Finding How to Write Research Outline

Finding How to Write Research Outline The Ideal Approach for How to Write Research Outline Writing an excellent research paper is a massive deal and you deserve to feel proud for work well done. It is very important to frame the research question when writing the proposal. Sometimes authors, generally, write for publication. Writing a research paper outline is a powerful way of ensuring suitable organization of your ideas and ideas in the finished paper. To make fruitful assistance people have to speak about things with one another. Research paper is quite a challenging job to finish but observing a crystal clear and appropriate structure will allow you to avoid all potential mistakes and will teach you the way to gather and analyze data in an easy and quick way. There are a lot of ways to produce an outline and it is reasonable try out various versions to determine what works for you. In the event of a lengthier project, it's challenging to imagine a successful writing proc ess with no obstacles in the event the outline is missing. Complete a quick purchase form, pick a payment option and you will receive your custom written outline immediately! An outline is a good aid whenever you are attempting to amalgamate and assess the research paper, as it lets you see certain links between different locations, whilst making sure you don't repeat yourself. It will help you organize your thoughts before you dig into the writing process. A well-written outline is also aimed toward making navigation via your work simpler. The Hidden Facts on How to Write Research Outline To understand the text is to realize the most important character. Whenever your outline utilizes complete sentences, ensure that first letters of all very first words are capitalized. Bear in mind that it has to be useful info, that should be expressed in 150-250 words. It is preferable to use whole sentence outline structure, in the event your paper ought to be formatted in MLA. How t o Write Research Outline Fundamentals Explained It's only feasible to create an outline in case you have familiarity with the subject. It's also logical to compose a more comprehensive outline for yourself even in the event the requirements are different. The Ultimate Approach for How to Write Research Outline You might also see speech outline. Crafting a great research essay outline is very important for the reason that it performs two significant functions. An outline is often regarded as an extra portion of the lengthened academic paper some type of appendix but placed at the start of thesis, dissertation, research paper, etc.. Developing a fantastic outline is vital in an additional composing of your research paper. How to Choose How to Write Research Outline Research Paper preparation means handling a great amount of information. It is not a task for one day. An individual should realize that every Research Paper is a sophisticated writing because it must contain di stinctive research and distinctive idea. Writing a research paper is as crucial as performing the true research or experiment itself and can seem to be an extremely daunting endeavor. If you don't possess the slightest clue on the best way to compose a research paper outline, it's time you got some ideas. The initial outline lets you structure your ideas and establish how you're going to lay out the paper. You could also state which type of approach it is you will use in your paper for the full discussion of your topic. Maximizing your research outline's purpose is able to help you compose a comprehensive paper. How to Write Research Outline Can Be Fun for Everyone Keep in mind, even the most seasoned academic veterans have been required to learn to compose a research paper at some time in their career. In the event the research question isn't specific and has quite a general literature review, then your proposal might appear insignificant. Writing College research papers College courses demand several different kinds of writing that employ various strategies for various audiences. Also writing a suitable research paper outline isn't a cakewalk for each and every student. An outline is essential for all sorts of research papers. For research papers, it may help you keep track of large amounts of information. A well-made outline is critical in locating considerable info and keeping track of considerable amounts of information from a research paper. Find extra samples to help you learn how to compose a research paper outline that's impressive at explorable.com. The outline should present three or more main points. A topic outline functions as a quick summary of the topics included in your paper. The more points you would like to include, the more intricate outline you'll ever have. Outlines for various topics will differ, but the primary points and structure will continue being similar. In order to give a flawless outline, you may use an o utline example available online. How to make an APA research paper outline If you must write utilizing the APA format, you should adhere to the general rules of making the outline. Besides a report outline and a presentation outline, a research paper outline is among the most typical types of outlines you're very likely to encounter in any particular field. By studying various outline samples, you're guaranteed to come up with the ideal research paper outline in virtually no time.

The Death Penalty in Decline Essay - 716 Words

The Death Penalty in Decline The United States adopted the capital punishment from England for more than three centuries ago. Not only had the punishment been adopted but also the methods of execution. Throughout centuries, the people of the United States became more aware of how the criminal justice system functions and varies from one state to another. Some states used to execute people who commit minor offenses, such as stealing fruits. Maybe people would disagree with me, but I believe that the death penalty helped in preventing criminals from committing certain capital crimes. Even though the U.S. Supreme Court abolished the death penalty for mentally handicapped and juvenile, the amount of executions seems hard to be stabilized.†¦show more content†¦Nationwide, based on the Death Penalty Information Center Database, five hundred fifty-nine people were executed between 1981 and 1999 (1). Equally important, the number is declining in some states. Probably because the Uni ted States Supreme Court abolished the possibility of sentencing juveniles and mentally handicapped to death. Instead, the Supreme Court gave the jury permission to use the punishment of life in prison as an alternative. For this reason, In Texas, the number of death sentences imposed each year dropped by about 50 percent after jurors were given the life-without –parole option in 2005, a trend that has been mirrored throughout the United States (Gaines and Miller 277). Despite the dropping of rate of executions, not all states seem to be benefiting from it. Indeed, the decision was made in 2005 the same year in which four executions took place in the State of Ohio. So based on the DPIC database, five people were executed in 2006, five executions in 2009, and eight during 2010 (1). On the state level, these numbers show that although the United States Supreme Court cancelled the death row for juvenile and mentally handicapped, the number of executions seems hard to be stabilized at lower rates. Although the list of crimes that are punishable by death used to include minor offenses which possibly raised the number of executions on the nationalShow MoreRelatedCapital Punishment During The Colonial Era1165 Words   |  5 PagesBritain was the biggest influence on America when it came to utilizing the death penalty. The death penalty was used for minor offenses such as stealing, killing animals, and trading with Indians. As the late 1700s approached, a movement towards abolishing the death penalty began. Beccaria wrote an essay in 1767 called â€Å"Crimes and Punishment,† that had a significant impact on the world’s opinion towards the death penalty (Bohm,1999). Beccaria suggested that there was no justification for the governmentRead MorePros And Cons Of Abolish The Death Penalty1261 Words   |  6 PagesThe death penalty, it has been the argument of ethics and politics, yet there has never been an agreement on whether to abolish it or not. It has been part of the US history as well as the world history; its practice was show through cruel actions and has become the current lethal injection. It is the debate that never ends and will never end. In this debate called â€Å"Abolish the death penalty†, Diann Rust- Tierney and Barry Scheck argue for the abolishment of the death penalty, while Robert BleckerRead MoreCessation of Life: Who are we to choose?- A look into the Death Penalty686 Words   |  3 Pagess eems to be an eye for an eye. And most of the time those victims look to our court systems to provide that justice. But is death the answer? I believe that with human fallibility and the fallibility of our court system as variables, that a sentence that cannot be overturned should not be passed down in any case, especially when that sentence is as irreversible as death. In an editorial from USA Today found on deathpenaltyinfo.org, Justice Sandra Day O’Connor is quoted as saying, â€Å"If statisticsRead MoreCapital Punishment : The United States928 Words   |  4 Pagestwentieth century, capital punishment is in decline. Once a near universal practice, the death penalty has been abolished in 101 countries, as of July 2015(Amnesty International, 2015) and executions have become less common amongst industrialised democracies. Some nations keep capital statutes for instances of exceptional crimes such as treason, but parts of the former Soviet Union, Japan and the United S tates of America (USA) still administer death sentences for ‘ordinary’ crimes of violence. Read MoreCapital Punishment Should Be Eliminated1342 Words   |  6 PagesCapital Punishment should be eliminated in America The European influence on America gave way to the similarities between our cultures, including the death penalty. The first recorded execution in America was that of Captain Kendall in Virginia in 1608. Kendall was executed for being a spy, but at that the time capital punishment was used even for minor crimes. Fast forward 150 years to the Abolitionist Movement and we see Cesare Beccaria post an essay in 1767 declaring the state has no right toRead MoreSabrina Buie : A Girl s Father927 Words   |  4 Pagesneck (Katz). Sabrina’s autopsy revealed that she had been raped, suffocated and left to dead in the field. From a report of a missing child, the investigation began as a capital murder case. Everybody in the town was shocked upon hearing of Sabrina’s death. Upon the investigation, police found out about two suspicious local teenagers that were mentioned by a local high school student. They were half-brothers, Henry Lee McCollum, 19, and Leon Brown, 15, who had just moved to North Carolina from NewRead MoreThe Debate On The Death Penalty1597 Words   |  7 PagesThe debate on the death penalty has been the ongoing question for generations. There are plenty of different sides to take on this issue. You have the side where some people think that putting prisoners to death is inhumane and that no matter what they did putting a human to death is wrong. While others may think that if the crime is extreme enough that the prisoner who committed this crime should pay for it with their own life. Throughout history there have been several instances where prisonersRead MoreIn Recent Years, The Death Penalty Has Been A Controversial1750 Words   |  7 PagesIn recent years, the death penalty has been a controversial topic when it comes to sentenc ing criminals that have committed serious crimes. Some believe that the death penalty is absolutely necessary and serves proper justice to those who commit unthinkable acts of violence. Advocates also believe that the whole argument is a matter of faith not fact and the death penalty, â€Å"honors human dignity by treating the defendant as a free individual able to control their own destiny for good or for worseRead MoreShould The Nfl Be Stricter Rules?930 Words   |  4 Pagesof violent on-field collisions and concussions. This evidence shows that multiple blows to the head have caused CTE in former NFL players that have played a role in their deaths. CTE is a progressive degenerative disease of the brain found in people with a history of repetitive brain trauma (â€Å"What is CTE?†). How many more deaths are going to happen to former players before the NFL make the current rules stricter? The NFL can make the current players safer for their futures outside of football. Th eRead MoreThe Death Penalty Is The Ultimate Punishment882 Words   |  4 PagesLlamas Curtis Becker Comp 1 03 October 2017 The death penalty The death penalty is the ultimate punishment. There is no harsher punishment than death itself. This nation, the United States of America, is currently one of fifty-eight nations that practice the death penalty, if one commits first-degree murder as of 2012. People that believe in the death penalty also believe that it will deter murders. In this paper I will argue that the death penalty does not deter criminals and that this nation should

Great Gatsby (660 words) Essay Example For Students

Great Gatsby (660 words) Essay Great GatsbyScott Fitzgeralds novel, The Great Gatsby, is based on the dreams of a mannamed Jay Gatsby. Throughout the novel, it is suggested to the reader thatGatsby is a symbol for America. He represents the possibilities of life on alevel at which the material and the spiritual have been confused (Bewley 11). Gatsbys dreams, lifestyle and sense of morality represent an American vision oflife at which the reality ends and an illusion begins. First, to be an Americanmeans to have dreams. Gatsby is a dreamer, just like may Americans. All hisdreams are based on one factor, Daisy Buchanan. Most Americans, achieve theirgoal only we they are free. Anthony Burgess suggests that Freedom isslavery. When Gatsby realizes that he has lost her, his freedom to desireher makes him a slave to her. Since Gatsby is truly ambitious, he wont stopuntil he gets the girl. To most Americans that is part of theirAmerican dream: to have a pretty girl. That is truly what Gatsby wants: to getthe pretty girl whos voice is full of money(Fitzgerald 127). Inorder for him to have a chance with Daisy, he needs to have money and the GreatAmerican lifestyle. Nonetheless, the first step in getting the girl is to havethe money. Gatsby luckily inherits money from a friend and joins the world ofbootlegging. He gets all this and takes it a step further into thedream that Daisy wanted when she was with him. Gatsbys new lifestyle includedmotorboats, aquaplanes, private beaches, Rolls Royces and water towers (Bewley16). In his blue gardens men and girls came and went like moths amongwhisperings and the champagne and stars (Fitzgerald 43). Not only wasGatsby very popular like most Americans want to be but he also had goodclothing. Daisy became very emotional when Nick writes He took out a pileof shirts and began throwing them one by one before us, shirts of sheer linenand thick silk and fine flannel which lost their folds as they fell and coveredthe table in many colored disarray (Fitzgerald 97). Most important, wemust ask ourselves if Gatsby, the American, has any kind of morality. Throughthe eyes of psychologist Lawrence Kohlberg, Gatsby would have no sense ofmorality. Kohlberg separated morality into three stages: preconventional,conventional, and post-conventional. Kohlberg would not believe that Gatsby has any morality because he is a man who only cared about getting money to have hisgirl. He did what he had to do but he did it illegally. Gatsby only really caredabout Daisy and he was willing to take the blame for Myrtles accident onlybecause it was the love of his life. Maybe Kohlberg would agree that he doeshave some kind of conventional morality since his reasoning is based on theexpectations of others for him to do the right thing. As well as with many otherAmericans. Not many Americans reach the stage where they stand up for their ownethics and human rights. Beyond that, readers must also see if Gatsbys AmericanDream was worthwhile. Even though he did get the money and the lifestyle, henever did get the girl. Gatsby was not able to achieve his one true goal, and asa consequence, he was killed. This happens to most Americans. Their dreams arecrushed by others conspiring together (Fitzgerald 153). These otherpeoples ambitions are always bigger than the victim. In other cases the on eswho do reach their goals are criticized by others and either become snobs orbecome outcasts to the world. Who could actually live in such a horrible place?America is the place where dreams, lifestyles, and morals are only present in afew. Heartless people crush dreams, lifestyles are destroyed by green-eyedmonsters, and morals exist in only in those who dont have ambitions. Its whatCharles Darwin would call survival of the fittest, or only the strong survive. .u1cef47802cb48f18d31939fa72d99ca2 , .u1cef47802cb48f18d31939fa72d99ca2 .postImageUrl , .u1cef47802cb48f18d31939fa72d99ca2 .centered-text-area { min-height: 80px; position: relative; } .u1cef47802cb48f18d31939fa72d99ca2 , .u1cef47802cb48f18d31939fa72d99ca2:hover , .u1cef47802cb48f18d31939fa72d99ca2:visited , .u1cef47802cb48f18d31939fa72d99ca2:active { border:0!important; } .u1cef47802cb48f18d31939fa72d99ca2 .clearfix:after { content: ""; display: table; clear: both; } .u1cef47802cb48f18d31939fa72d99ca2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1cef47802cb48f18d31939fa72d99ca2:active , .u1cef47802cb48f18d31939fa72d99ca2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1cef47802cb48f18d31939fa72d99ca2 .centered-text-area { width: 100%; position: relative ; } .u1cef47802cb48f18d31939fa72d99ca2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1cef47802cb48f18d31939fa72d99ca2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1cef47802cb48f18d31939fa72d99ca2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1cef47802cb48f18d31939fa72d99ca2:hover .ctaButton { background-color: #34495E!important; } .u1cef47802cb48f18d31939fa72d99ca2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1cef47802cb48f18d31939fa72d99ca2 .u1cef47802cb48f18d31939fa72d99ca2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1cef47802cb48f18d31939fa72d99ca2:after { content: ""; display: block; clear: both; } READ: Patriotism Essay America, its a jungle out there. BibliographyBewley, Marius. Criticism of America. The University of theSouth, 1954. Burgess, Anthony. Is America Falling Apart?, The NewYork Times, 1971. Fitzgerald, F. Scott. The Great Gatsby. New York: ScribnerFiction, 1995.

UW-Stout College Essay free essay sample

It was the summer of 2008. I had just finished 6th grade. I was relaxing on the couch watching TV, when I overheard my mom talking with my aunt, who was visiting for the weekend. They are both into photography. They were talking about how they edit their photos and my aunt asks, â€Å"Did you use Photoshop or iPhoto?† I sat there—puzzled. I went up to them and asked, â€Å"What’s Photoshop?† My aunt, studying to get her graphic design degree, mentioned it is an application that allows you to edit your photos. Having my question answered, I went back upstairs. A few days later, the thought of Photoshop popped back in my head. I had to know more. What can it do? Where can I get it? I jumped on the computer and looked it up. As I typed the words into the search engine, my curiosity increased with every keystroke. We will write a custom essay sample on UW-Stout College Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Spending days, no, weeks, researching the fantastic product. Finally—I decided to buy it. For three years, I learned about the basics of photo editing. I was making abstract desktop backgrounds and basics things with the brush tool. I would run around and show people the things I have made because I was proud of my accomplishment. But I felt like it wasn’t enough. The summer before freshman year of high school, I finally saved up and purchased the full version of Photoshop. In the beginning, I learned how to make backgrounds for my computer and other basic things, but my skills grew quickly by spending time on YouTube, watching videos about Photoshop. After sophomore year, my concentration changed from desktop wallpapers and self-created images to photo-manipulations. That is where multiple images are combined to create a surrealistic space that may or may not be able to ever exist. Doing that allowed me to learn more about design and Photoshop. And by learning and sharing my art, I got recognized by people, which in turn, got me jobs to create designs for websites, and advertisements. That only made me want to be a Graphic Designer even more. Growing as an artist made me realize that art is something to be created not just for yourself, but for everyone. That being said, what I will bring to the campus is art, for everyone to see and enjoy, everyday.

How to Write Research Paper Fast [Guide]

How to Write Research Paper Fast [Guide] Research paper is considered as a long term assignment, when you have to spend a lot of time on research and then even more time to put the materials together and write a decent research paper. However, what if you dont have all that time? What if youve procrastinated too much, and the deadline is tomorrow but you have no ideas, no inspiration and no research materials for your paper. And you dont want to buy research paper online. Fortunately, there is a plan not only to write a research paper fast, but to do it with the kind of style that will nab you a fantastic grade. Here is a minute by minute guide that will lead you to a complete writing assignment withing 2 hours approx. 15 Minutes: Research Paper Thesis If you’re going to write a paper that works, you need a solid thesis. Remember, a thesis is the thing that explains what your whole paper is going to be about. For a research paper, you need to make an assertion in your thesis – that’s just a fancy way of saying that you’re going to prove something with your research. Don’t worry too much about whether the thing you say you’re going to prove is actually true. For now, just write a thesis that boldly shows what you think. If in the course of your research you find that you’re dead wrong, you just change a few words and no one is the wiser. Example: Cheese is the healthiest snack available, and eating it will make you stronger, smarter, and invincible. Revision: Broccolli is one of the most amazing snacks available, and eating it is proven to make you smarter, healthier, and more attractive to the opposite sex. 30 Minutes: Basic Research Okay, now you need some research to support your assertion that broccoli is truly amazing. You’ll need to do some Googling to make sure you get the kind of high-quality support that your teacher wants to see. In order to not waste your time with ads for Broccolli soup, you need to use a few important search rules that will save you time. For example, you could put in â€Å"Brocolli Health Benefits† into your search bar. This will help, but it may not always lead to the kind of high-quality, non-commercial lead you want. Instead, try adding the term â€Å"site:.edu†. Now, you’re getting that deep research that your professor really wants to see, plus you’re adding in lots of juicy proof for your main ideas. You can also choose site:.org for more great information. Time-Saving Hint: After your Google search, click on the page that you think is awesome. Then, scan the page until you find what you’re looking for that will prove a portion of your main assertion. Instead of writing down the information now, just copy the URL from your browser and paste it into a new window. Then, you can just go to your previous window and back out to see your awesome search results again. You can even save similar information in different search bar windows. 15 Minutes: Writing Paper Outline Now that you have your main research ideas organized into different search windows, you can go into your document program and create the rest of your outline around your main thesis. It should look something like this: I. Intro Paragraph A. Hook B. Transition C. Thesis Broccoli is one of the most amazing snacks available, and eating it is proven to make you smarter, healthier, and more attractive to the opposite sex. II. Body Paragraph A. Main Idea B. Proof from research C. Transition III. Body Paragraph (Repeat as needed) IV. Conclusion Paragraph A. Hook B. Transition C. Restate Thesis D. Clincher All you have to do now is fill in the blanks. Copy and paste your proof from research into as many paragraphs as you need to be able to complete your assignment. Then, jot down quick ideas about how you can transition from one idea to the next. Time-Saving Hint: Don’t worry about spending a lot of time on this, just get down a word or two so that you can get your thoughts in order. You’ll spend the bulk of your time actually writing down full sentences based on this rough framework. 30 Minutes: Writing Now, you have a good idea of what you’re going to say and how to say it. If you really did complete the outline, you can totally finish your whole paper in 30 minutes – as long as you type fast. Basically, you are going to complete the sentences and transitions that you created in your outline and then make sure that they make sense. Also, you are going to make sure that write a great Hook and Clincher. Hook: This is the first element of your research paper, and it should get your professor’s attention. This can be an interesting quote, a strange fact, or create a picture in the reader’s mind. Even for research papers, it’s okay to be interesting and fun with your hook. Clincher: This is the final line in your paper. It should also be interesting and provocative. It should give the reader the final impression you want them to take away from your research and look towards the future, based on your research. For example: In fact, broccoli is so incredible, it’s likely that research will continue to show it’s health and social benefits for years to come. Time-Saving Hint: Avoid spending time on editing and spelling mistakes. Right now, your job is to write for 30 minutes straight so that you can get all the ideas on paper. You can go back and fix mistakes later. 15 Minutes: Editing Now, you can fix all the mistakes you made during your mad dash to get the words out. But, you don’t want to waste time on minor mistakes if you’ve made a major one that needs more attention. Here’s how to do it fast so that your paper had the best chance of success: Go through your paper and ensure that each paragraph can be directly connected to your thesis statement. Make sure all the paragraphs flow. If they are in the wrong order, this is the time to change them. Include any citations that need to be added for your research by linking with footnotes inserting the URL (for now). Read the opening and closing paragraphs back to back. Do they sound similar? That’s a good thing. If they are exactly the same, that is a bad thing. Read your paper to yourself quickly (or have a friend do it). Note any grammar or spelling mistakes and fix them now. 15 Minutes: Citation and Essay Check You’ve almost finished. Now, you need to insert the correct citation page for all those amazing footnotes or citations you included in your paper. Go to Citation Machine and choose the style that your professor expects you to cite in. Follow the directions for the type of resources youre including and simply copy and paste the results into your paper! There you have it! An award-winning research paper in two hours. All it takes is a little planning, some good time-saving methods, and quick fingers, and you can save yourself a huge amount of time and hassle stressing over your writing.

The Battle of Ayn Jalut, 1260 - Mongols vs. Mamluks

The Battle of Ayn Jalut, 1260 - Mongols vs. Mamluks At times in Asian history, circumstances have conspired to bring seemingly unlikely combatants into conflict with one another. One example is the Battle of Talas River (751 A.D.), which pitted the armies of Tang China against the Abbasid Arabs in what is now Kyrgyzstan. Another is the Battle of Ayn Jalut, where in 1260 the seemingly unstoppable Mongol hordes ran up against the Mamluk warrior-slave army of Egypt. In This Corner: The Mongol Empire In 1206, the young Mongol leader Temujin was declared the ruler of all the Mongols; he took the name Genghis Khan (or Chinguz Khan). By the time he died in 1227, Genghis Khan controlled Central Asia from the Pacific coast of Siberia to the Caspian Sea in the west. After Genghis Khans death, his descendants divided the Empire into four separate khanates: the Mongolian homeland, ruled by Tolui Khan; the Empire of the Great Khan (later Yuan China), ruled by Ogedei Khan; the Ilkhanate Khanate of Central Asia and Persia, ruled by Chagatai Khan; and the Khanate of the Golden Horde, which would later include not just Russia but also Hungary and Poland. Each Khan sought to expand his own portion of the empire through further conquests. After all, a prophecy predicted that Genghis Khan and his offspring would one day rule all the people of the felt tents. Of course, they sometimes exceeded this mandate - nobody in Hungary or Poland actually lived a nomadic herding lifestyle. Nominally, at least, the other khans all answered to the Great Khan. In 1251, Ogedei died and his nephew Mongke, Genghiss grandson, became the Great Khan. Mongke Khan appointed his brother Hulagu to head the southwestern horde, the Ilkhanate. He charged Hulagu with the task of conquering the remaining Islamic empires of the Middle East and North Africa. In the Other Corner: The Mamluk Dynasty of Egypt While the Mongols were busy with their ever-expanding empire, the Islamic world was fighting off Christian Crusaders from Europe. The great Muslim general Saladin (Salah al-Din) conquered Egypt in 1169, founding the Ayyubid Dynasty. His descendants used increasing numbers of Mamluk soldiers in their internecine struggles for power. The Mamluks were an elite corps of warrior-slaves, mostly from Turkic or Kurdish Central Asia, but also including some Christians from the Caucasus region of south-eastern Europe. Captured and sold as young boys, they were carefully groomed for life as military men. Being a Mamluk became such an honor that some free-born Egyptians reportedly sold their sons into slavery so that they too could become Mamluks. In the tumultuous times surrounding the Seventh Crusade (which led to the capture of King Louis IX of France by the Egyptians), the Mamluks steadily gained power over their civilian rulers. In 1250, the widow of Ayyubid sultan as-Salih Ayyub married a Mamluk, Emir Aybak, who then became sultan. This was the beginning of the Bahri Mamluk Dynasty, which ruled Egypt until 1517. By 1260, when the Mongols began to threaten Egypt, the Bahri Dynasty was on its third Mamluk sultan, Saif ad-Din Qutuz. Ironically, Qutuz was Turkic (probably a Turkmen), and had become a Mamluk after he was captured and sold into slavery by the Ilkhanate Mongols. Prelude to the Show-down Hulagus campaign to subdue the Islamic lands began with an assault on the infamous Assassins or Hashshashin of Persia. A splinter group of the Ismaili Shia sect, the Hashshashin were based out of a cliff-side fortress called the Alamut, or Eagles Nest. On December 15, 1256, the Mongols captured Alamut and destroyed the power of the Hashshashin. Next, Hulagu Khan and the Ilkhanate army launched their assault on the Islamic heartlands proper with a siege on Baghdad, lasting from January 29 to February 10, 1258. At that time, Baghdad was the capital of the Abbasid caliphate (the same dynasty that had battled the Chinese at Talas River in 751), and the center of the Muslim world. The caliph relied on his belief that the other Islamic powers would come to his aid rather than see Baghdad destroyed. Unfortunately for him, that did not happen. When the city fell, the Mongols sacked and destroyed it, slaughtering hundreds of thousands of civilians and burning down the Grand Library of Baghdad. The victors rolled the caliph inside a rug and trampled him to death with their horses. Baghdad, the flower of Islam, was wrecked. This was the fate of any city that resisted the Mongols, according to Genghis Khans own battle plans. In 1260, the Mongols turned their attention to Syria. After only a seven-day siege, Aleppo fell, and some of the population was massacred. Having seen the destruction of Baghdad and Aleppo, Damascus surrendered to the Mongols without a fight. The center of the Islamic world now drifted south to Cairo. Interestingly enough, during this time the Crusaders controlled several small coastal principalities in the Holy Land. The Mongols approached them, offering an alliance against the Muslims. The Crusaders erstwhile enemies, the Mamluks, also sent emissaries to the Christians offering an alliance against the Mongols. Discerning that the Mongols were a more immediate threat, the Crusader states opted to remain nominally neutral, but agreed to allow the Mamluk armies to pass unhindered through Christian-occupied lands. Hulagu Khan Throws Down the Gauntlet In 1260, Hulagu sent two envoys to Cairo with a threatening letter for the Mamluk sultan. It said, in part: To Qutuz the Mamluk, who fled to escape our swords. You should think of what happened to other countries and submit to us. You have heard how we have conquered a vast empire and have purified the earth of the disorders that tainted it. We have conquered vast areas, massacring all the people. Whither can you flee? What road will you use to escape us? Our horses are swift, our arrows sharp, our swords like thunderbolts, our hearts as hard as the mountains, our soldiers as numerous as the sand. In response, Qutuz had the two ambassadors sliced in half, and set their heads up on the gates of Cairo for all to see. He likely knew that this was the gravest possible insult to the Mongols, who practiced an early form of diplomatic immunity. Fate Intervenes Even as the Mongol emissaries were delivering Hulagus message to Qutuz, Hulagu himself received word that his brother Mongke, the Great Khan, had died. This untimely death set off a succession struggle within the Mongolian royal family. Hulagu had no interest in the Great Khanship himself, but he wanted to see his younger brother  Kublai  installed as the next Great Khan. However, the leader of the Mongol homeland, Toluis son Arik-Boke, called for a quick council (kuriltai) and had himself named Great Khan. As civil strife broke out between the claimants, Hulagu took the bulk of his army north to Azerbaijan, ready to join in the succession fight if necessary. The Mongolian leader left just 20,000 troops under the command of one of his generals, Ketbuqa, to hold the line in Syria and Palestine. Sensing that this was an opportunity not to be lost, Qutuz immediately gathered an army of roughly equal size and marched for Palestine, intent on crushing the Mongol threat. The Battle of Ayn Jalut On September 3, 1260, the two armies met at the  oasis  of Ayn Jalut (meaning The Eye of Goliath or Goliaths Well), in the Jezreel Valley of Palestine. The Mongols had the advantages of self-confidence and hardier horses, but the Mamluks knew the terrain better and had larger (thus faster) steeds. The Mamluks also deployed an early form of firearm, a sort of hand-held cannon, which frightened the Mongol horses. (This tactic cannot have surprised the Mongol riders themselves too greatly, however, since the Chinese had been using  gunpowder weapons  against them for centuries.) Qutuz used a classic Mongol tactic against Ketbuqas troops, and they fell for it. The Mamluks sent out a small portion of their force, which then feigned retreat, drawing the Mongols into an ambush. From the hills, Mamluk warriors poured down on three sides, pinning the Mongols in a withering cross-fire. The Mongols fought back throughout the morning hours, but finally the survivors began to retreat in disorder. Ketbuqa refused to flee in disgrace, and fought on until his horse either stumbled or was shot out from under him. The Mamluks captured the Mongol commander, who warned that they could kill him if they liked, but Be not deceived by this event for one moment, for when the news of my death reaches Hulagu Khan, the ocean of his wrath will boil over, and from Azerbaijan to the gates of Egypt will quake with the hooves of Mongol horses. Qutuz then ordered Ketbuqa beheaded. Sultan Qutuz himself did not survive to return to Cairo in triumph. On the way home, he was assassinated by a group of conspirators led by one of his generals, Baybars. Aftermath of the Battle of Ayn Jalut The Mamluks suffered heavy losses in the Battle of Ayn Jalut, but nearly the entire Mongol contingent was destroyed. This battle was a severe blow to the confidence and reputation of the hordes, which had never suffered such a defeat. Suddenly, they did not seem invincible. Despite the loss, however, the Mongols did not simply fold their tents and go home. Hulagu returned to Syria in 1262, intent on avenging Ketbuqa. However, Berke Khan of the Golden Horde had converted to Islam, and formed an alliance against his uncle Hulagu. He attacked Hulagus forces, promising revenge for the sacking of Baghdad. Although this war among the khanates drew off much of Hulagus strength, he continued to attack the Mamluks, as did his successors. The Ilkhanate Mongols drove towards Cairo in 1281, 1299, 1300, 1303 and 1312. Their only victory was in 1300, but it proved short-lived. Between each attack, the adversaries engaged in espionage, psychological warfare and alliance-building against one another. Finally, in 1323, as the fractious Mongol Empire began to disintegrate, the Khan of the Ilkhanids sued for a peace agreement with the Mamluks. A Turning-Point in History Why were the Mongols never able to defeat the Mamluks, after mowing through most of the known world? Scholars have suggested a number of answers to this puzzle. It may be simply that the internal strife among different branches of the Mongolian Empire prevented them from ever throwing enough riders against the Egyptians. Possibly, the greater professionalism and more advanced weapons of the Mamluks gave them an edge. (However, the Mongols had defeated other well-organized forces, such as the Song Chinese.) The most likely explanation may be that the environment of the Middle East defeated the Mongols. In order to have fresh horses to ride throughout a day-long battle, and also to have horse milk, meat and blood for sustenance, each Mongol fighter had a string of at least six or eight small horses. Multiplied by even the 20,000 troops that Hulagu left behind as a rear guard before Ayn Jalut, that is well over 100,000 horses. Syria and Palestine are famously parched. In order to provide water and fodder for so many horses, the Mongols had to press attacks only in the fall or spring, when the rains brought new grass for their animals to graze on. Even at that, they must have used a lot of energy and time finding grass and water for their ponies. With the bounty of the Nile at their disposal, and much shorter supply-lines, the Mamluks would have been able to bring grain and hay to supplement the sparse pastures of the Holy Land. In the end, it may have been grass, or the lack thereof, combined with internal Mongolian dissension, that saved the last remaining Islamic power from the Mongol hordes. Sources Reuven Amitai-Preiss.  Mongols and Mamluks: The Mamluk-Ilkhanid War, 1260-1281, (Cambridge: Cambridge University Press, 1995). Charles J. Halperin. The Kipchack Connection: The Ilkhans, the Mamluks and Ayn Jalut,  Bulletin of the School of Oriental and African Studies, University of London, Vol. 63, No. 2 (2000), 229-245. John Joseph Saunders.  The History of the Mongol Conquests, (Philadelphia: University of Pennsylvania Press, 2001). Kenneth M. Setton, Robert Lee Wolff, et al.  A History of the Crusades: The Later Crusades, 1189-1311, (Madison: University of Wisconsin Press, 2005). John Masson Smith, Jr. Ayn Jalut: Mamluk Success or Mongol Failure?,  Harvard Journal of Asiatic Studies, Vol. 44, No. 2 (Dec., 1984), 307-345.

Global Corporations Essay Example | Topics and Well Written Essays - 1000 words

Global Corporations - Essay Example As entities, with a legal personality, similar to those granted to individuals, global corporations have rights that serve as protection under the law, but with a difference - unlike, individuals, they have virtually perpetual life span and with potential to own unlimited amount of money and resources. Thus, in the modern era, global corporations have been the force to reckon with its influence, not only the political and economic spheres but in the cultural and lifestyle aspirations of people across the planet. Indirectly, because of their clout, global corporations have influenced governments, especially developing nations to pursue policies that favor free markets and consumerism, which has resulted to the decline of services in the public sector. Export policies are encouraged, so that people who produce expensive goods at the expense of their cheap labor will never attain the buying power to afford these goods. On the other had, the local markets are flooded with cheap imports, especially food, that virtually kill local industries. In effect people, are constrained to think that it is better and wise to buy imported goods which are cheaper over locally produced ones, even if the imported goods do not pass stringent tests on quality and safety. In many countries, retail trade liberalization has paved the way for the entry of retail giants such as Wal-Mart and Carrefour to the detriment of small, homegrown retail stores. Moreover, tobacco multinationals such as Philip Morris have increasingly established presence in developing countries with little or no anti-tobacco laws, moving away from Western countries whose health lobbies have banned advertising on tobacco. In many developing countries, people are bombarded still with the cool image of Caucasians smoking on television long banned in Western countries, encouragi ng many young people to think that smoking is fun. Behind the march of free trade as espoused by global corporations, lies the competitive ethos which makes countries and individuals think and act alike as if what matters is that one should concentrate on a particular skill or advantage to be able to compete - similar to how companies operate to gain market share from their rivals. So if the current global marketplace, favors outsourcing, nations must drop other traditional industries and race to compete to gain a slice of the offshoring phenomenon. Similarly, when IT skills were the ones needed, individuals lost no time to get college degrees in computers in favor of other vocations, which are not as in demand in the marketplace. In both cases, the value is placed on the prospect of high income or money - both for the country and the individual. Because of their spread around the world, and their role in the transformation of labor markets, global corporations have influenced people to think that it is the pinnacle of an individual's career to work for a multinational. This has led people to work and relocate abroad, away from their own countries, or communities. Family, and other outside concerns are

What is a Router Essay Example | Topics and Well Written Essays - 1000 words

What is a Router - Essay Example The operating system of traditional routers was created to offer networking services like basic routing and switching functions, secure and reliable access to resource and computers in a network and offer network scalability. Packet forwarding is achieved by routers through a process called routing. There are two types of routing processes, static routing and dynamic routing. Static routing is done through manual configuration where network addresses, subnet masks, and IP addresses of the next hop router or exit interface are specified manually. It is used when a network only has few routers, and there is only one ISP connected to the Internet. Dynamic routing is where IP addresses are added to the routing table by use of dynamic routing protocols. Dynamic routing allows router to share information of their reachability and status of other remote networks. Dynamic routers allow for network discovery, maintaining and updating routing tables. The advantage of dynamic routing is that there is less administrative tasking when adding and deleting a network address and allows more scalability. Traditional routers only performed one function, and that is packets forwarding, but advancements in technology have allowed the routers to do more than that. Advanced routers today are built to include applications that perform functions that deal with firewalls, voice monitoring, voice gateways, encryption services and virtual private network concentration. Other service-integrated router by other technologies includes the juniper integrated service router like the MX Series 3D Universal edge router and T series IP/MPLS core. Cisco 2800 series, Cisco 400 series and the Cisco 800 series. Routers being used today are becoming more of complete computer than just routers for forwarding data packets. Routers are still routers despite the many functions they perform. This is because a routers default function is to create the

Modern Irony Essay Example for Free

Modern Irony Essay Since the beginning of time, man has attempted to unravel the seemingly infinite mysteries of life. The English playwright Tom Stoppard has written plays that address the existence of fate (or a predestined outcome for every human being) and controlling ones own destiny. His plays also deal with the many other uncertainties that arise during a normal persons life; such as sex, how we know things, etc. (Tom Stoppard) Stoppards utilization of satire and drawn parallels mirror the image of lifes faults and intricacies. His plays serve to show people the humor and irony that life presents. During the time that Stoppard wrote his first play, Rosencrantz and Guildenstein, society was experiencing a social upheaval. The late sixties was a time of experimentation and existentialism. People were asking questions about their very existence in a way never before seen. In this climate, Stoppard saw the opportunity to begin writing plays that dealt with the issues of the time (Overview of Tom Stoppard). He took a whimsical spin though, on the method in which he delivered it. He embarked on the continuing journey of a great literary tradition, but diverged from its path by ridiculing it. His desire to write plays was not a spontaneous venture; during this era, many people wanted to express their thoughts and feelings, and plays were a common medium. Stoppard observed this and pondered if success and knowledge could be his as well. The general question being asked around this time was Why are we here? Man has always sought an answer to this question, but now more than ever was it expressed in literature and plays. Stoppards craft shows a propensity for humor, which offers a more light-hearted viewpoint of this previously serious and mundane subject. Stoppard asks the question of not only Why are we here? but also How are we here? as well. He explores the intricacies of life in an attempt to derive a meaning. His comical touch alleviates the heavy association of philosophy though. Whether or not his question is answered is secondary to the method in which we view it. In Stoppards eyes, it is more important to live rather than to comprehend why we live. This approach brought fanfare to Stoppard, as society saw his style as fresh; and a tangible device to which they could relate. Literary history has had a heavy impact on Stoppards method and conceptual presentation. He admits to being swooned by such masterpieces as Waiting for Godot by Samuel Beckett, and The Love Song of J. Alfred Prufock by T. S. Elliot. The ideas that he extracted from these artists and their works helped him divulge his own style to which he could further literature. A parallel may be drawn between Waiting for Godot and Stoppards Rosencrantz and Guildenstein are Dead. Both works feature two men, and their journey in existentialism. Becketts version has them waiting for a surreal character (Godot) that, in the end, never appears. The characters are portrayed as confused, and the play takes on an air of severe depression. The play is very much an appeal to the audience, as they too are overcome by this depression. The characters slowly fade away, emotionless and unexcitable. Stoppards version though has his characters embark on a journey; a fruitless journey, but a goal to meet none the less. Beckett disarms his audience, while Stoppard embraces them into his play; making the audience feel at home and comfortable. Stoppard diffuses the rather heavy atmosphere belied by Beckett with satire and a whimsical wit. For example, In Rosencrantz and Guildenstein are Dead, Stoppard portrays the idea of death as a game. He does this in an attempt to show the audience that it is not to be feared. He achieves this by his satirical depiction of the internal play within Hamlet by Shakespeare. The characters in the play perish, and then the actual characters die in the exact same manner. The audience can identify with death, as all humans are concerned with their own demise. They take away though, a much less serious approach in viewing it. The other author, Elliot, often depicted his characters as stumbling and indecisive. One of his most famous works, The Love Song of J. Alfred Prufrock, deals with a man who is enamored with the variables and uncertainties of approaching a woman that he admires. In the poem, Prufrock realizes that only he cares about his decision, and whether he chooses to pursue her or not, will not matter. He sees himself as part of his own world; in which he is the sole occupant. He, sadly, is only coherent enough in his world though to realize how much he is potentially missing by not being completely immersed in it. He cannot solve this problem though, and continues wandering and pondering till the end of time. Stoppard took away from Elliot a similar stance to character development. He portrays his characters as aware, but not completely in tune with their surroundings. The effect is one of dismay, but comical as well. Stoppards portrayal is more humorous in nature, displaying them as bungling and unresponsive. This is exemplified in his play, Rosencrantz and Guildenstein are Dead. His characters attempt to divulge the plan and their purpose as designated by the King (Claudius), but are unable to fully grasp its meaning. These literary greats do not contribute the fabulous humor that Stoppard has developed though. His humorous elements can best be equated to his passion for the Theatre of the Absurd. This type of theater came into popularity during the 1950s and 1960s; and was applied to plays that portrayed the human situation without purpose and with absurd plot elements. This form was a reemergence of an attempt towards awareness of mans purpose in life; the sense of wonder that man has always had concerning how things work and why. In some respect, it was anti-theater, as it went against the basic premise of regular theater. It was illogical and usually had very little or no plot (Culik). Stoppards fascination with this art form had a profound impact on his own personal style. Sigmund Freud, a proponent of the Absurd, said, In trying to burst the bounds of logic and language, the absurd theater is trying to shatter the enclosing walls of the human condition itself. (Culik) This confirms the spatial concepts that the theater was attempting to portray, and Stoppards comedic element is based upon this illogical and removed nature. The play Rosencrantz and Guildenstein are Dead is a satirical look upon the much more staunch play Hamlet. It delves into the lives of two supporting characters named Rosencrantz and Guildenstein. The characters unimportance is exemplified in the play by their lack of understanding and baffling thought patterns. This play shows Stoppards portrayal of artificiality of theater. The performance is not about the actual play, but the context of the play; the idea of attending the performance. The characters appeal directly to the audience, instead of becoming immersed in its story and plot. The effect is comical, as the play begins with them merely spinning coins and making bizarre implications towards the audience. Rosencrantz has spun the coin and received heads nearly 85 times. His humorous portrayal of the law of averages is his justification for his luck. This is the plays first look into why things happen. The characters are unable to come to a proper conclusion though; and the path that Rosencrantz begins upon (the law of averages) cannot be farther removed from the truth. The play continues with these hilarious situations, finally having the pair receive their mission from Claudius the King. The pair ponders why they have received the mission, and why they must complete it. Stoppard constantly asserts that a play is being read. ; instead of allowing the reader to delve into a story. He makes the reader think of Hamlet, and its tragic implications; and applies a humorous tone to it. In the end of the play, Rosencrantz and Guildenstein are supposedly murdered (the English king is instructed to execute them, but their actual deaths are not witnessed), but instead of a grand exit, they merely fade away. Stoppard shows through this that the characters had served only a menial and insignificant purpose. The reader is unable to sympathize with the characters demise, as the play is portrayed with a comical tone. This disservice to death with satire is both eye widening and thought provoking. A person is assaulted with the moral implications of death, instead of offering a deaf sympathy to the characters grief. Stoppards ability to allow the playgoers to analyze what they feel is his greatest achievement in the work; not the story itself. Stoppards play Arcadia is another intelligent play that provokes the reader to appraise mans life long debacles. In the play, the characters attempt to grasp the mysteries of sex, and a path towards knowledge that leads to an understanding of the future. The latter is portrayed as an equation developed by Thomasina, in an attempt to control her own destiny. Her professor, Septimus, also contributes to the equation by way of a lesson to his student, Thomasina. He explains to her that the loss of knowledge isnt the end of the world; as it is rediscovered eventually in the future. This subject is an explanation of humanitys technological progression and our knowledge. The play attempts to allow the reader to grasp the many unknown or misunderstood concepts in life. Mysteries such as sex can only be acquired through practice and progression of time. Stoppard appeals to the general public that things cannot be instantly understood; they must be studied and experimented with to fully grasp the full meaning. These mysteries will eventually be solved, but it shall take time and patience; nothing is instantaneous in life. Stoppards inclusion of Thomasinas equation is both humorous and practical in its implication. Thomasinas goal was to create an equation that could more or less tell the future. It is humorous to surmise that a simple equation can predict the future with numbers. The limitless variables and uncertainties in life will forever impede such an advancement. Stoppard attempts to explain that life itself is intangible; it can neither be predicted nor reduced to a simple equation. Stoppards plays contain many useful outlooks on how a person should view their life on earth. People are always concerned with the future and their own death (and when it will occur). Stoppard believes that man shouldnt view life with such a critical eye; and instead should accept certain facts to be true. Man is powerless concerning the ability to control life. There are many uncertainties in life that are both humorous and infinitely escapable to the human mind. His plays show inept characters driven into the ground by their consumption of the study of life. Stoppard suggests through his characters comical adventures that life is for living, and the consequence of a life spent longing and pondering equates to a life disenfranchised of pulp and meaning. The meaning which man longs for cannot be quantified; it must be experienced to break the surface of significance. Works Cited Stoppard, Tom. Arcadia. Stoppard, Tom. Rosencrantz and Guildenstern Are Dead. Tom Stoppard. DISCovering Biography. Online Edition. Gale, 2003. Student Resource Center. Thomson Gale. 17 January 2005Â  http://galenet.galegroup.com/servlet/SRC

French Literature in the Age of Reason :: European Europe History

French Literature in the Age of Reason The Age of Reason, or the Enlightenment, was a period in France during the 1700's following the classical age. Within this time, philosophers placed the emphasis on reason as the best method for learning. It explored issues in education, law philosophy, and politics. It attacked tyranny, social injustice, superstition, and ignorance. This time produced advances in such areas as anatomy, astronomy, chemistry, mathematics, and physics. These were the ideals taken up for both the American and French revolutions. A significant amount of the literature produced was philosophical, and written by important thinkers such as Voltaire, Denis Diderot, and Jean Jacques Rousseau. Of the above, Voltaire was the most well-known literary figure of the time. He fought against intolerance and bigotry, and worked to promote rationalism through his literary skills. His most famous work is the novel Candide (1759). As well, Voltaire wrote tragedies influenced by the works of William Shakespeare. Through his many works on European and world history, he helped develop the principles of historical writing for modern times. Denis Diderot is most famously known for editing one of the great intellectual achievements of the Enlightenment, the French Encylopà ©die (1751-1772). The Encylopà ©die is a collection of articles written by many writers in several fields. The purpose of the book was to try and rationally explain recent scientific discoveries while attacking religous authority, economic inequality, and abuses of justice. In his novel The New Heloise (1761), Jean Jacques Rousseau suggested changes in French society, and in Emile (1762) put forward the idea of change in education. The autobiography Confessions (published in 1782 and 1789 after his death) helped to create the modern works that provoke self-analysis. Rousseau, with his sensitivity to nature, brought a more lyrical and meditative sensation back to French literature. An example of this can be found in Reveries of the Solitary Stroller (1782). There are several other major writers and works that helped contribute to the literary expression during the Age of Reason. There was Montesquieu, who wrote wittingly about social critisism in Persian Letters (1721). The well-known satirical novel Gil Blas (1715-1735) written by Alain Renà © Lesage.

When Kids Get Life

In the Frontline video â€Å"When Kids Get Life† we were introduced to 5 cases in the state of Colorado where teenage boys had been sentenced to life imprisonment without parole. After watching the video I found myself struggling to have an objective opinion on the issue presented, mostly because of personal experiences being a victim of childhood abuse and also having a family member (my brother) murdered. I felt the video to be very one sided but I do find myself agreeing with the point the producers were trying to make.I feel that teenagers should have more opportunities at rehabilitation from crimes committed before the age of 21 then those criminals that are convicted after the age of 21. I also feel strongly that when it comes to teenagers and violent crimes that great emphasis needs to be placed on the motive for the crime, for example if there was long term abuse or neglect as well as any substance abuse involved, and what kind of support if any the child has ever had in their lives.In my opinion the age at which a person should be given life imprisonment is 21. I developed this opinion for three reasons. The first being my personal experience, there were two men involved in my brother’s murder one man was 26 at the time and the other was just barely 18, neither man was sentenced to any long term prison time but of the two the 18 year old has shown greater signs of rehabilitation.I have also had a lot of exposure to the darker side of society and I have seen more improvement come from the younger ‘criminals’ then I have from the older ones. My second reason is the overwhelming amount of scientific evidence regarding brain development and mental processes. According to the Time magazine article ‘What Makes Teens Tick’ Dr. Jay Giedd states that â€Å"The very last part of the brain to be pruned or shaped to its adult dimensions is the prefrontal cortex, home of the executive functions. This area of the brain is the part that allows adults to weigh the consequences of their actions.A teenager may understand the principles of right and wrong but lack the ability to realize the ramifications of any wrong they might do. In another article by Lee Bowman of the Scripps Howard News Service Deborah Yurgelun-Todd of Harvard Medical School and McClean Hospital says that â€Å"[When] shown a set of people’s faces contorted in fear, adults named the right emotion, but teens seldom did, often saying the person was angry. Yurgelun-Todd and her team performed this test using the fMRI and discovered an amazing difference in the parts of the brain being used. The adults used both the prefrontal cortex and the amygdala to process what they saw and younger teens relied entirely on the amygdala while older teens (oldest being 17) showed a progressive shift toward using the frontal cortex My third reason is the hormone factor according to an article published by the American Bar Association.One of the hor mones which has the most dramatic effect on the body in adolescence is testosterone. Testosterone is closely associated with aggression; it increases tenfold in adolescent boy. Considering all of this information I feel that 21 would be a better age to consider legal culpability of a person. I do not feel that teenage offenders of violent crime should go unpunished but life in prison seems to be an excessive punishment for a teenager incapable of comprehending the consequences of his actions.My last issue to address is the circumstances by which an offender should receive life imprisonment. I feel that when it comes to cases of long term abuse of any kind when a teenager is feeling pushed into a corner and the only way out is to ‘kill or be killed’ there will undoubtedly be a negative outcome. There is a long list of possible effects and none of them are positive anything from drug and alcohol abuse, to self harm, to suicide, to homicide. One researcher Phyllis L.Crocke r of Cleveland-Marshall College of Law wrote that â€Å"the nexus between poverty, childhood abuse and neglect, social and emotional dysfunction, alcohol, and drug abuse and crime is so tight in the lives of many capital defendants as to form a kind of social historical profile†. According to Dr. Chris Mallett, Public Policy Director at Bellefaire Jewish Children’s Bureau in Ohio more that 30% of death row juvenile offenders had experienced six or more distinct areas of childhood trauma with an overall average of four such experiences per offender.Mallett also found that such mitigating evidence was presented to juries in fewer than half of the offenders’ trials . That fact I find astonishing I feel passionately that the motivation behind a teenager’s violent act should play a very hefty role in the prosecution of any said act. The cases highlighted in the video ‘When Kids Get Life† were very disturbing to me because several of the cases invol ved long term sexual and psychological abuse and it appeared that no one took that into consideration at the time of trial.In conclusion I feel that no violent crime should be excused however life imprisonment should be reserved for those over the age of 21, or for the truly psychotic individuals out there in society. Any teenager that is convicted of a violent crime should be given prison time but then after a determined amount of time re-evaluate the person psychologically and determine level of rehabilitation. I believe that people (even criminals) can change in both directions good and bad, and teenagers have an even greater capacity to change for the better if guided in the right direction.

Process Work Essay

Module 1: Contexts: Unit 1: Purposes of the school curriculum |Unit 1 Activity 1: Changing curriculum principles | |I have made appropriate entries in my commonplace book |√ | |Unit 1 Activity 2: The hidden curriculum | |I have made appropriate entries in my commonplace book |√ | | Unit 1 Activity 3: Ivan Illich | |I have made appropriate entries in my commonplace book |√ | |Unit 1 Activity 4: What should the education system aim to achieve? | |I have made appropriate entries in my commonplace book |√ | |To what extent do you agree that ‘schools should be inculcating knowledge relevant to modern society such as the ability to live | |healthily, to manage money and to find fulfilment’ (Bloom, 2008: para 2). In the space below, write a piece for your tutor, in no more | |than 500 words, as a response to this question. | |A school is an institution designed for the teaching of students (or â€Å"pupils†) under the direction of teachers. Curriculum which is the | |frame work of the school has been broadly def ined as all the experiences learners have under the guidance of the school, and all planned | |learning for which the school is responsible Marsh C.J and Willis (http/coefaculty.aldosta.edu/grubbs/ definitions).Curriculum is | |structured to be flexible, and always reflect goals of the nation. | |( It is important to be clear about the correct meaning of terms but these definitions do not focus the reader immediately on the | |required subject.) | |Prof. John white ( White) a professor in the Institute of Education University of London is of ( the) opinion that schools should be | |inculcating knowledge relevant to modern day societal needs like ability to live healthy, manage money and find fulfilment ( new | |sentence?) in his published work â€Å"What schools are for and Why† White(2007).He is also of opinion that the existing curriculum with its | |emphasis on discrete subjects is a relic of the 19th century attitudes to school and he argues that such values no longer apply to the | |21st century. This writing is aimed at showing my extent of agreement with his opinion. | |Health is defined as feeling sound, well, vigorous and physically able to do things that most people ordinarily can do.J.Mirowsky and | |Ross (2003). Research shows that healthy eating can improve childrens’ concentration and help them do better in school says paediatric | |behavioural nutritionist Janice Baronowski from Baylor University in Houston.http://www.livestrong.com/article/192724. It was also | |observed in China that exercise which is part of the daily activities in schools kept the pupils mind and body alert, and helped their | |performance. Since the well-being of an individual including his emotional balance cannot be separated from his ability to succeed in the| |pursuit of his individual and societal interest at large, I agree that schools inculcate knowledge of the ability to live healthily. This| |will include regular exercise and healthy eating. However, some physical exercises done to keep fit could pose a threat to the health of | |some children. | |John white in his published work is also of opinion that money managing skills be taught children. Trilling and hood ( Hood) (2001) | |suggest that we are moving from the industrial age to the knowledge age where knowledge becomes manpower. As the world is growing and | |economic policies changing, I agree that children be taught how to spend and save but any attitude attached to spending is somewhat | |related to the level of income and needs of the individual which is very dynamic. On the other hand, a general principle on spending can | |be taught to guide children as they grow to fit into a larger society. Inculcating values like kindness, trust is also relevant as this | |are values that promote integrity and efficiency in the  way things are done in the society. | |Personal fulfilment however is a broader term to consider. It is encouraged that children learn to discover and live their dreams, but to| |what extent can we measure one’s fulfilment, and how relevant is an individual’s fulfilment ( fulfilment?) to the needs of the society? | |The school curriculum is a reflection of the needs of the society, therefore knowledge to be inculcated in schools should be aimed at | |achieving societal goals, not just individuals finding fufillment in what they do. | |( You are beginning to develop some interesting arguments here. I was interested , especially, in how you related health to effective | |learning and identified the possible contradiction between individual fulfilment and societal needs. You have the potential here to | |take a more critical , and questioning, view of White’s theory although this is not developed. | |You weaken your argument by not keeping a clear focus on the required task as well as through having unnecessary errors in writing. To | |present work at Masters level requires more careful proof reading. ) | |Unit 1 Activity 5: Overall curriculum aims | |I have made appropriate entries in my commonplace book |√ | |I have watched and listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 1 Activity 6: The purposes of one curriculum subject | |I have made appropriate entries in my commonplace book |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board entry below: | |Language study is as important as the essence of language itself which is basically communication.Communication is a necessary tool | |required for human  beings to co-exist, and language is a dominant means of communication.Language is all emcompassing,it ( It) is the | |identity of any tribe and nation at large, ( ?) it is the medium for interaction between teachers and pupils for all subjects,and also | |necessary for internationa l relations. | |English and French are two languages widely spoken in countries all over the world.English is the Lingua Franca of most British colonized| |nations,Nigeria inclusive,among over 250 languages spoken in the country.It is also important to be competent in the use of English as | |the Lingua franca of the nation.Asides effective communication,competence builds confidence which is a necessary quality children should | |imbibe.In Nigeria English is taught as a core subject from nursery to secondary school level,and in the University it is compulsorily | |studied as a general course. | | | |( You present a reasoned case. Again, watch sentence structure and the use of capital letters) | |Unit 1 Activity 7: Education and the knowledge age | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | PGCE International – Process work record form Module 1: Contexts: Unit 2: Understanding educational systems |Unit 2 Activity 1: Crossing cultures | |I have made appropriate entries in my commonplace book |√ | |I have watched and listened to the feedback provided at the end of the activity  |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 2 Activity 2: Key issues in your own educational system | |I have made appropriate entries in my commonplace book |√ | |What might your tutor need to understand about your own educational contexts (both teaching and learning)? In the space below, write an | |analysis, in no more than 500 words, of the main issues which she or he will need to take into consideration when responding to your work| |on this course: | | KEY EDUCATIONAL ISSUES IN MY COUNTRY | |In discussing major issues in the Nigerian Education system where I practice,it is important to note that there is no uniformity of | |standard and practice.While Government schools run with a standard and curriculum,the private schools adopt standards and curriculum in | |line with the vision of their owners so we have the British,Turkish,Lebanese,American and even a blend of more than one curriculum in | |practice by different schools.This disuniformity ( I do not think this is a correct word, though I understand what you are saying. You | |would need to state â€Å"This lack of uniformity†¦Ã¢â‚¬ ) in standard in itsself ( itself?) is a major issue.For this reason the dominant issues | |in the public schools like poor infrastructure,fewer learning and teaching aids, might not be very ( ?) present in the private | |schools. This is as a result of fund mismanagement and poor maintenance of existing facilities in public schools. ( Are you arguing that | |it is the lack of Government standard and curriculum that leads to better facilities and learning in private schools? I am not clear of | |your argument.) | |Poor power supply affects the use of electronic teaching and learning aids such as the interactive white board,computers,etc. and | |facilities that enhance a comfortable learning environment like the air conditioners and fans.Though this is a challenge faced by both | |the public and private schools at large,it is largely overcome by the private schools that use alternative power  supply.This | |however,means extra cost to these schools and is shared by the children as they have to pay higher school fees thus making very good | |quality education expensive and hardly affordable for those below average class. | |Teachers’ welfare in the past was very poor as they were not well renumerated an d in most schools both public and private,they are | |still poorly paid and priced.This has led to a negative approach towards the profession and demotivated people from going into practice.A| |high turnover of teachers also exists in schools as existing teachers leave the profession for more â€Å"promising professions†.Some teachers| |are not motivated enough to give their best to the profession and are most times absent from the classroom as a result of this poor | |treatment especially in government schools. The country is however in the process of improving teachers welfare. | |Educational policies for some time, have not been relatively stable so we have a policy implemented today and discarded tomorrow, for | |instance the 6-3-3-4 system of six years in primary school,three years in a vocational training school for those who can not go further | |to secondary education,three years in senior secondary school and four years in university was changed to a 9-3-4 education system which | |was kicked against by many technocrats in the field.shortly ( start a sentence with a capital letter) after it was changed back to the | |6-3-3-4 system.This instability has greatly challenged the Nigerian Educational system,considering the cost of training teachers to | |reflect policy aims,and cost of adopting and implementing the policies. | |The Multi ethnicity of the country has an effect on the country’s education policies.What may be acceptable as a practice in one state or| |culture might n ot be in another.For instance, in the Northern part of Nigeria, culture places more restriction on the females unlike | |other parts of the country, thereby making it difficult for some policies to be implemented.This is especially as regards curriculum and | |professional practice. | | | |( You raise many interesting issues in this response. You still need to proof read with  greater care and check the clarity of every | |argument.) | | | | | | | |Unit 2 Activity 3: Exploring Teachers TV | |I have watched at least three of the Teachers TV videos and made appropriate notes | |in my commonplace book |√ | |Unit 2 Activity 4: Comparing approaches | |I have made appropriate entries in my commonplace book |√ | |Unit 2 Activity 5: Improving approaches | |I have made appropriate entries in my commonplace book |√ | |I have listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board contribution below: | |I agree that some elements of the practices in the educational system of other countries have been adopted into the Nigerian educational | |system and will like to add that failure of the 6-3-3-4 system is not in its inability to produce competent graduates who can fit into | |the larger society, but in the fact that its aim of six years compulsory primary education accompanied with three years vocational | |training in vocational schools was not fully achieved.This is seen in the existence of fewer vocational schools for science,wood, | |furniture and textile making in the country. | |On mathematics I suppose the difference between the practice in Hungary and  Nigeria lies more in the method employed in teaching the | |subject. Maths teaching in Nigeria is more abstract and most teachers,especially in government schools, use less attractive manipulatives | |in teaching concepts compared to the Hungarian practice.In Nigeria focus seems to be on the cognitive with less emphasis on process which| |i ( I) believe amounts to the reason why at age 8 children can recite multiplication tables to 12. I also observed that students | |performance in the subject in Nigeria seems to be poorer compared to their counterparts in Hungary.In the external examination conducted | |in my secondary school which is owned by the Federal Government in 2005, over 50% failure in maths was recorded. | |Although there is current record of improvement in the subject,I believe if we adopt the Hungarian method of teaching the subject | |practically with more attractive manipulatives especially in early education stage, and organize periodic seminars for teachers | |irrespective of the sector which they belong to on improved strategies for teaching the subject, there will be improved performance in | |mathematics among students in Nigeria. | |( You demonstrate that you have engaged with the materials   on the course and are relating them to your own experience in Nigerian | |schools.) | |Unit 2 Activity 6: Exploring links | |I have made appropriate entries in my commonplace book |√ | |Unit 2 Activity 7: British Council Schools Online | |I have made appropriate entries in my commonplace book |√ | PGCE International – Process work record form Module 1: Contexts: Unit 3: Understanding the classroom |Unit 3 Activity 1: The value of observation | |I have made appropriate entries in my commonplace book |√ | |I have listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 2: The ethics of classroom observation | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 3: Observing two pupils | |I have made appropriate entries in my commonplace book |√ | |Unit 3 Activity 4: Three further influential factors | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 5: Creating a positive classroom ethos | |I have made ap propriate entries in my commonplace book |√ | |Unit 3 Activity 6: Social and emotional aspects of learning | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light  of this feedback |√ | |Unit 3 Activity 7: Pupil grouping and the learning environment | |I have made appropriate entries in my commonplace book |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board contribution below: | |I will prefer grouping pupils based on mixed ability. This is to enhance exchange of not only ideas, but also to encourage character and | |learning strategy influence between the high and low ability. If learning is to be child centred, then I believe children should be given| |a chance to learn from each other, not only from their teachers. However grouping based on ability will be encouraged in core subjects | |like Mathematics to help those struggling in the subject recieve ( receive) more attention from teachers in their areas of challenge, but| |learning would not be restricted to this setting alone, ( New sentence?) grouping will vary based on topic taught and needs of the | |learner. | |Language classes will be more beneficial if there is mixed ability grouping because Language theorist ( Are you referring to someone | |specific? If so state this.) have proven that Language is better learnt through association especially between the more competent and the| |less competent ones. | |( You present some good arguments here. Do writers like Kutnick raise any other issues that you think are important? Are there | |circumstances in the classroom when you would not use mixed ability grouping but , instead, base grouping on other factors?) | |Unit 3 Activity 8: Multimodal semiotic analysis | |I have made appropriate entries in my commonplace book |√ | |I have watched/listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback  |√ | |Unit 3 Activity 9: Classroom observation | |I have made appropriate entries in my commonplace book |√ | |In the light of your classroo m observation, think about any new understandings which you feel that this approach has provided for you. | |Have you been surprised by any of the ways in which meanings can be constructed in classrooms? Write a critical account of multimodal | |semiotic analysis as a methodology. What are its strengths and limitations? | |In the space below, write a summary of your responses to these questions (in no more than 500 words) for your tutor: | |Multimodal semiotics is deriving meaning from different modes employed by the teacher in the classroom. Semiotics refers to meaning of | |all kinds, with sign as its central focus that is meaning derived not only from words spoken, but in other symbols. Modes refer to the | |many means by which meaning is made. Kress et al (2005). Modes described by Kress et al include classroom layout, voice quality, visual | |display, gesture, gaze, movement of teacher. Multi means various or different kinds. Multimodal semiotics as a concept looks at meaning | |not derived from only one mode in the classroom, but from an interaction between different modes, just as how much is said, written and | |read. | |In observing an English lesson on traditional tale for year 2 pupils, I took note of the modes employed by the teacher during the lesson | |which includes voice quality, movement and seating arrangement of the pupils, in the cassroom ( classroom).The teacher started on a calm | |low pitched yet confident tone.This tone created a rather friendly and relaxed environment for the children. As the lesson progressed, | |her tone also rose in a clear progression,without loosing its calmness,or sounding too loud.The key words in the | |lesson;tale,traditional,story,villain,happyending,etc. were stressed as she pronounced them. She was also very audible and spoke with | |such clarity that showed great confidence and captivated the attention of the children. I observed that this tone of confidence, | |influenced the behaviour of the children.She did not have to deal so much with inappropraite  behaviour in the classroom, her voice tone | |simply gave an atmosphere of discipline. | |The pupils all sat in twos on tables arranged in traditional setting of three rows, facing the teacher who was majorly( mainly?) standing| |before them, with her table at the side in front of the classroom. Her table position was such that she could monitor the children from | |all angles without necessarily seating in front of them. Seating arrangement was changed to group seating when a task was given. The | |pupils were asked to use WOW words to describe a picture on the interactive white board and were placed in groups of four on each table, | |facing each other which I observed encouraged participation between all the children in the classroom. After performing the task, the | |pupils went back to their former positions. For another task, pupils sat in twos on different tables to form mnemonics to remember | |spellings of different words. Her movement was however restricted as she scarcely moved around to see what the pupils were doing, but | |only gave instructions vocally. Sh e had someone from each table stand and read out what was on a worksheet. This made the lesson look | |teacher centered. | |The teacher’s restricted movement did not really reflect a participatory class environment but a teacher centred one, contrary to the | |seating arrangement. The tone of the teacher however influenced the lesson style; it was very confident, quite firm and created a | |friendly environment. The rising and falling tone captivated the pupils’ interest and I observed that this made the lesson interesting. | |( You show good understanding of this theory of communication in the classroom and how it can be used to support deeper observation of | |what is taking place. You show good observation and identify many interesting aspects of the lesson. I also found interesting how the | |teacher proved more effective in different parts of the lesson. Well answered.) | | |

Waste Management individual coursework The WritePass Journal

Waste Management individual coursework Brief overview Waste Management individual coursework , p. 71). The management of waste through proper disposal or recycling is important in protecting the environment. Engineering has a great role in ensuring sustainable use of natural resources and environmental protection. Mechanical engineers are actively engaged with how the society uses natural resources. It discovers, designs, maintains, improves and repairs machineries like cars, airplanes and industrial equipment which human beings depend on for their daily lives (Wang Koh 2010, p. 49). In the future, mechanical engineering will deliver solutions that will sustain and protect the existence of man on the planet. There are two major ways in which engineering can help in mitigating the problem of waste management which are preventing waste in engineering and management of waste. The next section will look at the two methods, their advantages, disadvantages and cases where they have been used successfully. Waste prevention (Designing out waste in mechanical engineering) Green manufacturing is an emerging concept in engineering that aims to achieve sustainable development in the manufacturing industry. Dornfeld (2010, p. 56) defines green manufacturing as the creation of manufactured products that use processes that conserve energy and natural resources, are non-polluting and are economically safe and sound for users. There is an increasing need for mechanical engineers and engineering in general to innovate new ways of creating products that minimise waste of resources. Rynn (2010, p. 87) asserts that for mechanical engineering to be able to design products that are friendly to the environment, issues of sustainability should be part of all the decision making processes in engineering. This covers all the steps from product design to its end life and after that the needed efforts in regaining its value rather than disposal. The main objective for green manufacturing is to produce products that can be remanufactured, recycled or reused. As such green manufacturing process reduces the environmental impact of a manufacturing process than it was in the past. Green manufacturing systems include measures to reduce the volume of hazardous waste produced, change the energy mix to include the use of more renewable resources and cut down the volume of coolant consumed in the manufacturing process. The other measure that reduces waste of resources is lean manufacturing which has been successfully used by Toyota in its manufacturing plants. The lean manufacturing system as used by Toyota managed to reduce seven types of wastes in the company’s manufacturing process. Toyota reduced overproduction, inventory, transportation, motion, over processing, defects and waiting times (International Conference on Mechanical Engineering and Green Manufacturing Li 2010, p. 77). Most of these wastes are related to the des ire to minimise the environmental impacts of the manufacturing process. For instance, a reduction in the waiting times saved company resources like lighting and air conditioning. Many machines used in the production process consume a lot of energy even when not processing any products. As such the idle time used for allowing the smooth flow of products wastes a lot of energy. The lean manufacturing processes, initiatives, strategies and techniques are advantageous in terms of reducing operational costs and also aim at boosting, restoring and significantly improving organisational competitiveness. Lean manufacturing reduces the manufacturing time by eliminating the wastes in the manufacturing process. A reduction in manufacturing time leads to a subsequent reduction in operational costs in the form of labour, energy and other utilities. In so doing, it helps organisations in retaining, maintaining and significantly increasing their revenues, widening their margins and generation of savings from lowering costs. Lean manufacturing helps companies in saving space which raises the levels of efficiency and savings. According to Davim (2013, p.64), lean manufacturing has a potential of increasing the productivity of a company by approximately 75% to 125%. This is because the elimination of wastes and any other unnecessary practices at the workplace assists the e mployees to work without distractions and in so doing maximise output. The elimination and reduction of waste in the production process helps the companies in increasing earnings and profits by reducing wasteful use of resources. In addition to this, the elimination of unnecessary tasks and job positions helps companies in reducing labour expenses and in return increase their earnings (Skrabec 2013, p. 33). Despite the aforementioned benefits that come with lean manufacturing, there are various barriers that prevent organisations from fully implementing it in their manufacturing processes. The capital cost requirements of emission control and waste management are extremely high with long payback period (Worrell Vesilind, 2012, p. 88). This makes it very difficult for most companies as this translates into higher product prices which would drive away potential customers. In other instances the capital input exceeds the direct economic gains thus frustrating the successful implementation of green manufacturing. The other barrier is that the manufacturing industry relies on certain technologies and processes that may cause undesirable effects but cannot be ignored like the volatile organic compound used in automotive manufacturing. Waste management (use of recycling and reuse) Waste management entails reducing the amount of waste that the manufacturing industry disposes on the environment (Kühnle 2010, p. 96). In reusing and recycling of waste products, the manufacturing industry reuses old or waste products to produce new products. Waste management reduces environmental pollution, energy usage, air pollution, water pollution and consumption of fresh raw materials by reducing the reliance on conventional waste disposal (Hesselbach Herrmann 2011, p. 54). The manufacturing firms should therefore aim at reducing waste at each and every phase of the production process. The first step is to identify the areas where waste is high in the manufacturing process and then find out what needs to be recycled using cost benefit analysis. Nikon has successfully managed to do this and is recycling its wastes to produce new products. Recycling of old products is important because it helps in environmental conservation. Reusing of resources relaxes the strain placed on natural resources which are increasingly getting depleted. The other advantage of recycling old products is that it reduces energy consumption (Shina 2008, p. 65). The manufacturing process uses large amounts of energy in processing the raw materials into finished products. Recycling helps the manufacturing companies in minimising energy consumption which is important for massive production like refining and mining. In addition to this, it also makes the production process effective in terms of cost which raises the margins for the manufacturers (Association for Manufacturing Excellence 2008, p. 162). Although product recycling is very beneficial to the manufacturers, there are some barriers that hamper the successful implementation of recycling old products in the manufacturing process. The first barrier is that the recycling process is not always cost effective because at times companies are forced to open up new factories thus raising their operational costs (Wang et al 2011, p. 22). A new factory by itself may even cause more pollution in terms of transportation, cleaning and storage. Other than operational challenges, the other major limitation of recycling is that the recycled products are not always as durable as the original products. Products made from trashed waste are cheap and less durable and may not generate sustainable revenue for organisations like other products. Key lessons learnt and how these can be used to improve the future Both lean manufacturing and waste reuse are important in reducing wastes that emanate from the manufacturing processes. Lean manufacturing should be used in eliminating wastages in the production process in order to ensure that organisations minimise operational costs. However, the findings reveal that both methods should be implemented in the manufacturing process in order to improve the waste management in mechanical engineering. Key conclusions and recommendations Waste management should be included in all the stages of the manufacturing process in order to ensure sustainability in engineering. Owing to the fact that the quality of recycled products is often lower than the other original products, it is recommendable to embrace lean manufacturing in order to ensure that wastages are eliminated in the production process. References Association for Manufacturing Excellence (U.S.) (2008). Green manufacturing: Case studies in lean and sustainability. New York: Productivity Press. Davim, J. P. (2013). Green manufacturing processes and systems. Heidelberg: Springer. Dornfeld, D. (2010). Green Manufacturing: Fundamentals and Applications. Berlin: Springer US. Hesselbach, J., Herrmann, C. (2011). Glocalized Solutions for Sustainability in Manufacturing: Proceedings of the 18th CIRP International Conference on Life Cycle Engineering, Technische Universität Braunschweig, Braunschweig, Germany, May 2nd 4th, 2011. Berlin, Heidelberg: Springer Berlin Heidelberg. International Conference on Mechanical Engineering and Green Manufacturing, Li, S. (2010). Mechanical engineering and green manufacturing: Selected, peer reviewed papers from the International Conference on Mechanical Engineering and Green Manufacturing (MEGM) 2010, November 19-22, 2010, in Xiangtan, China. Stafa-Zurich: TTP, Trans Tech Publications. Kühnle, H. (2010). Distributed manufacturing: Paradigm, concepts, solutions and examples. London: Springer. Rynn, J. (2010). Manufacturing green prosperity: The power to rebuild the American middle class. Santa Barbara, Calif: Praeger. Shina, S. G. (2008). Green electronics design and manufacturing: Implementing lead-free and RoHS-compliant global products. New York: McGraw-Hill. Skrabec, Q. R. (2013). The green vision of Henry Ford and George Washington Carver: Two collaborators in the cause of clean industry. New York: Productivity Press. Wang, L., Koh, S. C. L. (2010). Enterprise networks and logistics for agile manufacturing. London: Springer. Wang, L., Ng, A. H. C., Deb, K., SpringerLink (2011). Multi-objective evolutionary optimisation for product design and manufacturing. London: Springer. Worrell, W. A., Vesilind, P. A. (2012). Solid waste engineering. Australia: Cengage Learning.