Spartan Military - 1377 Words

Spartan Military From about the time of the Persian invasion until the Battle of Leuctra, Sparta was viewed as the powerhouse of the Greek city-states. There were numerous reasons behind their success, but there are few that stand out as the most prevalent. Spartan boys are born to be warriors, they are sent to the Agoge at the age of seven and forced to abide by the Laws set by Lycurgus the Lawgiver. Spartan men never had to worry about chores or any work that was done in the kleroi, allowing more time and focus to be dedicated towards militaristic training. The Spartan army had the ability to call upon the Perioikoi and Helots if need be as extra warriors, which became a significant advantage at time. These reasons, along with†¦show more content†¦Although the Spartan army was very one-dimensional and relied heavily on the phalanx, the warriors were trained well enough and had the discipline to become an overpowering force. The training and education of Spartan boys, the ability to call u pon reinforcements from the Perioikoi or the Helots, and the manner in which Spartan society was built, allowing the Spartan men to become full-time soldiers and dedicate all of their time to warfare, were the main reasons behind the Spartan success. The Laws that were set by Lycurgus the Lawgiver paved the ground for what would become an extremely renowned and disciplined Spartan military force that experienced great success for many years. BIBLIOGRAPHY * Cartledge, Paul. Spartan reflections. Berkeley: University of California Press, 2001. Print. * †¨Cartledge, Paul. The Spartans: an epic history. London: Channel Four Books, 2002. Print. * Fowler, Barbara Hughes. Archaic Greek poetry: an anthology. Madison, Wis.: University of Wisconsin Press, 1992. Print. * Lazenby, J. F.. The Spartan army. Warminster, England: Aris amp; Phillips, 1985. Print. * Plutarch. Moralia. London: W. Heinemann;, 1927. Print. * Powell, Anton. Classical Sparta: techniques behind her success. Norman: University ofShow MoreRelatedEssay on Visually Appealing Films: 300, Rise of an Empire645 Words   |  3 Pagesthe sequel that will tell the story of what happens after 300 Spartans died trying to fight off the Persian forces of Xerxes. There are many different beliefs on how and why the Roman Empire ended. It was founded on geography, military strength, and wise leadership. Throughout Europe, Asia Minor, and North Africa, the Roman Empire spread. There were multiple causes to the fall of Rome including economic reasons, political disputes, military invasions and threats by both internal and external forcesRead MoreThe Conflict Between Greece And Persia879 Words   |  4 Pagesgreat battles, these often discussed military forces in history are so great many films tell their tales. 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This might be the reason why the Macedonian culture is very similarRead More War from Myceneans to Rome Essay1405 Words   |  6 Pagesremainder of the states in Greece to turn to Sparta. The Spartans were a true martial culture that was left to concentrate solely on military training. The Spartans conquered the Messenians in the eight century and the dominated cit izens were used to cultivate the land. The Spartan family consisted of warriors, male and female, that began training at the age of seven to the age of sixty. The sole purpose of every Spartan citizen was military service. Infants that were born less than perfect were rejectedRead MoreSpartan Warfare1248 Words   |  5 Pagesdeep. During the time of Alexander the Great, the phalanx was believed to be eight men deep, but some argue that it evolved into a sixteen man deep phalanx. The Spartans purposely varied the depth of their phalanx so to confuse the enemy about the number of soldiers fielded. The phalanx proved to be a very valuable weapon for the military at that time. Armies which did not adapt to the phalanx formation were quickly slaughtered. The use of the phalanx allowed the Greeks to win the Persian Wars.brbrManyRead MoreAmerica s A Mandatory Military Service869 Words   |  4 Pagesthemselves with armor and weapons. The most famous of these military societies that most know of it the Spartans. This group was pretty much bread for war. From the time that they were born they went into the army. They killed people at a very young age and these people had no mercy. They were like the Navy Seals of the day†¦.. On cocaine. All of these countries and societies were respected and feared. Many countries today have a mandatory military service. Some countries are only for six months othersRead More Sparta, not Athens, won the war against Persia Essay979 Words   |  4 Pagesturning points of the Persian invasions, while Sparta was responsible for the deciding battle. Miltiades, with his skilful battle strategies, defeated the Persians during their second invasion at Marathon, which gave Athens a confidence boost on their military. During the third invasion, when the Athenians were evacuated to Salamis, Themistocles had devised a plan to trick the Persians which had resulted in Persian army without a supply line. Sparta?s importance had revealed during their sacrifice at ThermopylaeRead MoreEvolution Of Spartan Strategy During The Peloponnesian War1150 Words   |  5 PagesEvolution of Spartan strategy during The Peloponnesian War At the very beginning I would like to express excitement by â€Å"The Peloponnesian War† and its relevance despite 2400 years afterwards. This book is not only relevant for military science, but civil society too. However, this book provides broad and comprehensive details for all levels of military war: strategic, operational, and tactical. I will focus my paper to the military sphere, more particularly, to the evolution of Spartan strategy throughoutRead MoreHistorical City Of Sparta And Sparta951 Words   |  4 Pagesbetween the mountains and the sea. They were geographically cut off, or isolated from the sea so they used the fertile soil to farm. Sparta always tried to be as self sufficient as possible, not relying on other cities for help. They were an extreme military city-state, with a rigid structure. One of the most important city-states in ancient Greece is Athens, which has been inhabited for over 7,000 years. Athens was located to the northeast of Sparta, in an area close to the sea called Attica. SinceRead MoreThe Differences Between Athens And Sparta944 Words   |  4 Pagesstates in Ancient Greece were Athens and Sparta. Athens was reformed by a leader named Solon. He created a very democratic state and focused more on creating a well-balanced society. Sparta was leaded by a leader named Lycurgus, who made Sparta into a military based state where they focused on training kids for the army from the time they are born. I believe Athens was a very successful state because Solon, the leader of Athens began the democratic era which lasts till today. In contrast to what I believe

Declining Health for Middle Aged Adults Essay - 1704 Words

Health Changes for the Middle Aged Adult As we age, we experience many changes that can affect us both physically and emotionally. Middle age adults have many health concerns that they need to be aware of and they must be proactive about addressing these concerns before they have adverse effects on their health. Some physical concerns middle age adults should be concerned with include hyperlipidemia, hypertension and stroke. Physical health concerns can often be linked to psychosocial health concerns. These may include depression and Post Traumatic Stress Disorder. Nurses can help middle age adults to reduce their risk of suffering from future physical and psychosocial health concerns by implementing an individualized care plan that†¦show more content†¦27). Hypertension is another health concern that middle age adults should be concerned with. Hypertension is defined as having an average systolic blood pressure above 140 mmHg or an average diastolic blood pressure above 90 mmHg . This is determined based on the average of three blood pressure measurements. According to â€Å"Hypertension affects over 70 million people in the United states and is the major risk factor for the development of cardiovascular and renal disease† (Rigsby, 2011, p. 41). Common causes for hypertension include chronic kidney disease, stress, obesity, a diet high in salt, and a sedentary lifestyle. Hypertension can increase the risk for additional health concerns including stroke and heart attack. There are several lifestyle changes that middle age adults can do to help reduce their risk for hypertension including quitting smoking, losing weight, performing regular exercise, practicing stress reduction techniques and limiting salt intake. Having a stroke is another health concern that middle age adults should consider as they grow older. â€Å"An estimated 50 million stroke survivors worldwide currently cope with significant physical, cognitive, and emotional deficits, and 25-74% of these survivors require some assistance or are fully dependent on caregivers for activities of daily living† (Zeng et al., 2012, p. 2887). A stroke occurs when a blood clot blocks anShow MoreRelatedHow Adulthood Can Be Broken Down Further Into Two Sub Stages1172 Words   |  5 PagesAdulthood can be broken down further into two sub-stages: Early (eighteen to thirty-five), and Middle adulthood (thirty-five to sixty-five). In Early Adulthood, adults are in the â€Å"prime of their lives†, that is, they are in top physical and cognitive health (lime). 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Marx’s Theory of Class Free Essays

Marx’s definition of class. It’s strengths and weaknesses. – Although the concept of class has a central importance in Marxist theory, Marx does not define it in a systematic form. We will write a custom essay sample on Marx’s Theory of Class or any similar topic only for you Order Now Marx left this problem of producing a definition of the concept of social class until much later. The manuscript of the third volume of Capital breaks off at the moment when Marx was about to answer the question: ‘What constitutes a class? ‘ Even without his definition of class, one can reconstruct how the term is to be understood in his writings. In the Communist Manifesto, Marx presents us with a theory of world history as a succession of class struggles for economic and political power. The main classes of pre-capitalist societies are stated as: ‘freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman’1. But the dominant theme of Western society is the conflict between the exploiting bourgeoisie and the exploited proletariat. Thus it is the class structure of early capitalism, and the class struggles of this form of society, which constituted the main reference point for the Marxist theory of history. This is asserted by the Communist Manifesto’s famous phrase, that ‘the history of all hitherto existing society is the history of all class struggles’2. The history of ‘civilized’ society, for Marx, has been the history of different forms of class exploitation and domination. It is the form of class domination present which determines the general character of the whole social structure. For example, the growing of wheat using traditional, non-mechanical techniques is compatible with a wide range of social relations of production. A Roman citizen often owned slaves who worked his land growing wheat; a feudal lord would seize the surplus wheat grown by the serf on the lands; the early capitalist farmers began to employ landless laborers to do their manual work for a wage which was less than the total value of the product which they created. In each case, wheat is grown on land by the labor of men and women, but the social arrangements are totally different. There are totally different class relationships, leading to totally different forms of society: ancient, feudal, and capitalist. The one thing that unites these three arrangements is that in each case a minority class rules and takes the surplus away from the producers. Each society, says Marx, embodies class exploitation based on the relationships of production, or rather, the modes of production. The key to understanding – 2 – a given society is to discover which is the dominant mode of production within it. The basic pattern of social and political relationships can then be known. Since Marx concentrates his attention on the class structure of capitalist societies, it is only proper to follow him. As stated before, the key classes in the capitalist mode of production are the bourgeoisie and the proletariat, or capitalists and landless wage laborers. While Marx recognizes that there are other classes, the fundamental class division is between this pairing of the exploiter and the exploited. The bourgeoisie derive their class position from the fact that they own productive wealth. It is not their high income that makes them capitalists, but the fact that they own the means of production. For example, the inputs necessary for production – factories, machines, etc. The ability of workers to work (labor power) is in itself a marketable commodity bought for the least cost to be used at will by the capitalist. In addition, the capitalist owns the product and will always pocket the difference between the value of the labor and the value of the product – referred to by Marx as ‘surplus value’ – purely by virtue of his ownership. His property rights also allow the capitalist the control of the process of production and the labor he buys. The proletariat in contrast, owns no means of production. Because of this exploitation, Marx viewed the bourgeoisie and the proletariat as locked in deep and unavoidable conflict. As capitalism expanded, the conflict would become more intense as the condition of the workers became worse. Over time, some members of the proletariat would come to understand their unfair position and would begin to communicate with each other. This would enable them to organize and overthrow the capitalist system. The revolution would pave the way for a new socialist system that would abolish private ownership of the means of production. This forms the basis of Marx’s theory of class, and with further discussion, the complexities will present themselves. This two class model is not Marx’s only use of the word ‘class’. He uses the term of other economic groups, and particularly of the petty or petite bourgeoisie and the peasants. These groups seem to make the neat division of the Communist Manifesto inapplicable, for these two – 3 – roups obviously merge into bourgeoisie and the proletariat according to how many workers they employ or how much land they own. Marx even foresaw, with increased use of machinery and the increase of service industries, the advent of a new middle class. This raises two main questions. The first concerns the complications of social stratification in relation to the basic classes. In the fragment on ‘three great classes of modern society’ in Capital III, Marx observes that even England, where the economic structure is ‘most highly and classically developed†¦ m]iddle and intermediate strata even here obliterate lines of demarcation everywhere’3 Even though this observation does not fit easily with the idea of an increasing polarization of bourgeois society between ‘two great classes’, Cole explains how Marx: regard[ed] the blurring of class divisions as a matter of secondary importance, influential   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  in shaping the course of particular phases and incidents of the fundamental class struggle,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  but incapable of altering its essential character or its ultimate outcome. And] in the long   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  run the forces making for polarisation were bound to come into play more and more as the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  difficulties of Capitalism increased: so that the decisive class-struggle between capitalists   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  and proletarians could be delayed, but by no means averted or changed in its essential   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  character by the emergence of any new class. 4 Even so, Cole asks for a ‘critique’ of Marx in light of todays circumstances, questioning the validity of this statement. The second question concerns the situation and development of two principal classes in capitalist society, bourgeoisie and proletariat. In The 18th Brumaire of Louis Bonaparte, Marx gave this negative definition of a fully constituted class: In so far as millions of families live under economic conditions of existence that seperate   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  their mode of life, their interests and their culture from those of the other classes, and put   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  them in hostile opposition to the latter, they form a class. In so far as there is merely a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  local interconnection among these small-holding peasants, and the identity of their   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  interests begets no community, no national bond and no political organisation among   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  them, they do not form a class5 4 – In the Poverty of Philosophy, describing the emergence of the working class, Marx expressed the same idea in positive terms: Economic conditions had first transformed the mass of the people of the country into   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   workers. The combination of capital has created for this mass a common situation,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  common interests. This mass is thus already a class as against capital, but not yet for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  itself. In the struggle, of which we have noted only a few phases, this mass becomes   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  united, and constitutes itself as a class for itself. The interests it defends becomes class   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  interests. 6 Most Marxists have recognized, that in the case of the working class, the development of a ‘socialist’ or ‘revolutionary’ consciousness poses problems which require more careful and thorough study. ‘Class interest’ itself is no longer conceived, as it was in general by Marx, as an objective and unambiguous ‘social fact’, but rather as having a sense which is constructed through interaction and discussion out of the experiences of everyday life and the interpretations of those experiences. This is further illustrated by Bottomore’s belief that an investigation into the ‘development of social classes’ would have to attend to three problems. First, the ‘consequences for the class structure, and especially for the polarization of classes, of the rapid increase in productivity and in the size of the surplus, and the concomitant growth of the middle classes’7 Bottomore states that how Marx defined the middle class, are the individuals who ‘live from’ surplus value, but also ‘assist in the realization and distribution of the surplus’. Marx foresaw the growing number of the middle class, and as a result, the declining number of working class. This would seem to strengthen the bourgeois making the transformation to a classless society more difficult. Through Marx’s own analysis, Bottomore says that the transition might not occur at all; thus, resulting in a type of society unlike the socialist society emerging from capitalism. Or, transformation brought about differently, from what Marx predicted, resulting in the classless society. ‘The nature of the social conflict that would then bring about the breakdown of capitalism and the creation of a socialist society remains unclear, and is not discussed by Marx. ‘8 – 5 – The second problem concerns the ‘various cultural and political influences’ which are a factor in the evolution of the revolutionary class consciousness. Marx, in early writings, emphasizes positive influences for this development such as: introduction of new technology (resulting in the displacement of workers to further the revolution), the reserve army of labor, the advent of the factory (resulting in concentration of workers creating a collective situation – class consciousness)9 But also negative influences such as: ‘dominant position of ruling-class ideas, the effects of social mobility, the growth of the middle classes. ’10 Bottomore then states that national or ethnic consciousness is very important; one of the powerful influences that Marx neglected. The second influence is that of the increasing social differentiation in modern societies which breaks down the working-class consciousness to strengthen the middle class. In other words, increasing the number of middle class while decreasing the number of working class; a negative influence on revolutionary class consciousness. The last problem asks what conditions are necessary beyond the abolition of classes and private property in the means of production, in order to establish what Marx referred to as socialism. Marx wrote about the advancement of science and how it could be used to abolish scarcity to meet human needs. As a result, man would be free from those labors in order to pursue their human potential. Beyond all of this, what Bottomore is implying is the further study of Marx’s political theory. Concentrating on the interaction between the development of production, emergence of new human needs, development of a political consciousness, and the creation of organizations to take part in a political struggle. Regrettably, this political theory, like the theory of class, can only be examined through fragments of Marx’s work. Another way of looking at Marx’s theory of class is how Elster attempts to define class in terms of property, exploitation, market behavior, and power. Elster claims that Marx’s ‘class’ is frequently defined as ‘a group of persons who stand in the same relation of property or non- property to the factors of production, that is labor-power and means of production. ’11 By using this definition, the words ‘property’ and ‘non-property’ are too restrictive or too open. There is a – 6 – need to distinguish between property owners but then the question arises, to what degree? This is also evident when using exploitation as a basis of defining class. As Elster puts it: ‘[t]he proposal is too coarse-grained if it locates all exploiters in one class and all exploited agents in another [and] too fine grained if classes are to be distinguished in terms of the degree of exploitation†¦. ‘infinite fragmentation’ of classes. ’12 In terms of the third proposal, defining class in terms of market behavior, Elster states that it is not useful in the study of non-market economies. Furthermore, ‘the proposal overemphasizes actual behavior and neglects its causal grounding in the endowment structure. 13 Basically, he is referring to choice. In Marx’s view, the wage laborer has no choice in who to work for and for how much. The reasoning behind this is that the capitalist (though needing workers) can employ any individual he chooses. Elster says that class is defined by what one has to do, not what one actually does. So, for exa mple, a wage laborer decides to work in a factory just for the pure joy of doing so. This individual should be put in a different class from the wage laborer who has to work in the factory. 14 Elster’s final proposal is the aspect of power in defining class. To Marx, power relationships are built into the very structure of society, whose principal feature is the existence of opposed classes. Thus, class domination and subordination are central to Marxist conception of politics and the distribution and operation of power. Power to Marx, is class power. In other words, it is a resource that is concentrated in the hands of a particular class, which that class can use to maintain and enhance its dominant position in society, a position achieved by economic exploitation. Elster says: ‘[t]he definition of class in terms of domination and subordination is too behavioral and insufficiently structural. By this I mean that the classes of the upper and lower managers are defined only by what they actually do, not – as in the case of capitalists and workers – by what they must do by virtue of what they have. ‘ – a reference back to Elster’s third proposal. What Elster reveals are some of the more obvious problems inherent in Marx’s theory of class. But all of this can still be referred to in past context. Clearly, the question that needs to be – 7 – asked is: can Marx’s analysis be applicable today? It is obvious that there are some serious problems in Marx’s account. Revolution has occurred in nations on the verge of entry into capitalism, not in societies which are mature and ‘ripe’ for change. The working class in capitalist societies has enjoyed, in the long term, a rise in the standard of living, and labor movements have won enough welfare concessions to ease many of the poor. By no means all Western societies have strong Communist parties. In addition, the growth of the middle class of managerial and professional workers appears to contradict Marx’s view that divisions among those without wealth would disappear. Western economies are open to crises, but the state seems able to keep them in check. Generally, then, Marx’s ideas seem to many people to have been disproved by twentieth century developments. However, this is a limited view. The real issues are firstly whether Marx’s general perspective on stratification was sound, and secondly, whether contemporary Western societies are still capitalists in the general basic character of their social relations. The first issue is important because Marx provides an account of stratification which is significantly different from that of many other social theorists. Very often today, sociologists see classes as merely groupings of people with similar attributes such as income, type of occupation, and so on. Marx, on the other hand, saw classes as systematically linked in a particular structure of social relationships. An explanation of inequality is given through the analysis of the mode of production. Marx points out the deeper class relations and potential conflicts below the surface of society. This strength, however, is seen as a problem by many sociologists. They argue that Marx’s class analysis is too simplistic to account adequately for the complexity of social inequality. For them, Marx’s emphasis on the ownership of productive wealth leaves us unable to explain adequately all the differences in consciousness within the mass of the population who are not capitalists. Quite clearly, the Western economies are vastly changed today in comparison with Marx’s time. There is far more economic intervention by the state in most societies of the West, and state employees of one kind or another form a large part of the work force. Nationalization and the – 8 – frequent replacement of individual owner or managers by shareholders and managerial bureaucracies have both changed the structure of industry. However, it can still be argued that private ownership of the means of production is the basis of economic power and wealth, and that the labor market is still the prime determinant of wage levels. The worker is still in a subordinate position in the work place, and the incomes of workers are still very low in comparison with those who control them. Other interpretations are possible: it is commonly argued, for example, that the West has a mixed economy which works in everyone’s interest, but others would still consider Western economies as capitalist. This brings us back to Marx’s Capital III. It is clear that there are many aspects of Marx’s theory of class which are not discussed in this essay; the theory is multifaceted. One still wonders what Marx would describe in his last work. Would it have been in the same terms as he had used thirty years before? Or would he have recognized, in this gap, the vitally important changes in the class structure of the modern societies of today, and that these changes were, to some extent, different from what he anticipated to occur? This question remains unanswered. How to cite Marx’s Theory of Class, Papers

Ethical Considerations on Plagiarism free essay sample

Each student must sign a pledge stating l hereby affirm that I understand, accept, and will uphold the responsibilities ND stipulations of the Eastern Kentucky University Honor Code and Academic Integrity Policy (98). Eastern Kentucky University defines plagiarism as using another persons images, ideas, or words from another source without giving credit to the source or author (Eastern Kentucky University, 2006, 16). Punishments range from failing assignments, to class suspension, or even expulsion.The failing grade stays on students permanent records and they may not redeem themselves by retaking classes (Eastern Kentucky University, 2006, 122-24). The University of Kentucky has a similar Honor Code as the University of Eastern Kentucky, but it adds stipulations for plagiarism outside of college course work. For example, if a student is working as a writer outside of the university and breaks the Honor Code, they can suffer severe penalties from the University (University of Kentuck y Plagiarism Policy 2006, 112-16). We will write a custom essay sample on Ethical Considerations on Plagiarism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The University of Phoenix states it clearly that plagiarism is the taking another persons words or ideas and stating that they are your own (Phoenix University 2006, Para 2, #11). Also, in the University Of Phoenix Code Of Conduct, you do not have to sign a pledge, but it does state that the student goes take responsibility for all actions; that includes the action of writing a paper (Phoenix University 2006, Para 2, #11). Universities handle plagiarism with strict punishments.Blair Horniest, an 18 year old Valedictorian from New Jersey, lost her acceptance into Harvard when it was discovered that she had popularized text from other authors in columns for a local paper (Contrition Cello, 2003, Para 50). Another case of plagiarism at Harvard University was a book written by sophomore, Savvy Victorianism. She is being accused of popularizing Megan McCarty, an author of popular young-adult books (Smith, 2006 Para 2). Although her work was not submitted as course work at Harvard, the st rict honor code expects all students to project an image of honesty and integrity at all times (Smith, 2006, Para 16). Plagiarism can destroy careers and lives. Jason Blair, a former reporter for the New York Times, popularized over 40 articles in the course Of a year (Journalism Profiles, 2003, Para 2-3). By his actions, he caused pubic confidence in journalism to diminish (Journalism Profiles, 2003 Para 11). In the end, not only did he destroy his professional reputation and lose his job, he ended up taking two employees down with him Urinals Profiles, 2003 era 10).Lee Phil-sang, former President of Korea University, resigned from his position after local media reported that he had allegedly popularized part of his thesis (Honorable Decision, 2007 Para 2). Although the majority of his faculty and counsel supported him, Phil-Sang resigned thinking it was a better decision to quit than face the accusation of plagiarism (Honorable Decision, 2007,Para 5). Because the Internet makes sources easily available, the popularity of plagiarism is on the rise. The Internet carries a lot of temptation: from essay writing services to millions of web pages.

PROMOTING CHILD DEVELOPMENT AND LEARNING Flashcard

PROMOTING CHILD DEVELOPMENT AND LEARNING

History Thesis

History Thesis History Thesis History ThesisYou are at your graduate school learning history and researching the topic you have been assigned in the course of your studying. If you have to write a history thesis, it means that you have already accomplished three or four years of your studying and the final step is to be done.History thesis is not easy, especially if you have to time and no desire to work on it. Nevertheless, if you are looking for successful graduation, you must complete a thesis writing project, despite of your desires, wants, and lack of time.History Thesis TopicsThere are many possible history thesis topics and they are not limited to current events or social movements, to elections of Barack Obama or gay rights. History thesis be wide enough to allow proper secondary research and yet leave some space for primary investigation, unless you are writing a history thesis about the Roman Empire and there are not witnesses of that time left.You may develop your history thesis topic by focusing on g eographical area (African history, American history, Asian history)You may focus your history thesis topic on certain period (Medieval History, Modern History, Renaissance History)You may write about difference civilizations (Western Civilization History, Indian Civilization, Aztec Civilization)You may explore the specific field of history (Art History, Oral History, Forgotten History)You may trace the relationship between history and other academic disciplines (History of Eastern Philosophy).Professional History Thesis WritingWe know that history thesis writing is not easy, especially if you have no time to write it. Well-written thesis must be based on sufficient research. It means that you should spend many hours in the library trying to find supporting information. Do you have enough time to devote to thesis writing?The majority of students are too busy to have enough time for all academic assignments. Consequently, many of students recall having a history thesis due on ly when the deadline is tomorrow morning. What should you do in such a situation? There is an effective solution: professional history thesis writing service from scratch!If you have written your history thesis partially and want someone to finish it, if you seek professional editing service online, you may also turn to us and get your history thesis written or edited by experts in academic assignments!

Strategic Management Accounting in University Essay

Strategic Management Accounting in University - Essay Example The strategies are implemented with the help of a number of activities whose progress has to be assessed in order to control the activities and assure the achievement of the goals of the organisations various type of performance indicators are used by the organisation. In this segment the various forms of performance indicators used by the organisations including those which are used by the University of Newland has been analysed to assess the present techniques used by the management of the of University of Newland and identify the alternative techniques which can be used by the university to measure the performance. 2.1 Traditional method Traditionally organisations used to measure their performance with the help of various financial techniques like ratio analysis, trend analysis etc. These techniques were used to evaluate the performance of the companies or other organisations and the results were often compared with that of the desired level of the organisation which is also term ed as benchmark. Ratio analysis is done on the historical data that is after the activities have already been done and the financial statements have been prepared. Most of the data used in ratio analysis are mainly used from the financial statements. The ratio analysis helps to ascertain the financial position of the organisation as well as the profitability and the managerial performance of the organisation. This is a very useful and convenient performance indicator which is prevalent in today’s time also. The main disadvantage of ratio analysis is that ratio analysis uses historical data which cannot be used to analyse the ongoing performance of the organisation. Another disadvantage of this kind of performance measurement tool is that through this type of analysis... The paper tells that every organization whether it is a profit making organization or non-profit making organization has various vision and mission. The objectives or the organisations are focussed on this achievement of the vision and mission of the organisation. The organisation at various time adopt a number of strategies to achieve the mission of the organisation. These strategies are focussed on the objectives of the organisation. To achieve the organisational objectives it is very important to control the activities of the organisation. In this regard tools and techniques of management accounting can be used to control the organisational activities and direct them towards the attainment of the organisational goals. Thus strategic management accounting helps the mangers to take strategic decisions by providing useful financial and nonfinancial information. After analysing the strategic environment, costing and budgeting techniques it can be concluded that the education environme nt is quite favourable to successfully run universities but the costing and budgeting techniques used by the University is quite outdated and the University must adopt the newer approaches of cost allocation and budgeting which would improve the strategic position and efficiency of the organisation. The organisation should also adopt the newer performance indicators which would not only increase the efficiency of the organisation but will also help the organisation in achieving the strategic goals.