The Pied Piper of Hamelin Notes free essay sample

â€Å"What are the ways in which Browning tells the poem The Pied Piper of Hamelin? † The Pied Piper of Hamelin is set in medieval Germany, in a small town, Hamelin. The town is plagued by rats when a stranger, the Pied Piper, comes to town and offers to get rid of them if they Mayor will pay him. He plays bewitching music on his pipe which causes the rats to follow him. He leads the rats to the river and they drown. The Mayor breaks his promise and refuses to pay the Piper and the Piper responds by taking away the children of Hamelin. The Pied Piper of Hamelin is one of Browning’s longest poems ever written, there’s a lot to analyse when picking out ways in which Browning tells the poem. Nevertheless, he articulates underlying meanings in each stanza, skilfully allowing us to ponder upon his many techniques and ways of writing. We will write a custom essay sample on The Pied Piper of Hamelin Notes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Browning cleverly uses many different writing styles, and as an audience we can brilliantly conceive his themes and meanings of the poem. In The Pied Piper of Hamelin, the narrative style in third person and its almost as if someone else is telling the story and this is how Browning’s poem could be re-told to children so that they learn a lesson from it, and this is where it began to evolve into a child’s book/play. The way he told this poem is so crucial because it became one of the most important and controversial poems of the 1840’s. Also, The Pied Piper of Hamelin is long and it allows the audience to discover underlying morals and themes which Browning portrays through his poem. This poem specifically has a meaning to it. The character use of the Pied Piper was cleverly structured and for a society where a person like that was taken seriously, it was a very controversial poem because there was a huge conflict as to whether the Pied Piper was right or wrong regarding his actions. Was it okay to take those innocent children simply because he didn’t get paid? Or is it because he was teaching the Mayor of Hamelin a lesson? Also Browning created an unusual rhyme scheme, as it’s not of a consistent pattern so when the words rhyme from different lines of the stanza, it allows the poem to flow, and the reader becomes enticed with the language and structure use. The structure of The Pied Piper varies, because the poem itself is very long the stanzas and rhyme scheme keep it going, it’s not ABAB or AABB, yet still when the words from different lines of the stanza rhyme the poem flows. Also, the amount of lines in each stanza hugely varies. When describing Hamelin as a city the lines of each stanza were kept brief and short, whereas in stanza 14, where the Piper plays his flute and takes the children, is the peak of the poem and the stanza is much more longer, and this is because of the use of enjambment. The way Browning uses enjambment in a poem compels you to read further and further and the mode of the poem changes as you begin to hear yourself reading the poem with a slight rush as the end of the point or sentence carries on to the next line of the stanza, it almost expresses the peak of the drama in the poem. In Victorian England there were several social qualities such as repressed sexuality, strict morality, imperialism and human inventiveness. Browning underlies these themes in his poems, he has an underlying moral to his poem and the Piper is a strong character who disciplines and teaches Hamelin, he’s the complex character who has the potential to be interpreted in many different ways. Browning creates this character in such a way because it’s through the way he is built that these morals are conceived. The description given by the narrator could be depicted, for example as a jolly performer, or an evil clown. Also, his character is so multifaceted that there is no end to the possibilities of how the character can be perceived. These depictions are further developed through the drowning of the rats, and conversely, the kidnapping of the towns children. He can use his powers to manipulate others which contributes to his ambivalent nature. Unlike other poets, Browning fills his poetry with images of ugliness, violence and the bizarre, but the grotesque images are shown right at the beginning, with the violence and explicit behaviour of the rats, and it already introduced us to a main Browning theme. Browning’s use of the grotesque links him to novelist Charles Dickens, who filled his fiction with people from all status’ of society including the aristocracy and the very poor. Like Dickens, Browning created characters who are capable of great evil and this is shown through the Piper. Overall I believe that the language use and poetic techniques of The Pied Piper of Hamelin are skilfully created by Browning, not only for poetry entertainment but as a guideline moral story for a Victorian society. Browning creates such an illustrious poem that his audience continue to remember and analyse it in depth after generations and even a changed society.

Understanding Phosphorous, Boron and Other Semiconductor Materials

Understanding Phosphorous, Boron and Other Semiconductor Materials Introducing Phosphorous The process of doping introduces an atom of another element into the silicon crystal to alter its electrical properties. The dopant has either three or five valence electrons, as opposed to silicons four. Phosphorus atoms, which have five valence electrons, are used for doping n-type silicon (phosphorous provides its fifth, free, electron). A phosphorus atom occupies the same place in the crystal lattice that was occupied formerly by the silicon atom it replaced. Four of its valence electrons take over the bonding responsibilities of the four silicon valence electrons that they replaced. But the fifth valence electron remains free, without bonding responsibilities. When numerous phosphorus atoms are substituted for silicon in a crystal, many free electrons become available. Substituting a phosphorus atom (with five valence electrons) for a silicon atom in a silicon crystal leaves an extra, unbonded electron that is relatively free to move around the crystal. The most common method of doping is to coat the top of a layer of silicon with phosphorus and then heat the surface. This allows the phosphorus atoms to diffuse into the silicon. The temperature is then lowered so that the rate of diffusion drops to zero. Other methods of introducing phosphorus into silicon include gaseous diffusion, a liquid dopant spray-on process, and a technique in which phosphorus ions are driven precisely into the surface of the silicon. Introducing Boron   Of course, n-type silicon cannot form the electric field by itself; its also necessary to have some silicon altered to have the opposite electrical properties. So it’s boron, which has three valence electrons, that’s used for doping p-type silicon. Boron is introduced during silicon processing, where silicon is purified for use in PV devices. When a boron atom assumes a position in the crystal lattice formerly occupied by a silicon atom, there is a bond missing an electron (in other words, an extra hole). Substituting a boron atom (with three valence electrons) for a silicon atom in a silicon crystal leaves a hole (a bond missing an electron) that is relatively free to move around the crystal. Other semiconductor materials. Like silicon, all PV materials must be made into p-type and n-type configurations to create the necessary electric field that characterizes a PV cell. But this is done a number of different ways depending on the characteristics of the material. For example, amorphous silicons unique structure makes an intrinsic layer or â€Å"i layer† necessary. This undoped layer of amorphous silicon fits between the n-type and p-type layers to form what is called a p-i-n design. Polycrystalline thin films like copper indium diselenide (CuInSe2) and cadmium telluride (CdTe) show great promise for PV cells. But these materials cant be simply doped to form n and p layers. Instead, layers of different materials are used to form these layers. For example, a window layer of cadmium sulfide or another similar material is used to provide the extra electrons necessary to make it n-type. CuInSe2 can itself be made p-type, whereas CdTe benefits from a p-type layer made from a material like zinc telluride (ZnTe). Gallium arsenide (GaAs) is similarly modified, usually with indium, phosphorous, or aluminum, to produce a wide range of n- and p-type materials.

HMO versus Personality and Psychological Assessments Essay

HMO versus Personality and Psychological Assessments - Essay Example â€Å"gut feeling† to evaluate the state of mind or personality characteristics of another, objective personality tests increase the accuracy of a personality test, and decrease the bias of an observer and or tester, from confounding the results of the test. Studies consistently show that individual judgments are sensitive to error based on socio-cultural, biological, personal, environmental and other contextual influences. At an unconscious level, the human observer filters information (i.e., perceives it) though biases created through personal belief systems, values, attitudes, incomplete knowledge, and distractions in the environment (PAN, 2005). However, this does not imply that personality tests are able to take the place of the professional judgment of the therapist/analyst. The personality test is not usually completed in isolation to other measures to determine aspect of the personality, as well as other sources of information (e.g., personal interview, GP diagnosis, input from family and friends, other psychometric tests). Personality tests can be assured of their validity and reliability when they have been professionally designed, and scored and interpreted by individuals trained to do so. Though these measures, a professional therapist/analyst is able to draw informed conclusions in a holistic manner, about the whole person, at this point in time. With ensured high accuracy and consistency in scoring and outcomes, a fairer personality test allows an employer to increase the likelihood they will recruit personal who align with their job role, and the employer is better able to determine training needs, to proved the most appropriate form of training, and is able to evaluate the training methods as well as the hired and trained personal (PAN, 2005; Perry, 1992). This is the result of years, sometimes decades of empirical research testing and retesting the construction, reliability and validity of the test. A study by Vujanovic, Zvolensky, Bernstein,

Literature Search Worksheet Research Paper Example | Topics and Well Written Essays - 500 words

Literature Search Worksheet - Research Paper Example On the contrast, Quantitative research is the collection analysis and interpretation of data involving larger, more representative respondent samples and numerical calculation of results. This particular study is qualitative since the data collected is simply analyzed and interpreted without involving calculations. A research study design refers to the ways in which subjects or constituents of study are organized and observed (Lobe & Vehovar, 2009). The study design adopted here is an observational study design. This type of study design allows freedom of data collection and is the most appropriate to use in the cases where the researcher is dealing with data that is not quantitatively measurable (Lobe & Vehovar, 2009). This study allowed freedom for data collection and included data that may not be measurable quantitatively. In addition there was no intervention group that was used in the above research article, which would help in identifying the effects of intervention as is the case with quantitative research. The study design was thus indentified by examining the The ProQuest database from where the journal was selected provided an option that makes it possible to limit search to peer-review sources by selecting a checkbox on the search screen. In addition, the database had descriptions of the journal that clearly indicated that it is peer-reviewed. Yes. According to Sackett (1996), â€Å"evidence based practice is the ‘conscientious’, explicit and judicious use of current best evidence in decisions making concerning the care of individual patients† the study involves investigating the role of ÃŽ ²-Cell Autoimmunity in childhood type II diabetes, which would lead to better treatment of children with the condition. The study heavily cites other researches that have been done regarding the same issue, and this might be explained

Personal Letter to University Statement Example | Topics and Well Written Essays - 250 words

Letter to University - Personal Statement Example The best reason for me to pursue university studies (say, post-secondary education) is to correlate my career interests and personal interests under a single roof. My personal experience with inequalities in our (Afghanistan) society forced me to take a pledge to make use of every opportunity to serve the needy. As the wide gap between rich and poor is getting wider, the role of a social worker is crucial. Besides, as a person who represents third world countries, I am well aware of the fact that my responsibility is high. So, my plan is to acquire the skills and knowledge that the undergraduate program in social work can offer in order to make a difference in the world. Therefore, I have chosen to pursue a post-secondary education in Bachelor of Social Work because this course can help me materialize my personal and career goals. As a person with intense admiration towards social work, my preferred area of study is Social Work and I am applying for Bachelor of Social Work at the York University. My future career goals are deeply rooted in my personal experiences. For example, my personal experience in my motherland, i.e. Afghanistan motivated me a lot to pursue a career in social work. My ethnic identity as a person from Afghanistan, which faces the fame/problem of internal insurgencies, natural calamities, insufficiency in infrastructure development, poor living condition of the citizens, etc force me to be in the forefront of social work. I feel quite sure that a generation with education and unending aspiration towards social work can transform the future of my nation. Now that I have moved to Canada, there still remains the urge in me to serve the society within my private and public domain. Ming-sum Tsui in the work ‘Social work supervision: contexts and concepts’ makes clear that training programs conducted by universities transformed the formal social work scenario (Tsui 7). Thus, the most important motivation for my decision to

Napoleon Bonaparte and the French Revolution

Napoleon Bonaparte and the French Revolution Napoleon, the solider, son of the Revolution, or so he called himself, staged a coup dà ©tat like nothing ever seen before. France was in a chaotic and conflict-filled time and was in need for an individual who could guide the French people and the state to stability and order. General Napoleon Bonaparte brought France out of uncertainty and remained close to the ideas of the French Revolution by rejoining France to foundation of laws, agreements, security and much more. He gave the French people both individual and collective rights and freedoms that freed them from ties with the Old Regime. Though there was been much debate on the question of whether Napoleon was the conclusion, extension or betrayal of the French Revolution, a definite answer has yet to surface. Answers vary based on the outlook of France during the time. Outsiders often tend to consider Napoleon as a threat, and therefore think that his authoritative reign betrayed the Revolution. Citizens in France, however, sa w him as a liberator who freed them from the grip of the Old Regime and created a stable order in France  [ii]  . Historians who analyze both the French Revolution and the reign of Bonaparte are at conflict with one another to decide if he belonged to the Revolution and enforced its ideals, or contradicted them through his actions. After close examination of his reign of France and analyzing his actions, implementation of policies, agreements and legal codes, and externally promoting Revolution ideas and concepts, it is seen that Bonaparte did not betray the French Revolution after all. Napoleon Bonaparte was rather the extension of the Revolution during his reign as Emperor of France, as he promoted and implemented ideas such as equality, liberty and fraternity, which lead to a reinforcement of revolutionary concepts that allowed individual and collective freedoms and rights to benefit the French society. Although an absolute answer to answer whether or not Napoleon betrayed the revolution, continued it or concluded it is yet to be affirmed, there is widespread belief that Napoleon was a betrayer of the Revolution, as he had a very authoritative reign. However, an opposing view of the majority belief that Napoleon betrayed the revolution or that his reign concluded it is held by Louis Bergeron, author of France Under Napoleon. He argues that France was facing much instability and uncertainty on the outcome of war and unity of the nation, and therefore, needed a strong man like Napoleon, who in return preserved and continued the ideals of the revolution through his enforcement of civil equalities, the destruction of feudalism, and the ruin of the privileged position of the Catholic Church  [iii]  . Upon close examination of the Napoleonic Code, it is determined that the ideals of the Revolution on the fate of the old nobility are the same rules in the Civil Code, which fixed the co nditions for the exercise of property rights and equality rights  [iv]  . Ideals of the Revolution such as equality and liberty are seen in this primary source, which convey a Napoleon Bonaparte who continued the Revolution. Even through the signing of the Concordat by Pope Pius VII, Napoleon managed to balance the state-church relationship by granting the Roman Catholic Church as the majority church, but still embodied Revolution ideals of equality and liberty by not allowing Catholicism to be the state religion and enforcing a freedom of religion  [v]  . Through the examination of the Concordat, one can see more Revolution ideals being integrated into French society and promoted by Bonaparte. Though this response is against widespread agreement of Bonapartes betrayal of the French Revolution, it does provide facts of certain actions made by him to promote the ideals of the French Revolution. This is a disagreement on popular belief but still proved through examples of prop erty rights, equality rights, and religious freedoms. On the other hand, Thomas Jefferson claims that Napoleon Bonaparte was the destroyer of the French Republic and a pariah to him because of his impracticability to establish a republic and his irrational belief that he is able to run a self-government when in reality, he is a man who lets power deprave him  [vi]  . This view is quite popular and widespread for observers outside of France. It was only the people of France who saw Napoleon as a strong leader, while others saw him as a fearful authoritative man who cared less for the ideals of the Revolution and more for his personal gains. This view is quite accurate for an observer, as Thomas Jefferson is writing from the point of view of an American man. This affects his perspective on the topic because a bias exists due to the increasing developments in France and military gains by Napoleon, which perceive him as a threat. The disagreement between the views of Bergeron and Je fferson is more about weighing certain actions of Napoleon to stretch more towards a conclusion, extension or betrayal of the French Revolution. For instance, Bergeron believes that Napoleon extended the Revolution due to his strong participation in enforcing civil liberties and equalities for people, however, Jefferson believes that his role in accepting the title of Emperor goes against the ideals of the Revolution, and he is therefore betraying it. Affirming Napoleons continuation of the French Revolution is Henry Banks, who believes that Bonaparte was the answer to Europes needs and says that the coup dà ©tat of Brumaire saved France  [vii]  . Banks disagrees with popular belief on Napoleons despotic and authoritative ways by disagreeing on the context of which certain events are interpreted. While Jefferson views Napoleon as a despot who is ruling a country through means of authority and rejecting the basis of which the Revolution was founded by crowning himself emperor, B anks interprets his same event in a different context. He says that there was a need to reestablish the monarchy and for Napoleon to crown himself Emperor since French people were not fit for a republican or for a representative government, as well as the fact that if he had not done this, the Bourbons would have got power and would have brought the return of the old clergy and nobility with privileges  [viii]  . Here there is seen a disagreement on the interpretation of Napoleons decision to accept the title of Emperor, one which is in favor of Napoleon representing the ideals of the Revolution, and the other on him rejecting them. By solving conflict between the state and the Church and being in favor of religious toleration, and therefore promoting Revolution ideas and concepts, Napoleon Bonaparte proved to be an extension of the French Revolution. The Concordat of 1805 was an agreement between the Pope and Napoleon, which created a harmonious relationship between the two by granting the Church the title of the majority religion, rather than state religion, in France  [ix]  . By maintaining peace between the two, Bonaparte promoted the idea of religious toleration and freedom domestically in France. He contributed to creating a peaceful social society in France and helped many non-Catholics. Bonaparte used nationalism as a revolutionary force, which was impatient of all traditional practices of Catholics and the Church of Rome and granted Protestants and Jews religious freedom, along with encouraging them to transition into French society and identify themselves as French people  [x]  . This document, therefore, embodies the idea of equality and freedom. Napoleon did not fail to recognize that Catholicism was the majority religion in France, however, he did not disregard others either. He allowed them to practice their religion through religious toleration and even promoted the Protestants and Jews to integrate into French culture in return for equality, uniformity and individual freedoms of religion and culture. Bonaparte, then, extended the French Revolution by making peace with the Pope, solving conflict between the state and the Church through the signing of the Concordat of 1801 and supporting religious freedoms. Napoleon Bonaparte was an extension to the French Revolution, as he domestically promoted Revolution ideas in France. Through the rationalization of the education system in France, he continued to maintain Revolution ideas such as the abolition of privilege and the implementation of jobs and careers based on meritocracy. Under the rule of Napoleon, the education system of France was reformed to meet the standards of a post-revolutionary time period. The Napoleonic reforms of the public education system created institutions, which made the sciences a permanent part of the curriculum  [xi]  . These institutions helped promote education and learning on a wider scale than previous education systems. He also established lycà ©es, or high schools, in every major town for the training to civil servants and army officers, a school in Paris to train teachers in teaching and the curriculum and a national university to be at the top of this whole system  [xii]  . The establishment of t hese institutions reinforced the reforms that were being fought for during the French Revolution, such as the elimination of privilege in order to create a fair and equal society. Similar to the enforcement of merit in the military and government sector, these educational institutions allowed the social ladder to be eliminated and for individuals, regardless of class or wealth, could have positions of authority. There were the types of reforms that were widely recognized in France, seeing Bonaparte as a man who was extending the Revolution through reinforcing the ideas which people scarified their life for in their society. Not only are the institutions set up by Napoleon Bonaparte, embodying the French Revolution ideas and core beliefs, still influential in France, but also the rest of the world. Therefore, Bonaparte was an extension of the French Revolution, and managed this through the domestic reforms he brought to the education system. Bonaparte also extended the French Revolution domestically within France through the implement of the Code Napoleon, which embodied many Revolution ideas and enforced them as a law to which everyone in France is subject to. This is said to be Napoleons most significant contribution of France, as he provided them with a legal code, which was founded on two main principles, uniformity and individualism  [xiii]  . This code promoted various types of rights and freedoms, granting them both for the individual and for the collective, to ensure that everyone is subject to these laws equally. In Book I: Of Persons, of the Civil Code, Napoleon introduced Revolutionary ideas such as freedom of religion and the abolition of feudalism, as well as property rights and other rights and freedoms  [xiv]  . The introduction and establishment of this civil code lead to a more egalitarian society, which is what the French Revolution wanted. A core, fundamental concept of the Revolution is equali ty, and through all the reforms made in the Code, Bonaparte is preserving equality and promoting liberty. Nevertheless, Napoleon did not stop here. He created seven legal codes in total, including a criminal code, which reinforced many revolutionary ideas such as equality before the law and outlawing arbitrary arrest and imprisonment  [xv]  . These constitutional changes were made in the presence of Napoleon himself, who personally supervised the meetings and contributed to the writing of the Code. This affirmed all Revolution ideas, such as liberty, fraternity and equality, and created a structure that continues to be followed today by many European countries, including France. Napoleon Bonaparte was a revolutionary leader who extended the French Revolution through legal reforms and the creation a Civil Code that embodies Revolution concepts such as equality and liberty. Not only did Napoleon Bonaparte domestically extend the ideas of the French Revolution in France, he also continued it externally, on an international scale through promotion and enforcement of the core ideas of the Revolution. In a quest to create a new balance of power in the global sphere, Bonaparte introduced a model for a federation of states, motivated by French Revolution ideals and their extension and implementation internationally. He remodeled the map by creating territorial changes in western and central Europe in order to establish a new balance of power, which included the idea of the federation of states  [xvi]  . Although many people argue otherwise, this design was not for international global governance under Bonaparte. Rather, it focused on preserving peace and collectivity amongst the nation-states of the world. His aim was to see authoritative political systems such as principalities, oligarchies and aristocracies of Germany, Holland, Switzerland and Italy rem oved  [xvii]  . All these political systems enforced strict policies and limited equality and liberty. These concepts, however, are at the core of the French Revolution. Liberty frees individuals from strict imposed authority and grants equalities and freedoms. By removing these strict systems in which there is single-person authoritative rule from an individual who is limiting freedoms and rights, or rule by a group of wealthy citizens who center all the power in their self-interests, Napoleon wanted to see universal liberty and equality. He would do this through his idea of the federation of states. Although this was not implemented, Napoleon did, however, manage to redefine some borders and implement French policies in the countries he conquered. Therefore, through the promotion of the liberty and equality on an international scale by aiming to create a federation of states, Napoleon Bonaparte extended the French Revolution and its ideas externally. As mentioned above, Napoleon managed to implement French policies on an external scale, in foreign countries that he conquered, which quickened the spread ideas of the French Revolution and lead to its extension under Bonaparte. Through Bonapartes various military conquests, aspects of France were seen embodied in the conquered countries, which were then under the control of Napoleon Bonaparte. He not only extended the French Revolution in France, but also took it to a higher level through the creation of the Constitution of the Duchy of Warsaw for the Polish state he conquered. Poles counted on Napoleon to promote the Polish cause and help them gain freedoms and rights by reconstituting the Polish state through his entry into the former territories of the Polish-Lithuanian Commonwealth  [xviii]  . The plea of the Polish to be granted equalities and to be freed from unfair laws was heard by Napoleon. The new constitution that Napoleon gave the Duchy of Warsaw demanded that donati ons be freed of taxes, property taxes be decreased, abolished serfdom and removed the existing class structure which existed between the nobility and peasants  [xix]  . The abolition of slavery and social classes, as well as tax and property changes, are all ideas which exist in the Code Napoleon which include equality, liberty, and other freedoms and rights. These are the fundamental ideas of the French Revolution that were embedded into the Constitution for the Polish. Therefore, Napoleon Bonaparte externally spread French Revolution ideas that were imposed through the Constitution of the Duchy of the Warsaw and extended the Revolution on an international scale. By resisting conflict and threats from outsiders, Napoleon extended the French Revolution on an international scale. Britain was Frances worst enemy since they had a powerful navy, military, lots of wealth and industry  [xx]  . When Napoleon Bonaparte took the throne and named himself emperor, he enforced many Revolution ideas in France. This was seen as a threat to Britain, as the increasing stability and order Bonaparte was bringing to France was helping him restore their power and grow stronger. Therefore, Britain wanted to restore the Bourbon dynasty, which would have brought back the old clergy and nobility with their privileges  [xxi]  . This was the reason the French Revolution had begun in the first place, therefore, allowing this to happen would have betrayed the Revolution. Bonaparte, therefore, resisted threats from Britain and had great victories, such as the War of the Third Coalition in 1805, in order to maintain the ideas of the French Revolution In a letter fr om to his brother on April 1, 1815, when exiled onto the island of Elba, Napoleon Bonaparte discussed the unsuitability of a forcible dynasty such as the Bourbons one on the French people and since they refused to associate with the national feelings and customs, France was forced to abandon them and accept him as a liberator  [xxii]  . He, himself, acknowledges that his actions were done for the benefit of the French people. If he had not resisted external threats from Great Britain, the ideas embodied and introduced in the French Revolution would have been removed and the Old Regime would be restored by the Bourbon dynasty. However, Bonaparte stopped the replacement of his new government and title as Emperor by managing conflict with Great Britain and withstanding their threat. Through the resisting of conflict, Napoleon Bonaparte extended the French Revolution by preserving its ideas and protecting them being abolished through a restoration of a Bourbon dynasty with the help from Britain. By promoting and implementing ideas like liberty, equality and fraternity in French society, Napoleon Bonaparte extended the French Revolution during his governance as Emperor, which then leads to the reinforcement of concepts that were born during the Revolution such as collective and individual rights and freedoms. Reforms to France on both an external and domestic scale were made by Bonaparte in order to preserve the French Revolution. Through his model of the federation of states and remodeling of the map, integrating French policies and laws in foreign countries on an international scale, and resisting threats from outsides to ensure that there a return to the Bourbon dynasty, Napoleon Bonaparte extended the French Revolution on an international scale. Not only did he extend the Revolution externally, he also made domestic reforms inside France, such as signing the Concordat in order to create peace and good relationships between the state and church and to allow religious toler ance, giving France a civil code known as the Code Napoleon to promote ideas of individual and collective equality and liberty, and the reforms to the education system which abolished privilege and promoted meritocracy. Although there are many ways to argue that Napoleon was a betrayal, conclusion or extension of the Revolution, it is all a matter of weighing the actions and policies enforced under his reign. There were many mistakes made, as there is always in history, but this does not change the fact that there were reforms made during the Napoleonic era, which extended concepts and ideas such as equality, fraternity and liberty of the French Revolution. Napoleon Bonapartes reforms to France such as the set up of educational institutions and the Code Napoleon are still seen to influence the world today and will continue to do so through the years. Actions he did and policies he implemented became a stepping-stone for future generations.

Comparing Carbon Footprints of Nike and Timberland Shoe Companies :: Business and the Environment

Our group is interested in comparing the carbon footprints of two major clothing brands, Nike and Timberland. For comparison, we used statistics provided by the companies through their public Responsibility Reports. These Responsibility Reports have been reviewed by reliable third party committees. We found that Americans purchase on average 8 pairs of shoes every year. This translates to about 7,142,094,187 CO2 tonnes released into the atmosphere every year, in addition to the rest of the world’s population. Click â€Å"see the math† on the left menu bar for the calculations. In relation to Nike and Timberland, we are interested on investigating their impact on the world. Their global dominance and fast business rates are sure to have large carbon footprints; and our project is aimed at calculating their total impact. We also worked to investigate the carbon emissions per shoe in order to learn of each company’s efficiency. As shoes are a basic necessity for modern life, it is satisfying to learn of their environmental effect. To calculate the carbon footprint emitted from shoes purchased in the United States, we used our population of 304,696,851, as of July 26, 2008. 8 pairs of shoes per person is described in the report by the American Apparel and Footwear Association. Each shoe manufactured emits about 2.93 CO2 tonnes Population In the United States: 304,696,851 Average Shoes per person per year: x 8 CO2 emitted per pair: x 2.93 Grand Total of CO2 due to shoes in US: =7,142,094,187 During our research, we found that Timberland and Nike had both published their complete responsibility reports. This made them simple to compare. However, these reports are the year 2005, so the information is to be used solely as a comparison and not an updated reference. Nike reported 1.