The Impact of Ethics on Decision Making Essay Example For Students

The Impact of Ethics on Decision Making Essay Running Head: Ethical Decisions The Impact of Ethics on Decision Making Essay Sheila Reeve University of Phoenix Online The Impact of Ethics on Decision Making We will write a custom essay on The Impact of Ethics on Decision Making specifically for you for only $16.38 $13.9/page Order now Ferrel and Gardiner (1991) say there are two criteria to ethical choices on top of being legal. The first being; One does not infringe on the basic inalienable human rights such as life, freedom of speech and privacy, due process recognized by our society (ethical formalism). Basically stating the respect of others should be considered in all decisions. The second states each person should strive towards an increase in self-esteem and mental health. Maintaining self-respect should be thought of in the decision making process. We all face decisions in every day life, some appear obvious and easy while others do not. People are always struggling with their ethics during the decision making process. There are those who do not how to decided which is ethical or not. I found an Ethics Quick Test from the Online Ethics for Engineering and Science page (2002), which provides seven things, to check in order to examine the ethical implications toward a person decisions: 1)Is the action legal? 2)Does it comply with your understanding of our values? 3)If you do it, will you feel bad? 4)How will it look in the newspaper? 5)If you know it is wrong, do not do it. 6)If you are not sure, ask. 7)Keep asking until you get an answer. Even though this information pertains to a specific topic it can also be used in everyday life. Everyone should be able to look at a choice and answer these questions without hesitation. When thinking of whether or not something is legal, one would need to look at all aspect of the word legal. Is this going to harm anyone, including ones self? There is also the issue of the decision being legal but it may not be ethical. For example: a woman who legally not responsible for a traffic accident but clearly in the cause. She stops in the road because she wants to get something out of her car into a building. Not only does she turn her car off, she turns her lights off as well with no hazard lights turned on. The road has no room from the curb to the actual road for a car to pass without going into oncoming traffic. A second driver coming down the same road, not seeing her car sitting on the side of the road runs into her car. The person in the second car receives the traffic ticket and is sued for damages done to her car. The insurance company for this person ends up paying for the damages done to the ladys car. Even though this is not ethical it was completely legal. If the woman, in the parked car, had thought about the consequences of her actions she would have realized she was in the wrong and perhaps not have sued the innocent person. Ferrel and Gardiner mention along with some decisions comes a price of short-term stress or a degree of conflict and pain. Many people battle the decision of whether their personal values outweigh what is legally right. As is most situations within the medical field. Knowing that each person has his or her own values and beliefs is one thing. Its another to accept this fact though. Within the medical field this is a conflict that arises often. By law, medical personnel must learn to put their own personal beliefs aside and abide by the wishes of the patients and families. If they dont, the risk of being sued is high. Which is ethical though? Abiding the wishes of the patient or ones own beliefs? Many battle the If I turn this machine off this person will die, it will be my fault. This is a decision one should make prior to entering the field. Perhaps the above number four, regarding the newspaper issue, may not be pertinent, but the issue raises a good point. .u12d9001c8e90b73750ad97b3ce36f818 , .u12d9001c8e90b73750ad97b3ce36f818 .postImageUrl , .u12d9001c8e90b73750ad97b3ce36f818 .centered-text-area { min-height: 80px; position: relative; } .u12d9001c8e90b73750ad97b3ce36f818 , .u12d9001c8e90b73750ad97b3ce36f818:hover , .u12d9001c8e90b73750ad97b3ce36f818:visited , .u12d9001c8e90b73750ad97b3ce36f818:active { border:0!important; } .u12d9001c8e90b73750ad97b3ce36f818 .clearfix:after { content: ""; display: table; clear: both; } .u12d9001c8e90b73750ad97b3ce36f818 { 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; } .u12d9001c8e90b73750ad97b3ce36f818:active , .u12d9001c8e90b73750ad97b3ce36f818:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u12d9001c8e90b73750ad97b3ce36f818 .centered-text-area { width: 100%; position: relative ; } .u12d9001c8e90b73750ad97b3ce36f818 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u12d9001c8e90b73750ad97b3ce36f818 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u12d9001c8e90b73750ad97b3ce36f818 .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; } .u12d9001c8e90b73750ad97b3ce36f818:hover .ctaButton { background-color: #34495E!important; } .u12d9001c8e90b73750ad97b3ce36f818 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u12d9001c8e90b73750ad97b3ce36f818 .u12d9001c8e90b73750ad97b3ce36f818-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u12d9001c8e90b73750ad97b3ce36f818:after { content: ""; display: block; clear: both; } READ: 4th grade Living Things Unit 4, Lesson 1 A better way of looking at it might be: If looked at from the perspective of others, how will it appear? What will the public eye think about the decision made? If a Senator .

Tamara Draut Essays

Tamara Draut Essays Tamara Draut Paper Tamara Draut Paper The Growing College Gap In her essay The Growing College Gap Draut makes the claim that attending college is a decision students are faced with nationwide. She argues that there’s a gap between class and race dealing with financial problems. The gap has increased due to many cuts in the educational system and how Financial Aid helps the less fortunate but it doesn’t make higher education any more affordable to the masses. Therefore, since the socioeconomic breach continues to grow, security for a middle-class student, which is earning a four-year degree, is now decreasing because of the expense to actually achieve the said degree. This essay focuses on college students and their future, while making a comparison of their social class. It shows the government has a major impact in this situation because it offers some statistics to give a vision of what the employment rates have changed according to previous studies about now. In addition, the author differentiates the futures many college students have as a result of their parents’ financial past and present. Tamara Draut dissected every aspect of the American college system and thoroughly backed up her argument with undeniable statistics and facts. For example, persons with some college experience can expect to earn $1. 5 million while with an Associate-degree they can expect to earn $1. 6 million. Also, persons with a Bachelor’s degree can expect to earn $2. 1 million, persons with a Master’s degree can expect to earn $2. million and with a Professional degree they can expect to earn $4. 4 million (1). Surprisingly only seventy percent of high school graduates attend college; one would think that with estimated earnings such as those that more than eighty-five or ninety percent of graduates would go onto higher education. If college were less expensive, this percentage would increase drastically. According to Draut, â€Å"While the Federal government is spending more than ever before on student aid, over $70 billion to be exact, funding has not kept pace with enrollments or tuition prices† (2). This quote it is confusing, because of the amount the Federal Government is spending is quite a huge number itself and yet it’s not enough to fund most students. There are cuts in education, and a lot of students are affected by it. It will be hard for them to pay off the tuition and loans because some of these students are from a low income family. It has been difficult for them to consider how much money they will end up paying off after they’ve graduated from college. It would be good if the Federal Government can find ways to help give the poor more funding for college. Economic status is a major factor in the college process. For most people, it is the only factor. Unfortunately, the first question middle-class and low-income families ask about a school is how much it is because of the insane burden that college loans place on the student and their family. With the extremely competitive job market as well as the intense competition between college students, as long as tuition rates continue to increase, the economic classes will grow further and further apart. In the nineteenth century, there were really only two classes: the upper class and the lower class. It seems that soon enough, there will no longer be a middle class based on the economy and competition alone. The lower class cannot get ahead because they do not have the money; especially when college is extremely expensive. The upper class will continue to get ahead because they have enough money to do with it whatever they want. Another part of Draut’s argument should make all college degree seeking Americans fight against the injustice of government aid programs; providing aid on merit based performance only (3). It is fair the money being granted to students who study hard and make sacrifices in order to obtain their secondary education, but what happened with the students who come from low income backgrounds? Aid programs do not take into consideration that many low income students come from inner cities, where secondary education is at the bottom of categorized education scale and these students lack the crucial knowledge that being taught at the more prestige’s high schools of the suburbs where middle and upper class students attend. The college tuition rates are increasing and soon enough only the wealthy will be able to afford going to receive their degrees. Even with the various grants, legislation and financial aid opportunities, students and families alike still struggle to muster up enough money to be able to enroll in one’s preferred institution. Hopefully, more legislation will be instilled so that many more students, of minorities and low-income families predominantly, will have better chance of being able to attend a university. Draut, Tamara. â€Å"The Growing College Gap†. The Allyn Bacon Guide To Writing. Ed. John D. Ramage, John C. Bean and June Johnson. New York: Longman, 2010. 270. Print. Draut, Tamara. â€Å"The Growing College Gap†. The Allyn Bacon Guide To Writing. Ed. John D. Ramage, John C. Bean and June Johnson. New York: Longman, 2010. 271-272. Print. Draut, Tamara. â€Å"The Growing College Gap†. The Allyn Bacon Guide To Writing. Ed. John D. Ramage, John C. Bean and June Johnson. New York: Longman, 2010. 272. Print.

Internal and External Stakeholders Assignment Example | Topics and Well Written Essays - 750 words

Internal and External Stakeholders - Assignment Example ary funding to emergency management has negatively affected the effort by FEMA to design a properly functioning and integrated communication system that would bring majority, if not all, of the involved stakeholders on board. Since September 11, existing funding and staff resources have been redirected at Department of Homeland Security to focus significantly on terrorism based activities. According to the 2013 Federal Signal Public Safety Survey conducted by Zogby, three-quarters of emergency managers cited budget constraints as their biggest challenge when it comes to updating their emergency communication systems (Griffin, 2013). Citizens’ apathy towards public safety also contribute to the communication challenges. John Von Thaden, vice president and general manager, notification systems at Federal Signals, puts this challenge into perspective by highlighting the obstacles encountered by public safety official in their bid to implement ECS solutions. He notes that the general public continue to remain disinterested in efforts rolled out by emergency officials to raise their awareness and preparedness in the wake of a disaster. Undoubtedly, very few Americans are concerned of the emergency numbers that they ought to call in the event of an emergency. Public drills on emergence response are rarely taken serious by the citizens (Griffin, 2013). Also, technological advancement has ironically bolstered communication challenges in emergency management. This is by taking the citizens’ dimension. Facebook, twitter, and other social media platforms seem to be competing with conventional modes of communication such as radio, television, and phone calls. The varied preferences on the channel to use has made it hard for public safety officials to reach out to the maximum number of individuals in case of a disaster. A mobile platform should be embraced as the main medium of communication during emergencies. This is because physical infrastructure is often prone to

Entrepreneurship and Innovation in Organisations Essay

Entrepreneurship and Innovation in Organisations - Essay Example Explanations of corporate growth and development, and of the organization's ability to maximise profitability over time have increasingly relied on the entrepreneurial function (Greiner, 1972). Simply defined, an entrepreneur is someone who organizes and assumes the risk of a business in return for the profits. Entrepreneurial success depends on the ability to think strategically, have a clear strategic vision, and achieve quick results. The meaning of entrepreneurship is bound up with the concept of uncertainty. Entrepreneurs create value by acting in the context of uncertainty. As Knight (1921) puts it, the entrepreneur is the "organizer of uncertainties," which means he possesses the ability to creatively reorganize the relationships between factors of production and market opportunities in ways that create value which otherwise would not have been generated. The ability to organize wealth-generating relationships between factors of production presupposes that a market opportunity exists for the entrepreneur to capture. This gives rise to the concept of the entrepreneur as being "noticer of opportunity" (Kirzner, 1973). Entrepreneurial behaviour is, thus, described as action taken on noticed opportunities. Markets are almost always in disequilibrium and based on price disparity and information asymmetry, there always exists opportunity for arbitrage. This opportunity, however, only generates value for the noticing entrepreneur. It can be deduced that value is generated not only by an entrepreneur who is "organizer of uncertainties", but also by the entrepreneur who is "noticer of opportunities" (Jones & Butler, 1992). In entrepreneurship, once an opportunity has been acted upon, a series of internal forces begin to interfere in the entrepreneurial process. A distinction arises between entrepreneurship and management in the firm, leading to agency problems. The agency problem occurs when it is difficult for one party to evaluate the performance of the other due to uncertainty in environmental, organizational, or task conditions. Moreover, the motives of the parties to an exchange may be different giving rise to opportunism and, in turn, agency problem (Jones & Butler, 1992). In the entrepreneurial context, risk preferences cause an agency problem because the principal and agent have different risk preferences. Agency theory elaborates on the different risk preferences by discussing risk aversion of agents stating that the agents are only rewarded normal salary even though they have to bear the uncertainty of entrepreneurial activities. On the other hand, the principal is the residual claimant of all net revenues of the activities. The reward to the principal is the entrepreneurial profit for undertaking uncertainty whereas the reward to the agent is normal salary for risk taking. This disparity in reward structure gives rise to agency problem where agents have no incentive to behave entrepreneurial (Jones & Butler, 1992). Agents face an additional problem if they have injected any capital in the organization. This is because if the organization engages in a risky venture and faces bankruptcy, the agents lose their capital and have difficulty in securing equivalent alternative employment. Therefore, there is no incentive for agents to invest in the organization. This causes a misalignment of interests of principals or entrepreneurs and agents or managers and results in a loss in a firm's

Salem Witch Trials (US HISTORY) Research Paper Example | Topics and Well Written Essays - 1000 words

Salem Witch Trials (US HISTORY) - Research Paper Example 17th century North America was characterized by beliefs in supernatural powers. People believed that supernatural beings played a role in everyday life. There was also strong believes that Satan was active on earth. The concept of supernatural beings emerged from Europe and quickly spread to North America during the period of colonization. It was believed that peasants practiced witchcraft by invoking charms for agriculture and farming. The principles of white magic moved to dark magic. This was associated with evil spirits and demons. Witchcraft persecutions became a common event in Massachusetts because people associated witchcraft with the devil. Most women and men in Salem believed that the misfortunes experienced in the society were related to the work of Satan and his agents on earth (Fradin and Dennis 51). The agents were believed to be witches and were accused of overseeing occurrences such as the death of an infant, crop failure and disasters. King James II placed Sir Edmund Andros as the governor of Massachusetts Bay Colony after the Royal Charter was vacated in 1684. In 1689, the new governor was overthrown following a revolution called the Glorious Revolution. The revolution ousted King James II and replaced him with a protestant ruler. The new ruler lacked the constitutional power or authority to rule. After the king was overthrown, disputes emerged between the colonial settlers in North America. The tensions led to a war in which a number of English settlers were repeatedly attacked (Goss 18). The war forced the settlers to leave their settlements and seek refuge in Essex County. Later, a charter for a bigger Province in Massachusetts was given. In the absence of a valid charter to rule the colony, the colonialists and their administrators did not have a legitimate government that could handle capital cases. Massachusetts had a village called Salem Village that was known for internal disputes. The

Analysis of Construct Traits in Personality Theory

Analysis of Construct Traits in Personality Theory Word Count: 1521 Q: It is said that traits are important constructs in personality theory. Support or refute this statement. 1. INTRODUCTION If you were every to ask a person to describe him or her self, he or she would probably make use of adjectives such as ‘motivated’, ‘fun-loving’, or maybe ‘lazy’ and ‘disorganised’. These people would, in essence, be describing themselves by identifying aspects of what makes them who they are, factors or traits. Kassin (2003) identifies individuals’ emotions, thoughts and behaviours as making up his or her personality. These can vary considerably from one person to the next. Therefore, in order to make the subject of personality more scientific, researchers such as Allport, Eysenck and Cattell, through a process of factor analysis, identified factors or aspects of personality, that are considerably stable across time. Personality traits. These researchers have not yet reached an absolute consensus on the precise number of traits, which may be used to accurately describe personality. Eysenck, for example identified the traits neuroticism, extraversion and psychoticism as sufficient in describing most aspects of personality. Cattell, however, identified 16 traits necessary in accounting for aspects of personality. These disparities arise out of differences in factor-analytic method used and the range of items analysed (Carr, 2004). The most dominant trait theory of recent years is the Five-Factor Model of Personality (MacCrae Costa, 1999); a richer exploration of this will follow. The following will consider the value of the construct traits in personality theory, by providing an overview of the literature on the construct traits, related theories and current research, concluding with a discussion on the findings. 2. DEFINITION In considering the importance of the construct traits in personality theory, the author will look closer at the definition of personality and that of the construct traits. 2.1. A Definition of Personality It is said that there are as many definitions of personality as there are personality theorist. Pitts (1991: 609) highlights Gordon Allport’s definition of personality, which identifies it as, ‘the dynamic organization within the individual of those psychophysical systems that determine his characteristic behaviour and thought’, as being widely accepted by most theorists. Kaplan and Sadock (1998: 775) define personality as, ‘a person’s characteristic totality of emotional and behavioural traits apparent in ordinary life, a totality that is usually stable and predictable’. From these two comprehensive definitions, personality could therefore be seen as being both distinctive and characteristic, and as describing a style of interacting in everyday life. Since each person is complexly unique, it is not surprising that the task of describing, and even more so, measuring personality is also highly complex. On returning to the question, and considering the above definition of personality, it would appear that for the construct traits to play a significant role in personality theory they need to be able to accurately describe an individual’s general disposition, and identify these as being stable across the life-span. 2.2. A Definition of Traits Traits are said to be those things that make us who we are. More specifically, ‘traits are relatively enduring personal characteristics, which, along with situational variables, influence behaviour, cognition and affect’ (Carr, 2004: 181). In considering the above definition, the following terms are highlighted: relatively enduring and situational. The author highlights these terms specifically, as they impact on the importance of traits on personality theory, in that traits, according to this definition, are not necessarily stable across the life span and are situationally influenced. For example, the trait ‘honest’ is very often used in describing an individual, yet this particular trait is often very dependent on a given situation. Despite these possible limitations of trait theory, the author considers the clear approach traits provide in understanding and describing personality and personal interactions, as well as a tool for comparing individuals. 3. THEORETICAL FOUNDATIONS Factor-analytic approaches and trait theories have arisen in recent years as a welcomed alternative to abstract theorising, in identifying aspects of personality that influences an individual respond in varying situation (Pitts, 1991). Raymond Cattell, using a set of observable, surface personality traits, identified a small group of 16 primary traits, as being central to personality. While, Hans Jurgen Eysenck proposed a 3-trait model. More recently, the Five-Factor Model (MacCrae Costa, 1999) has emerged as a front-runner of trait theories, as it provides a middle road between the extreme positions of Cattell and Eysenck (Carr, 2004). The Author will now consider these approaches to trait theory in greater depth. 3.1. Raymond Cattell In his aim to improve the predictive techniques of personality theory, in estimating a persons behaviour in a given situation, Raymond Cattell began by identifying names, ‘used to describe traits or characteristics of personality’ (Pitt, 1991: 623). From a list of 18 000 trait names, Cattell reduced this to 160. Then, through a process of factor analysis, he further reduced this number to 16 factors. Cattell described these 16 factors on a continuum, in a view that each person possess, to some degree, every trait. Everybody has some degree of every trait. These traits in: Abstractedness, Apprehension, Dominance, Emotional Stability, Liveliness, Openness to Change, Perfectionism, Privateness, Reasoning, Rule Consciousness, Self-Reliance, Sensitivity, Social Boldness, Tension, Vigilance and Warmth. Cattell considered these 16 factors as ‘source traits’, which form the basis of personality (Pitt, 1991, 623). In 1949 Cattell published these findings in an assess ment tool, the 16PF. According to Fehriinger(2004: Â ¶16), despite Cattell’s 16-factor theory having made great contributions to the development of personality theory, his theory has received vast criticism. The most prominent criticism being that despite numerous attempts to replicate the 16 Personality Factor Model, an entire replication has never been achieved. Yet, despite criticism, Fehriinger (2004: Â ¶16) identifies the contribution of Cattell’s theory in that, ‘investigation into to the validity of Cattells model researchers did discover the Big Five Factors, which have been monumental in understanding personality, as we know it today’. 3.2. Hans Jurgen Eysenck According to Eysenck, personality can be represented on three dimensions, which are uncorrelated with each other; he labelled them extraversion, neuroticism and psychoticism (Pitt, 1991). Eysenck suggested that each person exhibits set responses to external and internal stimuli and that these will vary in accordance with the intensity of the stimuli, the situation and state of mind (Pitt, 1991).These set responses then develop into predictable trends, for example, a person may feel intimidated by large crowds, and as a result, limit his or her contact with specific situations. When this avoidance becomes a normal defence to coping with crowds, it becomes a habit. This behaviour may also then extend to other situations, such as social functions or days out in the city. When these responses are combined, they form traits. Jang (1998: Â ¶27) identifies the following contributions of Eysenck’s approach to the development of personality theory. By combing descriptive and casual aspects of personality, Eysenck’s model is considered more credible than other descriptive models. It is both comprehensive and descriptive, a critical aspect for comparison with other trait theories. The experimental approach adopted by Eysenck in the study of personality, makes this model more evidence based. Making this model more likely to generate more specific predictions because knowledge about the functioning of the specified physiological structures is available. Despite these identified contributions, Eysenck’s theory has received criticism in that it has been found to concentrate too extensively on extraversion, and has not made any expansion. A further criticism is that the unitary nature of extraversion, a premise of his theory, has been questioned. 3.3. Five-Factor Model The Five-Factor Model has drawn on the insights of Cattell, Eysenck and others, and includes the following dimensions: Neuroticism, Extraversion, Openness to Experience and Agreeableness and Conscientiousness (Carr, 2004). According to Srivastava (2006), the five-factor model has made significant contributions to the development of personality theory, in that it established a common taxonomy, doing away with a previously disorganised field. Furthermore, the five-factor model is distinguished from other theories is that it is based on language, rather than on ideas from an individual psychologist. Further support is found for the five-factor model, in that meta-analysis has confirmed the predictive value of this model across a range of behaviors. Saulsman and Page (2004, as cited in Srivastava, 2006) examined the relationship between the five-factor model and each of the 10 personality disorder categories in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). These researchers found that across 15 independent samples, each disorder displayed a unique and predictable five-factor profile (Srivastava, 2006). 4. DISCUSSION From the afore gone exploration on personality theory and traits, the author is able to identify both strengths and weaknesses of the construct traits. Since trait theory is largely based on statistical data, it removes any bias influence and remains objective, unlike other personality theories, which are based on subjective personal experiences. Furthermore, it is a clear and easy to apply approach for use in understanding people. However, the criticisms remain that it is a poor predictor of future behaviour and fails to address developmental issues. Despite these, the author is able to identify the importance of the construct trait in personality theory. 5. BIBLIOGRAPHY Carr, A. 2004. Positive Psychology: The science of happiness and human strengths. Hove: Brunner-Routledge. Fehriinger, H.M. 2004. Contributions and Limitations of Cattell’s Sixteen Personality Factor Model. Retrieved on the March 2nd, 2007, from http://www.personalityresearch.org/papers/fehringer.html. Jang, K. 1998. Eysenck’s PEN Model: Its contributions to personality psychology. Retrieved on March 2nd, from http://www.personalityresearch.org/papers/jang.html Kaplan, H. I., Sadock, B. J. 1998. Synopsis of Psychiatry: Behavioral sciences/ clinical psychiatry. (8th ed.). USA: Lippincott Williams Willkins. Kassin, S. 2003. Psychology. USA: Prentice-Hall, Inc. McCrae, R., Costa, P. 1999. A five factor theory of personality. In L. Pervin and O. John (Eds.). Handbook of Personality (2nd ed.). pp. 139-153. NY: Guilford. Pitts, M. 1991. Personality. In J. Radford and E. Govier (Eds.). A Textbook of Psychology (2nd ed.). London: Routledge. Srivastava, S. (2006). Measuring the Big Five Personality Factors. Retrieved March 2nd, 2007 from http://www.uoregon.edu/~sanjay/bigfive.html.

The Molding Hand of Oppression: Forming an Identity in Persepolis

Ruby Instructor Bachman Writing Across the Arts (Porter 80A-21) 2 November 2012 (1278 words) The Molding Hand of Oppression: Forming an Identity in Persepolis Every person is unique. However, there are many similar parts that go into creating every person’s identity. Of course, there is the biology, the genetics. Then there are outside forces, the nurturing of a person. When trying to form an identity, there are numerous outside factors that contribute, such as gender, culture, and environment.For Marji, the protagonist of the Persepolis series, being an Iranian woman is absolutely a factor that featured prominently in the shaping of her personality. She was not allowed to experiment with her identity by her clothing or style, because the government controlled what women were allowed to wear. She had to have some sort of connection with religion, because the government forced the religion upon its subjects. She also experienced hardships, like the death of family members, beca use of war against the tyrannical government.Growing up under the oppressive hand of the Iranian government has formed Marji’s strong identity. Clothing, a big form of self-expression, was predetermined for Marji, so that she had a few options of how to proceed. The first thing Marji introduces in the story is the veil, which is a headscarf that women are required to wear for public decency. Marji does not like the veil since she does not understand why she has to wear it. When Marji is young, she says, â€Å"I really didn’t know what to think about the veil, deep down I was very religious† (Persepolis 1, 7). Since she is so young, she is unaware of the real point of the veil.It is forced on because the government wants to hide the potential power women have. Later, Marji finds out that the restricted clothing has constrained her freedom by not allowing her to express a part of her individuality. After her parents come back from a trip to Istanbul, Turkey, she g ets gifts such as 1983 Nike Shoes, a denim jacket, a Michael Jackson button, and posters. She puts on her new shoes and her new jacket with the new button on it to go out and buy some music tapes. However, the guardians of the revolution, the women’s branch who arrest women who are improperly veiled, catch Marji.She luckily gets away. Through this experience, she realizes that she does not even have a minimal amount of freedom to show her individuality as a rebel. Clothing allows people to express their individuality, but forcing women to wear the veil not only prevents women from showing their own personality but also eliminates their freedom. If a woman wears a veil, then all the women will look just the same, and there is no opportunity for individuality there. Marji travels to Europe, and while there, she is finally able to express herself and experiment with her personality.When Marji becomes sixteen, she tries new stuff, coating her hair with gel, adding a thick line of eyeliner, and using safety pins as earrings (Persepolis 2, 36). As you see in the panels, she experiments with her hairstyles, which would not even be seen under the oppressive Iranian regime. Each new style is in a completely separate panel, showing the time passing between each event (McCloud 101). It takes time to develop an identity. She is allowed to express herself in Europe, and because of this, she is able to develop her personality in a way that she could not have been able to if she had been back in Iran.The government keeps Iranian women on a tight leash, so the lack of expression through clothing that Marji experiences in Iran, and the amount of expression she experiments with outside of her country, helped her develop as a person. Iran has a very strong connection between religion and state, which is reflected in Marji’s spirituality. Marji says herself that she was born with a religion, and she believes her path is to be a prophet. Religion becomes a part of he r character. Because she wants to be a prophet when she is ten, God sometimes appears and becomes her companion.Whenever Marji is having a personal conflict, God appears to help her work through it. For example, Marji takes a long bath in the water tub to feel like to be in a cell filled with water, when God appears to her. She is trying to experience what it feels like to be tortured, like her captured relatives and countrymen. God just randomly appears to her to ask, â€Å"What are you doing? † (Persepolis 1, 25). In that panel, The main color is white. White is a color like purity and spirituality, which makes sense, because God is in it. However, in the next panel, the background is entirely black.This panel does not have God in it. Instead, it is just Marji almost connecting to the pains of her grandfather. So the simplicity of the black background helps show the beginning of her internal conflict (McCloud 192). Marji is learning about how cruel the government truly is, and even God cannot help her understand why. Because Iran was very connected to religion, she always has a spirituality about her. The government forced a certain religion on Marji. Even though she did not always believe in that religion, she was still shaped by her conversations with God.Even though God doesn’t appear later on, believing in a religion as a child was able to lay the foundation for a spirituality that would last her the rest of her life. Living through war is very difficult. Because of war, many of Marji’s families and her neighbors met death. Satrapi’s graphic style, which is mainly composed of black and white, depicts violent moments with a simple description. For instance, when Satrapi depicts the bombing of her neighbors, the black and white frames, along with the gutters, portrays how terrified Marji feels (Persepolis 1, 142). For example, there is a panel where Marji is covering her eyes.Then it cuts to a panel that is just completely black . It shows just how emotional the scene is (McCloud 150). Because Satrapi’s style is so simple, drawing the character to explain the horrible emotions would be out of style. It is much more expressive just to keep the panel completely black. Since those dreadful incidents happened to her when she was young, she grew up as a strong-hearted and caring Iranian who knew the difficulties of war and came out stronger for it. Even though she disagrees with the lack of freedoms in her country, she is very proud to be an Iranian woman.She actually says this when some students were talking at a restaurant and were not respecting her. She stood up and said to them, â€Å"You are going to shut up or I am going to make you! I AM IRANIAN AND PROUD OF IT† (Persepolis 2, 43). The war and demonstrations due to the revolution has built her a strong identity as an Iranian. Marji is definitely shaped by her outside environment. The fact that she is Iranian during such difficult times is a bsolutely a big environmental factor. Not being able to wear whatever she wants limits her self-expression, so she has to work around that. The government forces a religion on her.She is also thrown into the middle of a war. All of these things should limit how her identity grows. But despite all the obstacles that being Iranian created for her, in the end, she still has a very strong connection with her Iranian culture. She obviously connects as an Iranian woman. Her own culture suppresses her, and in doing so, makes her stronger. Works Cited Satrapi, Marjane. Persepolis: The Story of a Childhood. New York: Pantheon, 2003. Print. Satrapi, Marjane. Persepolis 2: The Story of a Return. New York: Pantheon, 2004. Print. McCloud, Scott. Understanding Comics. Northampton, MA: Kitchen Sink, 1993. Print.

Charles Finney the Great Revivalist

Charles Grandison Finny was born in Connecticut on august 29, 1792. His family was not religious and didn’t teach him much about being Christian. He was an excellent student in school. When he grew up he was a lawyer. He heard enough about the bible to know he wasn’t going to heaven that scared him. So one day he ran in the woods and said if he didn’t find God he wasn’t coming back. When he came out of the woods he felt the love of God. He wanted to be God’s lawyer.He met with his client and said he had to quit the case and to go be God’s lawyer. He was really blunt when teaching about God he was more like a lawyer than a pastor. When he started preaching he noticed that people where just pretending to be Christians and really weren’t living as Christians. He told them the truth about Christianity and challenged them to be real Christians. Finney preached firmly in a way that people had never heard before and at first people didnâ€⠄¢t like him or his way of preaching.He continued to challenge them to be the way god wants them to be and after a while they began to understand him and his way of preaching. Finney had a great impact on people of his time. Charles Finney proves that when you believe in something strong enough anything is possible. Finney proved that by finding God and convincing people to change their ways even when they didn’t like him. If more people in the world where like Finney everyone would be able to stand up for what they think is right and the world would be a better place.

10 Heterogeneous and Homogeneous Mixtures

10 Heterogeneous and Homogeneous Mixtures When you combine two or more materials, you form a mixture. There are two categories of mixtures: homogeneous mixtures and heterogeneous mixtures. Heres a closer look at these types of mixtures and examples of mixtures. Key Takeaways: Mixture A mixture is formed by combining two or more materials.A homogeneous mixture appears uniform, regardless of where you sample it. A heterogeneous mixture contains particles of different shapes or sizes and the composition of one sample may differ from that of another sample.Whether a mixture is heterogeneous or homogeneous depends on how closely you examine it. Sand may appear homogeneous from a distance, yet when you magnify it, it is heterogeneous.Examples of homogeneous mixtures include air, saline solution, most alloys, and bitumen.Examples of heterogeneous mixtures include sand, oil and water, and chicken noodle soup. Homogeneous Mixtures Homogeneous mixtures appear uniform to the eye. They consist of a single phase, be it liquid, gas, or solid, no matter where you sample them or how closely you examine them. The chemical composition is the same for any sample of the mixture. Heterogeneous Mixtures Heterogeneous mixtures are not uniform. If you take two samples from different parts of the mixture, they will not have an identical composition. You can use a mechanical method to separate components of a heterogeneous mixture (e.g., sorting candies in a bowl). Sometimes these mixtures are obvious, where you can see different types of materials in a sample. For example, if you have a salad, you can see different sizes and shapes and types of vegetables. In other cases, you need to look more closely to recognize this mixture. Any mixture that contains more than one phase of matter is a heterogeneous mixture. This can be tricky because a change of conditions can alter a mixture. For example, an unopened soda in a bottle has a uniform composition and is a homogeneous mixture. Once you open the bottle, bubbles appear in the liquid. The bubbles from carbonation are gasses, while the majority of the soda is liquid. An opened can of soda is an example of a heterogeneous mixture. Examples of Mixtures Air is a homogeneous mixture. However, the Earths atmosphere as a whole is a heterogeneous mixture. See the clouds? Thats evidence the composition is not uniform.Alloys are made when two or more metals are mixed together. They usually are homogeneous mixtures. Examples include brass, bronze, steel, and sterling silver. Sometimes multiple phases exist in alloys. In these cases, they are heterogeneous mixtures. The two types of mixtures are distinguished by the size of the crystals that are present.Mixing together two solids, without melting them together, typically results in a heterogeneous mixture. Examples include sand and sugar, salt and gravel, a basket of produce, and a toy box filled with toys.Mixtures in two or more phases are heterogeneous mixtures. Examples include ice cubes in a drink, sand and water, and salt and oil.The liquid that is immiscible form heterogeneous mixtures. A good example is a mixture of oil and water.Chemical solutions are usually homogeneous mixtures. T he exception would be solutions that contain another phase of matter. For example, you can make a homogeneous solution of sugar and water, but if there are crystals in the solution, it becomes a heterogeneous mixture. Many common chemicals are homogeneous mixtures. Examples include vodka, vinegar, and dishwashing liquid.Many familiar items are heterogeneous mixtures. Examples include orange juice with pulp and chicken noodle soup.Some mixtures that appear homogeneous at first glance are heterogeneous upon closer inspection. Examples include blood, soil, and sand.A homogeneous mixture can be a component of a heterogeneous mixture. For example, bitumen (a homogeneous mixture) is a component of asphalt (a heterogeneous mixture). Not a Mixture Technically, if a chemical reaction is occurring when you mix two materials, its not a mixture... at least not until it has finished reacting. If you mix baking soda and vinegar, a chemical reaction occurs. Once the reaction has finished, the remaining material is a mixture.If you mix together ingredients to bake a cake, a chemical reaction occurs between the ingredients. While we use the term mixture in cooking, it doesnt always mean the same thing as the chemistry definition.

Causes of World War I and the Rise of Germany

Causes of World War I and the Rise of Germany The early years of the 20th century saw tremendous growth in Europe of both population and prosperity. With arts and culture flourishing, few believed a general war possible due to the peaceful cooperation required to maintain increased levels of trade as well as technologies such as the telegraph and railroad. Despite this, numerous social, military, and nationalistic tensions ran beneath the surface. As the great European empires struggled to expand their territory, they were confronted with increasing social unrest at home as new political forces began to emerge. Rise of Germany Prior to 1870, Germany consisted of several small kingdoms, duchies, and principalities rather than one unified nation. During the 1860s, the Kingdom of Prussia, led by King Wilhelm I and his prime minister, Otto von Bismarck, initiated a series of conflicts designed to unite the German states under their influence. Following the victory over the Danes in the 1864 Second Schleswig War, Bismarck turned to eliminating Austrian influence over the southern German states. Provoking war in 1866, the well-trained Prussian military quickly and decisively defeated their larger neighbors. Forming the North German Confederation after the victory, Bismarcks new polity included Prussias German allies, while those states which had fought with Austria were pulled into its sphere of influence. In 1870, the Confederation entered into a conflict with France after Bismarck attempted to place a German prince on the Spanish throne. The resulting Franco-Prussian War saw the Germans rout the French, capture Emperor Napoleon III, and occupy Paris. Proclaiming the German Empire at Versailles in early 1871, Wilhelm and Bismarck effectively united the country. In the resulting Treaty of Frankfurt which ended the war, France was forced to cede Alsace and Lorraine to Germany. The loss of this territory badly stung the French and was a motivating factor in 1914. Building a Tangled Web With Germany united, Bismarck began setting about to protect his newly formed empire from foreign attack. Aware that Germanys position in central Europe made it vulnerable, he began seeking alliances to ensure that its enemies remained isolated and that a two-front war could be avoided. The first of these was a mutual protection pact with Austria-Hungary and Russia known as the Three Emperors League. This collapsed in 1878 and was replaced by the Dual Alliance with Austria-Hungary which called for mutual support if either was attacked by Russia. In 1881, the two nations entered into the Triple Alliance with Italy which bound the signatories to aid each other in the case of war with France. The Italians soon undercut this treaty by concluding a secret agreement with France stating that they would provide aid if Germany invaded. Still concerned with Russia, Bismarck concluded the Reinsurance Treaty in 1887, in which both countries agreed to remain neutral if attacked by a third. In 1888, Kaiser Wilhelm I died and was succeeded by his son Wilhelm II. Rasher than his father, Wilhelm quickly tired of Bismarcks control and dismissed him in 1890. As a result, the carefully built web of treaties which Bismarck had constructed for Germanys protection began to unravel. The Reinsurance Treaty lapsed in 1890, and France ended its diplomatic isolation by concluding a military alliance with Russia in 1892. This agreement called for the two to work in concert if one was attacked by a member of the Triple Alliance. A Place in the Sun and the Naval Arms Race An ambitious leader and the grandson of Englands Queen Victoria, Wilhelm sought to elevate Germany to equal status with the other great powers of Europe. As a result, Germany entered the race for colonies with the goal of becoming an imperial power. These efforts to obtain territory overseas brought Germany into conflict with the other powers, especially France, as the German flag was soon raised over parts of Africa and on islands in the Pacific. As Germany sought to grow its international influence, Wilhelm began a massive program of naval construction. Embarrassed by the German fleets poor showing at Victorias Diamond Jubilee in 1897, a succession of naval bills were passed to expand and improve the Kaiserliche Marine under the oversight of Admiral Alfred von Tirpitz. This sudden expansion in naval construction stirred Britain, who possessed the worlds preeminent fleet, from several decades of splendid isolation. A global power, Britain moved in 1902 to form an alliance with Japan to curtail German ambitions in the Pacific. This was followed by the Entente Cordiale with France in 1904, which while not a military alliance, resolved many of the colonial squabbles and issues between the two nations. With the completion of HMS Dreadnought in 1906, the naval arms race between Britain and Germany accelerated with each striving to build more tonnage than the other. A direct challenge to the Royal Navy, the Kaiser saw the fleet as a way to increase German influence and compel the British to meet his demands. As a result, Britain concluded the Anglo-Russian Entente in 1907, which tied together British and Russian interests. This agreement effectively formed the Triple Entente of Britain, Russia, and France which was opposed by the Triple Alliance of Germany, Austria-Hungary, and Italy. A Powder Keg in the Balkans While the European powers were posturing for colonies and alliances, the Ottoman Empire was in deep decline. Once a powerful state that had threatened European Christendom, by the early years of the 20th century it was dubbed the sick man of Europe. With the rise of nationalism in the 19th century, many of the ethnic minorities within the empire began clamoring for independence or autonomy. As a result, numerous new states such as Serbia, Romania, and Montenegro became independent. Sensing weakness, Austria-Hungary occupied Bosnia in 1878. In 1908, Austria officially annexed Bosnia igniting outrage in Serbia and Russia. Linked by their Slavic ethnicity, the two nations wished to prevent Austrian expansion. Their efforts were defeated when the Ottomans agreed to recognize Austrian control in exchange for monetary compensation. The incident permanently damaged the already tense relations between the nations. Faced with increasing problems within its already diverse population, Austria-Hungary viewed Serbia as a threat. This was largely due to Serbias desire to unite the Slavic people, including those living in the southern parts of the empire. This pan-Slavic sentiment was backed Russia who had signed a military agreement to aid Serbia if the nation was attacked by the Austrians. The Balkan Wars Seeking to take advantage of Ottoman weakness, Serbia, Bulgaria, Montenegro, and Greece declared war in October 1912. Overwhelmed by this combined force, the Ottomans lost most of their European lands. Ended by the Treaty of London in May 1913, the conflict led to issues among the victors as they battled over the spoils. This resulted in the Second Balkan War which saw the former allies, as well as the Ottomans, defeat Bulgaria. With the end of the fighting, Serbia emerged as a stronger power much to the annoyance of the Austrians. Concerned, Austria-Hungary sought support for a possible conflict with Serbia from Germany. After initially rebuffing their allies, the Germans offered support if Austria-Hungary was forced to fight for its position as a Great Power. The Assassination of Archduke Franz Ferdinand With the situation in the Balkans already tense, Colonel Dragutin Dimitrijevic, head of Serbias military intelligence, initiated a plan to kill Archduke Franz Ferdinand. Heir to the throne of Austria-Hungary, Franz Ferdinand and his wife Sophie were intending to travel to Sarajevo, Bosnia on an inspection tour. A six-man assassination team was assembled and infiltrated into Bosnia. Guided by Danilo Ilic, they intended to kill the archduke on June 28, 1914, as he toured the city in an open-topped car. While the first two assassins failed to act when Franz Ferdinands car passed by, the third threw bomb which bounced off the vehicle. Undamaged, the archdukes car sped away while the assassin was captured by the crowd. The remainder of Ilics team was unable to take action. After attending an event at the town hall, the archdukes motorcade resumed. One of the assassins, Gavrilo Princip, stumbled across the motorcade as he exited a shop near the Latin Bridge. Approaching, he drew a gun and shot both Franz Ferdinand and Sophie. Both died a short time later. The July Crisis Though stunning, Franz Ferdinands death was not viewed by most Europeans as an event that would lead to general war. In Austria-Hungary, where the politically moderate archduke was not well-liked, the government elected instead to use the assassination as an opportunity to deal with the Serbs. Quickly capturing Ilic and his men, the Austrians learned many of the details of the plot. Wishing to take military action, the government in Vienna was hesitant due to concerns about Russian intervention. Turning to their ally, the Austrians inquired regarding the German position on the matter. On July 5, 1914, Wilhelm, downplaying the Russian threat, informed the Austrian ambassador that his nation could count on Germany’s full support regardless of the outcome. This blank check of support from Germany shaped Viennas actions. With the backing of Berlin, the Austrians began a campaign of coercive diplomacy designed to bring about a limited war. The focus of this was the presentation of an ultimatum to Serbia at 4:30 PM on July 23. Included in the ultimatum were ten demands, ranging from the arrest of the conspirators to allowing Austrian participation in the investigation, that Vienna knew Serbia could not accept as a sovereign nation. Failure to comply within forty-eight hours would mean war. Desperate to avoid a conflict, the Serbian government sought aid from the Russians but were told by Tsar Nicholas II to accept the ultimatum and hope for the best. War Declared On July 24, with the deadline looming, most of Europe awoke to the severity of the situation. While the Russians asked for the deadline to be extended or the terms altered, the British suggested a conference be held to prevent war. Shortly before the deadline on July 25, Serbia replied that it would accept nine of the terms with reservations, but that it could not allow the Austrian authorities to operate in their territory. Judging the Serbian response to be unsatisfactory, the Austrians immediately broke off relations. While the Austrian army began to mobilize for war, the Russians announced a pre-mobilization period known as â€Å"Period Preparatory to War. While the foreign ministers of the Triple Entente worked to prevent war, Austria-Hungary began massing its troops. In the face of this, Russia increased support for its small, Slavic ally. At 11:00 AM on July 28, Austria-Hungary declared war on Serbia. That same day Russia ordered a mobilization for the districts bordering Austria-Hungary. As Europe moved towards a larger conflict, Nicholas opened communications with Wilhelm in an effort to prevent the situation from escalating. Behind the scenes in Berlin, German officials were eager for a war with Russia but were restrained by the need to make the Russians appear as the aggressors. The Dominoes Fall While the German military clamored for war, its diplomats were working feverishly in an attempt to get Britain to remain neutral if war began. Meeting with the British ambassador on July 29, Chancellor Theobald von Bethmann-Hollweg stated he believed that Germany would soon be going to war with France and Russia, as well as alluded that German forces would violate Belgiums neutrality. As Britain was bound to protect Belgium by the 1839 Treaty of London, this meeting helped push the nation towards actively supporting its entente partners. While news that Britain was prepared to back its allies in a European war initially spooked Bethmann-Hollweg into calling on the Austrians to accept peace initiatives, word that King George V intended to remain neutral led him to halt these efforts. Early on July 31, Russia began a full mobilization of its forces in preparation for war with Austria-Hungary. This pleased Bethmann-Hollweg who was able to couch German mobilization later that day as a response to the Russians even though it was scheduled to begin regardless. Concerned about the escalating situation, French Premier Raymond Poincarà © and Prime Minister Renà © Viviani urged Russia not to provoke a war with Germany. Shortly thereafter the French government was informed that if the Russian mobilization did not cease, then Germany would attack France. The following day, August 1, Germany declared war on Russia and German troops began moving into Luxembourg in preparation for invading Belgium and France. As a result, France began mobilizing that day. With France being pulled into the conflict through its alliance to Russia, Britain contacted Paris on August 2 and offered to protect the French coast from naval attack. That same day, Germany contacted the Belgian government requesting free passage through Belgium for its troops. This was refused by King Albert and Germany declared war on both Belgium and France on August 3. Though it was unlikely that Britain could have remained neutral if France was attacked, it entered the fray that next day when German troops invaded Belgium activating the 1839 Treaty of London. On August 6, Austria-Hungary declared war on Russia and six days later entered into hostilities with France and Britain. Thus by August 12, 1914, the Great Powers of Europe were at war and four and a half years of savage b loodshed were to follow.

Development of Rural Economy Thesis Example | Topics and Well Written Essays - 8250 words

Development of Rural Economy - Thesis Example Economic growth is believed to be evenly distributed when it helps both the rural and urban areas of a country. In this, the economy of USA is taken as model for development that could be used by Australia and Iraq to develop their rural side. It is believed that although Australia and Iraq are among the richest nations of the world but they have failed to develop their rural areas and there is large disparity of income and standard of living between people of rural and urban areas. The paper does not only talk about economic issues related to the lack of growth of rural areas in the countries mentioned above but also talks about the social issues and social changes that are needed to be imposed by the governments of respective nations in their search of achieving balanced economic growth. This paper has also suggested a new theory of rural vs. urban trade-off to explain how investment could result in growing both the rural and urban areas of any economy. Economic growth is a field of Development Economics that shows the growth in GDP or annual out of a economy over a period of time which is usually taken as a year. An economy is said to be growing if the output in the current year is greater than the previous year. For example, if the GDP in current is $120, whereas in the previous year it was $100, then one can safely that the economy is growing by 20%. Economists usually prefer diffused growth in the economy rather regional growth. The reason behind this is that region growth leads to disparity between different region of a country and can lead to urbanization and problems that coincide with it. Economic growth is usually brought about by following factors or by the following conditions: Output is growing: This implies that output in the current year should be greater than the output produced in the previous year. Output should be greater than inflation and population growth: Some times price increases also tend to move up the value of output. However, any value increase of GDP due to inflation is not considered as an economic growth of a country. Economic growth occurs when there is physical increase in the quantity of goods and this increase should also be greater than increase in population growth for an economy to grow. United States of America meets these conditions better than Iraq and Australia and that is why American economy has grown so much relative to these economies. Labor Productivity increases: If Labor productivity increase, they will be able to produce more output in the given production hours. This will result in economic growth of an economy and the United States of America is a prime example of this. Investment in Capital Goods: More capital means that the economy

Law Article Example | Topics and Well Written Essays - 1000 words

Law - Article Example â€Å"When at the desire of the promisor, the promise or any other person has done or abstained from doing, or does or abstains from doing, or promises to do or abstain from doing something, such an act or abstinence or promise is called a consideration for the promise.† Social agreements are the agreements which are just promises between two or more persons or parties, but do not enjoy the status of contract. For example one person invites another at his office to have dinner with him, but if he fails to host dinner, no legal remedy can be demanded, as it is social agreement in nature. Such promises do not bind the parties, to fulfil the promise, thus no legal rights between the parties are created, as in the case of Balfour and Balfour (1919) 2 KB 571: â€Å"When a husband failed to pay a promised allowance, the wife sued. The court announced the judgement in these words: "There are agreements between parties which do not result in contracts within the meaning of that term in our law. The ordinary example is where two parties agree to take a walk together (or) arrangements which are made between husband and wife. They are not contracts because the parties did not intend that they should be attended by legal consequences. Each house is a domain into which the Kings writ does not seek to run.† (Quoted in Duhaimes Canadian Contract Law Centre, p 2). On the other hand, there are some contracts, which are legal in nature, and the parties are bound to execute the promise and agreements. In case of not complying with which, legal rights and obligations are created, as in the case of Telaviv and Yusuf. In the case above described, Telaviv and Yusuf are the plaintiff and the defendant respectively. Since the offer made by Yusuf through advertisement, was mere a general offer, and not made to one specific person. An offerer is the person who makes an offer, and the offeree is the person who