first captured she witnesses the Indians destroying her village and murdering her family, and so perceives them to be Ã¢â‚¬Å"barbarous creatures.Ã¢â‚¬ (141) However, we see a surprising turnaround of sentiments towards them when she later references her master in the Twelfth Remove. Ã¢â‚¬Å"But a sore time of trial, I concluded, I had to go through, my master being gone, who seemed to me the best friend that I had of an IndianÃ¢â‚¬ ¦Ã¢â‚¬ (155) Rowlandson goes so far as to actually call one of the Indians her friend. The same people who she constantly refers to as base and uncivilized, she claims to have developed a relationship with. She also notably refers to Ã¢â‚¬Å"a sore time of trial,Ã¢â‚¬ an illusion to the struggles she has undergone in crafting this relationship, in developing this m indset. Rowlandson points out the process that transformed her opinions at that time. RowlandsonÃ¢â‚¬â„¢s final, and perhaps most clear, transformation comes in the form of her perception of the wilderness and the environment in which she is traveling. At the onset of her captivity, she refers to the Ã¢â‚¬Å"wildernessÃ¢â‚¬ as Ã¢â‚¬Å"desolateÃ¢â‚¬ and Ã¢â‚¬Å"vast.Ã¢â‚¬ She laments the journey and leaving her home and civilization as she describes the Ã¢â‚¬Å"bitterness of [her] spirit that [she] had at this departure.Ã¢â‚¬ (142) However, shortly after she departs, her opinion once again changes. Upon hearing that the Indians buried her dead son, she describes her feelings upon visiting his burial spot. Ã¢â‚¬Å"Then they went and showed me where it was, where I saw the ground was newly digger, and there they told me they had buried it. There I left that child in the wilderness, and must commit it, and myself also in this wilderness-condition, to Him who is above all.Ã¢â‚¬ (144) Here Rowlandson explicitly describes the altered state she can tell that she is in, this Ã¢â‚¬Å"wilderness-condition,Ã¢â‚¬ and the way that she rationalizes the death of her infant and leaving him buried in the middle of nowhere as a product of her Ã¢â‚¬Å"wilderness-condition.Ã¢â‚¬ The very same sentence demonstrates a product of this condition, referring to her very son as Ã¢â‚¬Å"thatÃ¢â‚¬ child. The impersonal, no-relationship way she refers to her own flesh and blood is how she compensates with her situation, and itÃ¢â‚¬â„¢s this condition that makes her react the way she does. The changes that Rowlandson undergoes during her travels transform her views and opinions to be more in line with those of the Native Americans with whom she is a captive, and she uses this transformation of views as a coping mechanism throughout her journey. Rowlandson, whether knowingly or not, identifies that the people who are so adept at handling the harsh conditions of constant travel and living in an uncivilized land are the Native Americans themselves, and so her views change to be more like theirs. She begins to accept the foods they eat as tasteful, the Natives themselves as people instead of simply savages, and the harsh realities of the environment and the detachment of natureÃ¢â‚¬â„¢s cruelty regarding the death of her son with a detached manner. It is interesting to note that her religious side only gets stronger throughout her captivity, and she never loses her faith. This results in an interesting dichotomy between her gradual adaptation to a survivalist lifestyle and her strongly rooted faith, only further showing how remarkable her continued faith was.

Thursday, October 10, 2019

Peer pressure Essay

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Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¹Ã ¤ ¾Ã ¤ ¨Ã ¤ ¿Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤â€¢ Ã ¤ ¸Ã ¥â€¡ Ã ¤Å"Ã ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¦Ã ¤ ¾ Ã ¤ «Ã ¤ ¾Ã ¤ ¯Ã ¤ ¦Ã ¥â€¡Ã ¤ ®Ã ¤â€šÃ ¤ ¦ Ã ¤ ¹Ã ¥Ë† Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤ ¬Ã ¥ Ã ¤ °Ã ¤ ¾ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥Ë†. Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤ ¬Ã ¤ ¿Ã ¤â€šÃ ¤ ¬Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¤ ¿Ã ¤â€"Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤â€°Ã ¤ ¨Ã ¥ Ã ¤ ¹Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¾ Ã ¤ ªÃ ¤ ¾Ã ¤ ²Ã ¤ ¨ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¹Ã ¤ ¤Ã ¥ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¹Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¢Ã ¥ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¦Ã ¥â€šÃ ¤ ¸Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤ ¸Ã ¥â€¹Ã ¤Å¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¤Ã ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¾Ã ¤ µ Ã ¤ ²Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ®Ã ¤ ¦Ã ¤ ¦ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€ Ã ¤ ª Ã ¤Å¡Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤â€šÃ ¤ ¦Ã ¤ ¾ Ã ¤Å¡Ã ¥ Ã ¤ ¨ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¦Ã ¤ ¿Ã ¤ ¶Ã ¤ ¾ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ §Ã ¤â€¢Ã ¥ Ã ¤â€¢Ã ¤ ¾ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â €°Ã ¤ ¦Ã ¤ ¾Ã ¤ ¹Ã ¤ °Ã ¤ £ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ , Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ®Ã ¤ ¿Ã ¤ ¤ Ã ¤ °Ã ¥â€šÃ ¤ ª Ã ¤ ¸Ã ¥â€¡ storybooks Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¿ Ã ¤â€¢Ã ¥â€¹Ã ¤Ë† Ã ¤Å"Ã ¤ ¾Ã ¤ ¨Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ µÃ ¥â€¡ Ã ¤Å"Ã ¤ ¬ Ã ¤ µÃ ¤ ¹ Ã ¤ Ã ¤ ¸Ã ¤ ¾ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥ Ã ¤ ·Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¾ Ã ¤ ®Ã ¤ ¾Ã ¤ ¨Ã ¤ ¨Ã ¤ ¾ Ã¢â‚¬â€¹Ã¢â‚¬â€¹Ã ¤ ¹Ã ¥Ë† Ã ¤ Ã ¥â‚¬, Ã ¤ Ã ¤â€¢ Ã ¤ ªÃ ¥ Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤â€¢Ã ¤ ¾Ã ¤ ²Ã ¤ ¯ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¤ ¤Ã ¤ ¾ Ã ¤ ²Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë†. Ã ¤ µÃ ¤ ¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â‚¬ Ã ¤ µÃ ¤Å"Ã ¤ ¹ Ã ¤ ¸Ã ¥ â€¡ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤â€¢Ã ¥ Ã ¤â€º Ã ¤ ¦Ã ¥Ë†Ã ¤ ¨Ã ¤ ¿Ã ¤â€¢ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¯Ã ¤ ¾Ã ¤ ® Ã ¤ ¦Ã ¥â€¡Ã ¤â€" Ã ¤ °Ã ¤ ¹Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿, Ã ¤ Ã ¤ ²Ã ¥â€¡ Ã ¤ ¹Ã ¥â‚¬ Ã ¤â€ Ã ¤ ª Ã ¤â€ Ã ¤ ¦Ã ¤ ¤ Ã ¤ ²Ã ¤â€" Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€ ¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š, Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤â€¢Ã ¥â€¡ Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤ µÃ ¤ ¿Ã ¤â€¢Ã ¤ ²Ã ¥ Ã ¤ ª Ã ¤â€Ã ¤ ° Ã ¤ ¤Ã ¤ °Ã ¥â‚¬Ã ¤â€¢Ã ¥â€¹Ã ¤â€š Ã ¤ ¸Ã ¥â€¡ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ËœÃ ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤Å¡Ã ¤ ¾Ã ¤ ° Ã ¤ ¦Ã ¥â‚¬Ã ¤ µÃ ¤ ¾Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¹Ã ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¦Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ Ã ¤â€¢ Ã ¤ Ã ¤ ²Ã ¤â€¢ Ã ¤ ¦Ã ¥â€¡. Ã ¤â€¢Ã ¥ Ã ¤ ¯Ã ¤ ¾ Ã ¤ µÃ ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤Å¡Ã ¥â‚¬Ã ¤Å"Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¥â€¹Ã ¤Å¡Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ µÃ ¥â€¡ Ã ¤ ¸Ã ¥ Ã ¤ ¥Ã ¤ ¿Ã ¤ ¤Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¤Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë†, Ã ¤â€¢Ã ¥Ë†Ã ¤ ¸Ã ¥â€ ¡ Ã ¤ µÃ ¥â€¡ Ã ¤ µÃ ¤ ¿Ã ¤ Ã ¤ ¿Ã ¤ ¨Ã ¥ Ã ¤ ¨ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¥Ã ¤ ¿Ã ¤ ¤Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¿Ã ¤ ¸ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤â€¢Ã ¥ Ã ¤ °Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤ µÃ ¤ ¾Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤ µ Ã ¤ ®Ã ¥â€¡Ã ¤â€šÃ‚ Ã ¤Å¡Ã ¤ ¾Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤â€œÃ ¤ ° Ã ¤ ¦Ã ¥ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¬Ã ¥â€¡Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾Ã ¤ ¬ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¡Ã ¤ ¼Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¹Ã ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¸Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¨Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡ Ã ¤ ®Ã ¤ ¾Ã ¤ ¨Ã ¤ µ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ µÃ ¤ ¿Ã ¤ µÃ ¤ ¿Ã ¤ §Ã ¤ ¤Ã ¤ ¾ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€°Ã ¤Å"Ã ¤ ¾Ã ¤â€"Ã ¤ °. Ã ¤ ¯Ã ¤ ¹ Ã ¤â€ Ã ¤ ªÃ ¤â€¢Ã ¥â€¹ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ªÃ ¤ ° Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¤ ¿Ã ¤ ¬Ã ¤ ¿Ã ¤â€šÃ ¤ ¬Ã ¤ ¿Ã ¤ ¤ Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¹Ã ¤ ¾Ã ¤â€š Ã ¤â€"Ã ¤ ¡Ã ¤ ¼Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ªÃ ¤ ¤Ã ¤ ¾ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¸Ã ¤ ¹Ã ¥â‚¬ Ã ¤ µÃ ¤ ¿Ã ¤â€¢Ã ¤ ²Ã ¥ Ã ¤ ª Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€ Ã ¤ ª Ã ¤ Ã ¤â€¢ Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¤ ¾ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ªÃ ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€¢Ã ¤ ¾Ã ¤ «Ã ¥â‚¬ Ã ¤ Ã ¤ ¾Ã ¤â€"Ã ¥ Ã ¤ ¯Ã ¤ ¶Ã ¤ ¾Ã ¤ ²Ã ¥â‚¬ Ã ¤ °Ã ¤ ¹Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ °Ã ¤ ¾Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ ¤Ã ¤ ¿Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¥â€¹ Ã ¤â€ Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤Å"Ã ¥â‚¬Ã ¤ µÃ ¤ ¨ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤â€¢Ã ¥ Ã ¤ ·Ã ¥ Ã ¤ ¯ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¥ Ã ¤ ¹Ã ¤ ¾Ã ¤ °Ã ¤ ¾ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¨Ã ¥â€¡Ã ¤ ¤Ã ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ µ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¹Ã ¤ ° Ã ¤ ¸Ã ¤ ®Ã ¤ ¯ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥Ë†, Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¬Ã ¤ ¦Ã ¤ ² Ã ¤ ¦Ã ¥â€¡Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤Å"Ã ¥â€¹ Ã ¤â€¢Ã ¤ Ã ¥â‚¬ Ã ¤â€¢Ã ¤ Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ °Ã ¤ £Ã ¤ ¾,. Ã ¤â€°Ã ¤ ¦Ã ¤ ¾Ã ¤ ¹Ã ¤ °Ã ¤ £ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ , Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¤ ¬Ã ¤ ¾Ã ¤ µ Ã ¤â€ Ã ¤ ª Ã ¤ §Ã ¥â€šÃ ¤ ®Ã ¥ Ã ¤ °Ã ¤ ªÃ ¤ ¾Ã ¤ ¨ Ã ¤â€ºÃ ¥â€¹Ã ¤ ¡Ã ¤ ¼Ã ¤ ¨Ã ¥â€¡ Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¤Ã ¥ Ã ¤ ® Ã ¤ ¹Ã ¥â€¹ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¬Ã ¥ Ã ¤ °Ã ¥â‚¬ Ã ¤â€ Ã ¤ ¦Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¦Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢ Ã ¤â€ Ã ¤ ¶Ã ¤ ¾Ã ¤ µÃ ¤ ¾Ã ¤ ¦Ã ¥â‚¬ Ã ¤ ¯Ã ¤ ¾ Ã ¤â€¦Ã ¤ §Ã ¤ ¿Ã ¤â€¢ Ã ¤â€ Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤ µÃ ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ ¸ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¥â€¡Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¬Ã ¤ ¦Ã ¤ ² Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤â€Ã ¤ ° Ã ¤â€ Ã ¤ ª Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¥â€¡Ã ¤ ¹Ã ¤ ¤Ã ¤ ° Ã ¤â€¡Ã ¤â€šÃ ¤ ¸Ã ¤ ¾Ã ¤ ¨ Ã ¤ ¬Ã ¤ ¨Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤ ªÃ ¤â€¢Ã ¥â€¹ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ ° Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¥â€¹Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ ° Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ¹Ã ¥â€¹ Ã ¤ °Ã ¤ ¹Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¦Ã ¤ ²Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ Ã ¤â€¢ Ã ¤ ¬Ã ¤ ¹Ã ¥ Ã ¤ ¤ Ã ¤â€¢Ã ¥â‚¬ Ã ¤â€"Ã ¥â€¹Ã ¤Å" Ã ¤â€¢Ã ¤ °Ã ¥â€¡Ã ¤â€šÃ ¤â€"Ã ¥â€¡. Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â€¹ Ã¢â‚¬ËœÃ ¤ ¸Ã ¤â€šÃ ¤ ¬Ã ¤â€šÃ ¤ §Ã ¤ ¿Ã ¤ ¤Ã¢â‚¬â„¢ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤â€ Ã ¤â€"Ã ¥ Ã ¤ °Ã ¤ ¹ Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥â€šÃ ¤â€š Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ ¸Ã ¥ Ã ¤ µÃ ¥â‚¬Ã ¤â€¢Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¤ ¿Ã ¤ Ã ¤Å"Ã ¤ ¾Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ®Ã ¤ ¹Ã ¤ ¸Ã ¥â€šÃ ¤ ¸ Ã ¤ ¸Ã ¤ ¬ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ °Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š, Ã ¤ Ã ¤â€¢ Ã ¤ ¸Ã ¤ ¹Ã ¤â€¢Ã ¤ °Ã ¥ Ã ¤ ®Ã ¥â‚¬ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â‚¬ Ã¢â‚¬ËœÃ ¤ ªÃ ¤ ¸Ã ¤â€šÃ ¤ ¦Ã¢â‚¬â„¢ Ã ¤â€¦Ã ¤ ¨Ã ¥ Ã ¤ ¯ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ¸Ã ¥â€¡ Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤â€Ã ¤ ° Ã ¤ ¬Ã ¤ ¨Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ Ã ¤ ¾Ã ¤ µÃ ¤ ¿Ã ¤â€¢ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ µÃ ¥Æ'Ã ¤ ¤Ã ¥ Ã ¤ ¤Ã ¤ ¿ Ã ¤ Ã ¥â‚¬ Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¡Ã ¤ ¸Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¦Ã ¤ ¸Ã ¥ Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ µÃ ¤ °Ã ¥ Ã ¤â€" Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¦Ã ¤Å¡Ã ¥ Ã ¤â€ºÃ ¥â‚¬ Ã ¤ ¤Ã ¤ °Ã ¤ ¹ Ã ¤ ¸Ã ¥â€¡ Ã ¤â€¢Ã ¤ ° Ã ¤ °Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ Ã ¤ ¾Ã ¤ ² Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥ Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¨Ã ¤ ¿Ã ¤ ¯Ã ¤ ®Ã ¤ ¿Ã ¤ ¤ Ã ¤ ¸Ã ¤ ¬Ã ¤â€¢ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ µÃ ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ µÃ ¤ ¾Ã ¤ ¸ Ã ¤â€¢Ã ¤ °Ã ¤ ¤Ã ¥â€¡ Ã ¤ ¹Ã ¥Ë†Ã ¤â€š, Ã ¤ ¤Ã ¥â€¹ Ã ¤â€ Ã ¤ ª Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤â€¢Ã ¥â€¹ Ã ¤ Ã ¥â‚¬ Ã ¤ ¸Ã ¥â€šÃ ¤Å¸ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¤ ¾Ã ¤ ¦ Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤Å"Ã ¤ ¾Ã ¤ Ã ¤â€"Ã ¤ ¾. Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ ¤Ã ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ · Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾ Ã ¤ µ Ã ¤â€"Ã ¥ Ã ¤ °Ã ¥â€¡Ã ¤ ¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ ®Ã ¤ ¨Ã ¤ ¾Ã ¤ ¯Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ °Ã ¥â‚¬ Ã ¤â€¢Ã ¥â€¡Ã ¤ µÃ ¤ ² Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â‚¬ Ã ¤ ªÃ ¤ ¢Ã ¤ ¼Ã ¤ ¾Ã ¤Ë† Ã ¤ ªÃ ¤ ° Ã ¤ §Ã ¥ Ã ¤ ¯Ã ¤ ¾Ã ¤ ¨ Ã ¤â€¢Ã ¥â€¡Ã ¤â€šÃ ¤ ¦Ã ¥ Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤â€¢Ã ¤ °Ã ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€" Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾, Ã ¤ ²Ã ¥â€¡Ã ¤â€¢Ã ¤ ¿Ã ¤ ¨ Ã ¤ ¯Ã ¤ ¹ Ã ¤ Ã ¥â‚¬ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤Ë† Ã ¤â€¦Ã ¤ ¤Ã ¤ ¿Ã ¤ °Ã ¤ ¿Ã ¤â€¢Ã ¥ Ã ¤ ¤ Ã ¤ ªÃ ¤ ¾Ã ¤ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ °Ã ¤ ® Ã ¤â€Ã ¤ ° Ã ¤â€"Ã ¥â€¡Ã ¤ ² Ã ¤â€"Ã ¤ ¤Ã ¤ ¿Ã ¤ µÃ ¤ ¿Ã ¤ §Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤ ¹Ã ¥Ë† Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥â€¹ Ã ¤ °Ã ¤ ¹Ã ¥â‚¬ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤ Ã ¤ ¾Ã ¤â€" Ã ¤ ²Ã ¥â€¡Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤ Ã ¤â€ ¢ Ã ¤ Ã ¥ Ã ¤â€¢Ã ¤ ¾Ã ¤ µ Ã ¤ ¦Ã ¤ ¿Ã ¤â€"Ã ¤ ¾ Ã ¤ ¦Ã ¥â€¡Ã ¤â€šÃ ¤â€"Ã ¥â€¡. Ã ¤ ¸Ã ¤ ¾Ã ¤ ¥Ã ¤ ¿Ã ¤ ¯Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¸Ã ¤ ®Ã ¥â€šÃ ¤ ¹ Ã ¤ ¸Ã ¥ Ã ¤â€¢Ã ¥â€šÃ ¤ ² Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¦Ã ¥â€¹Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š, Ã ¤ ªÃ ¤ ¡Ã ¤ ¼Ã ¥â€¹Ã ¤ ¸ Ã ¤ ®Ã ¤ ¿Ã ¤ ¤Ã ¥ Ã ¤ °Ã ¥â€¹Ã ¤â€š Ã ¤ ¯Ã ¤ ¾ Ã ¤ Ã ¤â€¢ Ã ¤ µÃ ¤ ¿Ã ¤ ¸Ã ¥ Ã ¤ ¤Ã ¤ ¾Ã ¤ °Ã ¤ ¿Ã ¤ ¤ Ã ¤ ªÃ ¤ °Ã ¤ ¿Ã ¤ µÃ ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¥â€¡ Ã ¤Å¡Ã ¤Å¡Ã ¥â€¡Ã ¤ °Ã ¥â€¡ Ã ¤ Ã ¤ ¾Ã ¤Ë† Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¶Ã ¤ ¾Ã ¤ ®Ã ¤ ¿Ã ¤ ² Ã ¤ ¹Ã ¥Ë†Ã ¤â€š Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¨Ã ¤ ¹Ã ¥â‚¬Ã ¤â€š, Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤â€¦Ã ¤ ªÃ ¤ ¨Ã ¥â€¡ Ã ¤ ¬Ã ¤Å¡Ã ¥ Ã ¤Å¡Ã ¥â€¡ Ã ¤ ªÃ ¤ ° Ã ¤ ¦Ã ¥â€¡Ã ¤â€"Ã ¤ ¾ Ã ¤Å"Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¤Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë†. Ã ¤â€¦Ã ¤ ¨Ã ¥ Ã ¤ ¯ Ã ¤ ¸Ã ¥ Ã ¤ ªÃ ¤ ·Ã ¥ Ã ¤Å¸ Ã ¤ ªÃ ¥ Ã ¤ °Ã ¤ Ã ¤ ¾Ã ¤ µ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ¬Ã ¥â‚¬Ã ¤Å¡, Ã ¤â€ Ã ¤ ª Ã ¤â€¢Ã ¤ ¿Ã ¤ ¶Ã ¥â€¹Ã ¤ ° Ã ¤â€¢Ã ¥â‚¬ Ã ¤ ¸Ã ¤â€šÃ ¤Å¡Ã ¤ ¾Ã ¤ ° Ã ¤â€¢Ã ¥Å'Ã ¤ ¶Ã ¤ ² Ã ¤ ®Ã ¥â€¡Ã ¤â€š Ã ¤â€¢Ã ¤ ¾Ã ¤ «Ã ¥â‚¬ Ã ¤ ¸Ã ¥ Ã ¤ §Ã ¤ ¾Ã ¤ ° Ã ¤ ²Ã ¤ ¾Ã ¤ ¨Ã ¥â€¡ Ã ¤ ®Ã ¤ ¿Ã ¤ ²Ã ¥â€¡Ã ¤â€"Ã ¤ ¾. Ã ¤â€°Ã ¤ ¨Ã ¤â€¢Ã ¤ ¾ Ã ¤ ¦Ã ¥Æ'Ã ¤ ·Ã ¥ Ã ¤Å¸Ã ¤ ¿Ã ¤â€¢Ã ¥â€¹Ã ¤ £, Ã ¤ ¦Ã ¥Æ'Ã ¤ ·Ã ¥ Ã ¤Å¸Ã ¤ ¿Ã ¤â€¢Ã ¥â€¹Ã ¤ £ Ã ¤â€Ã ¤ ° Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤ µÃ ¤ ¹Ã ¤ ¾Ã ¤ ° Ã ¤ ¹Ã ¤ ®Ã ¥â€¡Ã ¤ ¶Ã ¤ ¾ Ã ¤ ¸Ã ¤â€¢Ã ¤ ¾Ã ¤ °Ã ¤ ¾Ã ¤ ¤Ã ¥ Ã ¤ ®Ã ¤â€¢ Ã ¤ ¹Ã ¥â€¹ Ã ¤Å"Ã ¤ ¾Ã ¤ Ã ¤â€"Ã ¤ ¾. Ã ¤â€°Ã ¤ ¨Ã ¥ Ã ¤ ¹Ã ¥â€¹Ã ¤â€šÃ ¤ ¨Ã ¥â€¡ Ã ¤â€¢Ã ¤ ¹Ã ¤ ¾ Ã ¤â€¢Ã ¤ ¿ Ã ¤ ®Ã ¥â€šÃ ¤ ²Ã ¥ Ã ¤ ¯ Ã ¤ °Ã ¤ ¿Ã ¤ ¶Ã ¥ Ã ¤ ¤Ã ¥â€¹Ã ¤â€š Ã ¤â€¢Ã ¥â€¹ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€"Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾ Ã ¤â€Ã ¤ ° Ã ¤ ¯Ã ¤ ¹ Ã ¤ ¬Ã ¤ ¨ Ã ¤â€"Ã ¤ ¯Ã ¤ ¾ Ã ¤ ¹Ã ¥Ë† Ã ¤â€Ã ¤ ° Ã ¤Å"Ã ¤ ¿Ã ¤ ®Ã ¥ Ã ¤ ®Ã ¥â€¡Ã ¤ ¦Ã ¤ ¾Ã ¤ ° Ã ¤ µÃ ¥ Ã ¤ ¯Ã ¤â€¢Ã ¥ Ã ¤ ¤Ã ¤ ¿ Ã ¤â€¢Ã ¥â€¡ Ã ¤ ²Ã ¤ ¿Ã ¤ Ã ¤ ®Ã ¤ ¹Ã ¤ ¤Ã ¥ Ã ¤ µÃ ¤ ªÃ ¥â€šÃ ¤ °Ã ¥ Ã ¤ £ Ã ¤ ¹Ã ¥Ë† Ã ¤â€¢Ã ¤ ¿ Ã ¤ ¸Ã ¥â‚¬Ã ¤â€"Ã ¤ ¨Ã ¤ ¾ Ã ¤ ¹Ã ¥â€¹Ã ¤â€"Ã ¤ ¾. t is more beneficial than harmful Peer pressure is not always bad. It can help you reflect on yourself. Peers may teach you good things and encourage you to follow them. Looking at what others do, can help you bring a positive change in your way of thinking. If you can pick selectively, peer pressure can push you towards something positive. For example, when a child knows that some of his friends regularly read storybooks or that they haveÃ‚ subscribed to a library, even he feels tempted to do so. He may get into the habit of reading because of his peers. Seeing that some of your friends exercise daily, even you may take up the habit. Positive peer pressure can lead you to adopt good habits in life. Your peers, their choices and ways of life give you a glimpse of the world outside the four walls of your house. What they think about things in life, how they perceive situations, how they react in different circumstances can actually expose you to the world around. Being part of a larger group of peers exposes you to the diversity in human behavior. This makes you reflect on your behavior and know where you stand. Peer pressure can lead you to make right choices in life. If you are fortunate enough to get a good peer group, your peers can influence the shaping of your personality in a positive way. Their perspective of life can lead you to change yours. ItÃ¢â‚¬â„¢s not pressure every time; sometimes itÃ¢â‚¬â„¢s inspiration, which makes you change for good. For example, positive peer pressure can make you quit smoking or give up bad habits that you may have. Your peers can inspire you to become more optimistic or more confident. Your peers may influence you to change and make you a better human being. If the peer group happens to be in school, you will discover a lot of positive changes happening in your teenager. Since the urge to Ã¢â‚¬ËœbelongÃ¢â‚¬â„¢ to a peer group is all about feeling included and accepted, there is also this natural tendency to behave and become Ã¢â‚¬ËœlikeÃ¢â‚¬â„¢ other members of a peer group. Therefore when the members of the peer group believe in doing well in class and doing their regular lessons with care, you will find your child also following suit. The direct effect can be observed in the grades. The teenager will not only learn to focus on his studies but will also show an inclination in getting involved and participating is several extra-curricular and sports activities in school. Whether the peer group comprises of school friends, neighborhood friends or cousins of an extended family, the effect can always be seen on your child. Amongst the other apparent effects, you will find that the communication skills of the teen improving significantly. His approach, attitude and behavior will always be positive. He will learn to value relationships and will learn that it is important to become and responsible individual. Pure s peer pressure beneficial or harmful. Opening statement: My point of view on this subject area is simple and straightforward; peer pressure can be beneficial. Facts and supporting evidence: 1. Peer pressure can be beneficial because it can help you achieve things in life. For example: YouÃ¢â‚¬â„¢re about to audition for something thatÃ¢â‚¬â„¢s been your dream forever, then you all of a sudden get too scared so you decide your not going, but then your friend pressures you into doing it. And because of your friend giving you peer pressure, you achieved your goals, and youÃ¢â‚¬â„¢ve succeeded. Without this type of peer pressure not many people would be successful in our world. 2. It can also be beneficial because it can help you get out of bad habits. Peer pressure is very well known for getting people into drugs, but nobody ever thought about peer pressure getting you out of them, and peer pressure can get you out of many habits. Last year I used to be lateÃ¢â‚¬ ¦ A lot, but then my mom pressured me into getting up earlier in the morning, and getting ready faster. If it wasnÃ¢â‚¬â„¢t for her, I would not be a good student. 3. Peer pressure can lead you to making the right choices. Say youÃ¢â‚¬â„¢re in a bad situation your friend wants you to do something that you really donÃ¢â‚¬â„¢t feel like doing, so you talk to your other friend, they also think the idea is bad. So he/she pressures you to not do it, later on you somehow find out that your friend was setting you up, if your friend didnÃ¢â‚¬â„¢t help you in that situation, you had the chances of ending up in jail or being dead. Facts: 89.5% of the teens in high schools havenÃ¢â‚¬â„¢t been pressured into trying cocaine 80% of teenagers havenÃ¢â‚¬â„¢t been pressured into trying a cigarette Peer pressure can even start at kindergarten Closing: I know peer pressure can also be harmful, but many people donÃ¢â‚¬â„¢t realize how beneficial it can be. When people hear the words Ã¢â‚¬Å"Peer PressureÃ¢â‚¬ usually the first thing they think is peer pressure involving drugs, and that can happen too, but there are many ways of good peer pressure. My personal motto is: CHOOSE YOUR FRIENDS WISELY! See, first of all i would like to mention that, a fact which clearly reports that there are approximately more benifits than harms of peer pressur. Also it have an appropriate reason:- In our Society, there are more good citizen than bad ones. People mostly have good friend cirlce, than having bad friend circle. Yes there are some bad groups, which involves drug case, robbery etc. But the Fact is clear that there are less cases in which a person gets harm due to peer pressure. Good friends persuade us to do good thing, even we too advise our friends to do good things. I agree with 1st argument with my support. What he/she said is true. People when hear this word Ã¢â‚¬ Peer PressureÃ¢â‚¬ they usually thinks of situation involving drugs robbery etc. But As i said , there much more benifits than harms.

Wednesday, October 9, 2019

Injections and Withdrawals Essay

Injections and Withdrawals are important features in our understanding of economic activity and the business cycle. Explain the relationship between them and how they influence national income. * Injections-only part of demand for firms arises through consumers, the remainder comes from other sources outside the inner flow. Investment- This is the money firms spend after obtaining it from various financial institutions, either past savings or loans or through new issue of shares. They may invest in equipment or building up stocks. Government Expenditure- When government spend money on goods and services produced by firms. This has a negative impact on national income as it reduces money available but can increase national income through expenditure and increased production. Export Expenditure- Money floes into circular flow from abroad when residents abroad buy our exports of goods and services. Positive for economic growth and increases national income. (source:economics) * Withdrawals- only part of households income spent goods and services, the remainder will be withdrawn from the inner flow. Net Saving- Saving is money households choose not to spend and put aside for future. If households donÃ¢â‚¬â„¢t spend as much then national income falls, not many products brought, revenue falls. Whereas if they spend instead of save, national income increases. Net Taxes- Withdrawal of money from inner flow with no choice. National income increases by collecting taxes, more money available for government. However paying benefits to unemployed workers money flows other way and reduces national income. Import Expenditure- Households spend some of their income on imported goods and services. Although money consumers spend on such goods initially flows domestic retailers, it eventually finds it way abroad decreasing national income. (source:economics) GDP Ã¢â‚¬â€œ Measures national income. GDP = Gross Domestic Product. * Measures of national income- > Product approach- Net saving increases, products brought and sold decreases, GDP falls which decreases national income > Income approach- Net taxes increases, households incomes are reduced and therefore have less disposable income which reduces national income. > Expenditure approach- expenditure increases more money entering economy, increasing GDP and national income. (source:Bized) Relationship between Injections and Withdrawals. Indirect links- * Saving and Investment- o If more money is saved then there will be more money for banks and other financial institutions to lend out. o Saving increases then investment falls o Saving increases then national income decreases since people are saving and not spending, GDP falls.(source: Business) * Taxation and Government Expenditure- o If tax receipts are higher, the government may be more keen to increase its expenditure. o Taxation increases government expenditure increases. o Taxation increase, households have less disposable income, hence GDP falls which reduces national income. (source:Business) * Imports and exports- o If imports increase, incomes of people abroad will increase, which will enable them to purchase more of our exports. o Imports increase then the balance of payments becomes deficit. (source:Business) * However thereÃ¢â‚¬â„¢s no guarantee. o Firms may wish to invest more or less than people wish to save o Governments can spend more than they receive in taxes or vice versa; o Exports can exceed imports or vice versa; (source:tutor2u.net) > Decisions to save and invest are made by different people , thus they plan to invest and save different amounts. > Demand for imports may not be equal to demand for exports > Governments may choose not to make taxation equal to government spending, it may choose to spend all of its tax revenues- budget surplus, or spend more than it receives in tax- budget deficit. THUS PLANNED INJECTIONS MAY NOT EQUAL PLANNED WITHDRAWALS. Bibliography Economics- John Sloman Business Environment- Dr Phil Drummond www.Bized.ac.uk www.Tutor2u.net

PETROLEUM ENGINEERING DESIGN PROJECT Research Paper

PETROLEUM ENGINEERING DESIGN PROJECT - Research Paper Example In addition, possible consequences formation damage in well-11 in the productivity of the Wytch Farm Oil Field is also covered. The methods of treating and preventing the occurrence of formation damage are also covered in this paper. The research paper also discussed the basics of formation damage, permeability and porosity. INTRODUCTION Wytch Farm Oil Field is considered as one of the largest oil fields in Europe. The oil field comprises of three major oil reservoirs namely: Bridport Reservoir (about 2900 feet or 900 meters), Shallow Frome Limestone Reservior (about 2625 feet or 800 meters), and Sherwood Reservior (about 5200 feet or 1600 meters) (Allen, Conran, & Lesso 2007). Being large, and that it is also associated with shale and limestone its permeability is low. In order to increase the permeability of one of the wells in Wytch Farm Oil Field, a horizontal well was developed. However, according to Bennio, Thomas, Jamaluddin, Ma, & Agnew (2007), compared with vertical wells, h orizontal wells are more susceptible to formation damage. Formation damage is a condition or a process in which permeability of the oil producing formations are reduced to levels that are lower than normal (Thallak, Holder, & Gray 2003). According to Thallak, Holder, & Gray (2003), the loss lof permeability as a result of formation damage leads to a reduction in oil productivity as well as inhibits access to other oil reservoirs. Therefore, due to the fact that Wytch Farm Oil Field is susceptible formation damage it is at risk of being affected by loss of permeability and consequently reduction in production. This research paper therefore aims at studying the possibility of occurrence of formation damage in one of the wells in Wytch Farm Oil Field in the United Kingdom. The research paper will also study the possible consequences formation damage in the productivity of the Wytch Farm Oil Field. RESEARCH AIMS AND OBJECTIVES Just as earlier mentioned Wytch Farm Oil Field in the United Kingdom is one of the oil fields that is susceptible to formation damage. The two man aims of this research paper are as stated below. i. To study the occurrence of formation damage in Wytch Farm Oil Field in the United Kingdom. ii. To study the possible consequences formation damage in the productivity of the Wytch Farm Oil Field. iii. To discuss nature, methods of prevention and treatment of formation damage in Wytch Farm Oil Field in the United Kingdom. iv. To understand formation damage in general. RESEARCH METHODOLOGY In order to achieve the objectives of this research paper, the research first outlined the basics of formation damage (including permeability of the oil field). The researcher then outlined the various ways of preventing or treating formation damage. After an discussing the basics of the formation damage, these basics were applied to Wytch Farm Oil Field in an effort to study the possibility of occurrence of formation damage in Wytch Farm Oil Field in the United Kingdom. This involved studying the formation of the Wytch Farm Oil Field (including porosity and permeability the formation). A number formulas and equations were used in this research and they are as stated bel

Monday, October 7, 2019

Qatar and Bahrain Paper Research Example | Topics and Well Written Essays - 1750 words

Qatar and Bahrain - Research Paper Example The British had defined the national borders, but they did not demarcate most of these boundaries properly, which left prospects for conflict, particularly in regions that had the most expensive deposits of oil. In the Gulf, British- controlled forces saw to it that there was peace and order, and British officers settled local disputes. Nevertheless, this was not until the year 1971 when these influences as well as officials withdrew, resulting in the inception of suppressed ethnic hostilities as well as old territorial claims. The impetuous significance of boundaries in defining oil depositsÃ¢â‚¬â„¢ ownership as well as the notion of the modern state that the European supremacy pioneered into the Gulf States stirred up heightened territorial disagreements (Library of Congress Country Studies, 1993). Introduction Boundary problems comprise one of a succession of dilemmas in the region of the Arabian Gulf. Moreover, they mirror tensions in the region. Amongst these problems, the confl icts between Qatari and Bahraini were the most serious. The source of this clash dates back to the nineteenth century when Great Britain fully controlled the Arabian PeninsulaÃ¢â‚¬â„¢s eastern region. This dispute affected the relationship between Qatar and Bahrain as well as threatened Gulf Cooperation CouncilÃ¢â‚¬â„¢s existence (Karam, 2007). ... It has severally made them want to fight, and it has been an enduring problem not only for both emiratesÃ¢â‚¬â„¢ British protectorate but also for Saudi Arabia and Gulf Cooperation Council, endeavoring to maintain peace in the region (Theestimate.com, 2001). Although both parties concur with the fact that in the 18th century (prior to ousting the Iranians from Bahrain), the Arab clan of the Al Khalifa had inhabited Al Zubarah and that they inhabited Bahrain some years afterward, they differ regarding the prevailing subsequent legal circumstances. The Al Thani, QatarÃ¢â‚¬â„¢s ruling family, disputed strongly the claim by Al Khalifa to the ancient area of settlement presently in the hands of the Qatari over and above laying claim to the Hawar (inhabited by Bahraini) and neighboring islands, very close to Qatar mainland but over 20Kms from Bahrain (U.S. Department of State, 2012). According to Qatar, in the year 1937, Bahrain illegally and clandestinely occupied the Islands of Hawar. On the other hand, Bahrain insists that its leader was only carrying out legitimate works of exercising control in his own region. QatarÃ¢â‚¬â„¢s Ruler presented the British Government with protests through a letter dated MayÃ‚ 10, 1938. He was protesting against what he referred to as BahrainÃ¢â‚¬â„¢s irregular action against Qatar and earlier in FebruaryÃ‚ 1938, he had already referred to this issue in Doha where he had a talk with the Political Agent to Britain in Bahrain. The British Political Agent later wrote QatarÃ¢â‚¬â„¢s Ruler on 20Ã‚ May the same year, asking him to express his case on Hawar as soon as possible. The latter wrote back on 27Ã‚ MayÃ‚ 1938 and on 3Ã‚ JanuaryÃ‚ 1939, Bahrain presented a counter-claim. QatarÃ¢â‚¬â„¢s Ruler then presented the British Political Agent with his

Sunday, October 6, 2019

Article Critique of Moscow to insist Russia and China join chemical Research Paper

Article Critique of Moscow to insist Russia and China join chemical arms probe by Reuters & AP - Research Paper Example With this in mind, the two warring factions do not want to take responsibility and are therefore blaming one another for the misfortune that one of them caused and led to great damage to the country. The conflict in Syria, which is between rebels and the government has raged on for two years and has caused the deaths of over 70,000 people in the course of its life, that is still going on. The correctness rages on in that the rebels are attempting to take over power from the current government, where the war is beyond taking power for either group. Putting this into perspective means that the group that wins shall not be held accountable for the loss of lives and even the destruction of property that has been experienced countrywide, as well as the civil unrest. The loser will solely be responsible, whereby it is upon the loser to admit defeat and accept all that has occurred with no option of redress or appeal. In addition, the article addressing the Syrian conflict brings into persp ective the problem of a conflict that is too late to stop as all parties have too much to lose considering that, the government has put its all in the war against the rebels, while the rebels to have done the same. In addition, the rebels are backed by a good section of the civilian population, which means that the government is almost on the losing side due to the presence of civilians. In this case, civilians represent a good bargaining chip for the rebels, as the government is bound by international law not to engage civilians using the military or even by use of unnecessary or excessive force. Consequently, the outcome is that the government is losing, which makes the missile issue even more critical for them as a loss in the war is guaranteed for them to take political and legal responsibility for the war. It is at this point that the missile issue comes up again as it highlights an attempt to foil the attempts of one side of the conflict at clinching or maintaining power. This is evident and might appear biased towards the rebel side, as logical analysis would show the ability to fire missiles lies with the military. The same military backs the government, where the government is at war with rebels, and the whole situation does not look for the government, but the rebels (Reuters and AP). On the other hand, the missile could be part of intricate plan to oust the current government by forcing it to take responsibility for the said weapon. It is due to this that the international community in the form of the United Nations and the veto powers in it to look at the situation ad and determine the origin and the intent of its launch in relation to the Syrian conflict. The main concern of the international community, however, is not on the use of missiles against a civilian population but is instead focused on the use of chemicals in the missile. This is a major contravention of the laws of engagement in the event of war in an agreement that goes as far back as the 19th century, where there were signed treaties against the use of chemical warfare against the people, where even soldiers are included. Another perspective of this issue in the use of chemical warfare is what the international community stands to gain.

Saturday, October 5, 2019

The Real Cause of Conflict Essay Example | Topics and Well Written Essays - 1000 words

The Real Cause of Conflict - Essay Example Over the years several psychologists have developed tests to evidence and describe the different personality types, including Jung, Myers-Briggs and the Big Five Personality Tests, which is now the most extensively acknowledged and used model of personality. The Big Five was developed in the 1970's by two different research studies which though completed differently came to similar conclusions: that a majority of personality traits can be defined under five broad themes, extroversion, emotional stability, orderliness, accommodation and intellect. All other personality traits can be correlated to one of these independent personality traits (Howard & Howard, 2007). However, there is a weakness with this theory, as researchers have not been able to completely agree on what exactly the fundamental aspect of each personality trait is (Howard & Howard, 2007). People frequently seek and admire personalities that are different from their own, and being appreciative to these positive attributes they have may hinder them to realise it could cause stress and be a significant contributor to disagreements. Usually people seek out individuals who fill these personality differences, in which to have personal or working relationships with. A lot of people who have personalities where they are exceptionally well-organized are often drawn to partners who have a preference to handling situations in an easy going and effortless manner. In comparison rational, sensible thinkers prefer affectionate, sensitive partners, and vibrant extroverts may have a preference for strong, quiet people (Landau & Landau, 1997). The same can be apparent in working relationships between co-workers. This is most likely because they perceive their counterparts as being more relaxed at managing situations they themselves would find hard to achieve (Landau & Landau, 1997). As Smallwood (2009) states, differences in individual personalities can work to an advantage in teamwork, as there is an chance for the team members to merge together, not in the case that everyone thinks the same and agrees, but that everyone's individual strengths and abilities can work together to create a stronger, and more effective conclusion or solution to the problem they are working on. HowveHHowever, these personality differences can also cause significant problems when working in a team, as they clash rather than compliment each other (Smallwood, 2009). These problems may occur when one individual feels that their way is the only 'right' way to do something. However, as evidence shows there is always more than one way to reach the same result, and an individual can learn a lot from watching how another person achieves these results. Smallwood (2009) suggests that teams do require different personalities to produce an effective work environment where the different attitudes and abilities produce an effective whole, from its different parts; however, it is easy for an individual to become judgemental of another team member who does a task in a different way from which they would, rather than appreciating the differences. In addition, team members will sometimes judge the behaviour of a co-worker, by assuming they are feeling a certain way because of their outward behaviour. For example, if a co-worker is quiet, the individual may assume that they are angry, as this is how they