Choose a professional career path such as CIMA, ACCA. and critical Essay

Choose a professional career path such as CIMA, ACCA. and critical evaluation of two professional bodies appropriate for your ca - Essay Example This body has an aim of ensuring that that the growth of accountancy is that of influence as well as reputation. Membership Requirements In terms of membership, CIMA offers two grades, which include Associate and fellow. This means that for associate, an auditor for instance has to pass the qualifying examinations of the institute, should have three years of qualifying practice, which has been proved by being signed by witnesses. Two persons have to propose and second the member. As for the fellow, the auditor, being a member, should have the necessary experience from the senior level (Gowthorpe, 2005). On the other hand, a candidate should register as a member so as to undertake a professional scheme qualification. If a member completes the examination successfully, he/she therefore is transferred to the affiliate status. From this status is when a member is supposed to demonstrate through an application form that they have acquired a practical and supervised experience in accountan cy hence becoming an auditor . They should also have acquired the competence that is of standard level in auditing. Also, after a membership of five consecutive years, a senior membership is automatically awarded. ACCA offers its members the access to the Association of Corporate Treasurers membership. The United Kingdom’s Security & Investment Institute also recognizes ACCA members such as financial accountants (Page, 2006). The members are allowed to take International Taxation advanced diplomas at Chartered Institute of taxation. As for the CIMA, members gain recognition by the Society of Management Accountants of Canada. It has a qualification program with New Zealand Institute of Chartered Accountants. Qualifications In terms of qualification, ACCA provides a variety of diplomas and certificates at a foundation level. This is generally known as accountancy foundations. It offers an entry for individuals who want to pursue a career in finance and accounts but are new to t his field and do not meet the ACCA qualification entry requirements. Other qualifications include International auditing certificates, Financial management diplomas, Certificate and Diploma in International Financial Reporting, for ACCA full membership, individuals are offered MBA from Oxford University (Mike, 2008). CIMA offers a syllabus that is structured to motivate accountants pursuing their career in finance. Therefore, the students are at a position acquire Diploma in management accounting, Advanced management accounting diplomas as well as business accounting certificate. However, this body takes a long process when marking the examinations. Before the examinations are marked, a meeting is held between the examiner and the marker whereby they discuss into details of the marking scheme. The examiner is at a position to moderate the marking system at a closer range hence reviewing the scripts of marking. Differences There are a number of differences between a financial account ant from ACCA and an auditor from CIMA. ACCA for instance is a global organization that caters for financial accountants on a professional level while CIMA offers professional management in accounts internationally. CIMA deals with management on corporate strategy, budget making and variance analysis. On the other hand, ACCA concentrates on the technical accounting that best suits tax accountants, auditors as well as corporate

The Ethnic Essay Example for Free

The Ethnic Essay ETHNIC RELATIONS IN PENINSULAR MALAYSIA: THE CULTURAL AND ECONOMIC DIMENSIONS Abstract This paper looks at the changing ethnic relations in Peninsular Malaysia in terms of the interactions between the state’s policies to advance Malay cultural dominance and reduce ethnic economic inequality and the aspirations and actions of the Chinese community. The state of ethnic relations partly will depend on whether the majority of the ethnic members, in particular the ethnic elites, are pursuing separatist or amalgamative strategies and goals, and on whether the rival ethnic groups stand in positions of marked inequality or near equality to each other. In this sense, since the 1969 ethnic riots, ethnic relations have eluded out right conflicts in part because the rival ethnic communities have pursued mainly amalgamative strategies and goals, and in part because the economic inequality gap has narrowed between the Malays and non-Malays. However, the expanding place of Islam in the Malay personal, and hence collective, identity and the relative success in making social classes more multiethnic have added additional complexities to the future of ethnic relations. Introduction Ethnicity remains the most potent force in Malaysia even if of late its influence has been somewhat adulterated by other social stratification forces, principally class and gender. The potency of ethnicity lies in its ability to combine both affective and instrumental appeals. As members of distinct and self-conscious cultural communities, Malays, Chinese and Indians naturally were inclined to identify with and treasure their respective languages, cultures and religions, and thus actively strived to preserve and propagate them. 1 Since they share a common pool of generalized symbols and values, the ethnic members would primarily socialize and associate with their own. Ethnicity thus continues to constitute an integral constituent of the individual Malaysia psyche and ethnic membership critically demarcates his/her social life and taste. It follows that the effectiveness of affective appeals originates from the evident passionate attachments to a particular ethnicity that continue to sway individual identification and pattern of social life. Passionate attachments are readily excited for the purposes of galvanizing ethnic individuals to preserve, protect and promote their culture, language, and religion. Historically, in Malaysia, the affective appeals also became intimately intertwined with the instrumental pursuit of political and economic goals that aimed to manipulate the system and distribution of rewards in preference of the particular ethnic members. Consequently, because ethnicity combines â€Å"an interest with an affective tie†, ethnic groups were more effective and successful than social classes in mobilizing their members in pursuit of collective ends in Malaysia. In post-independent Malaysia, ethnic relations became entangled and influenced by the rival ethnic communities’ struggle over the cultural constituents of national identity, the share of political power, and the distribution of economic wealth. This paper is divided into two parts. The first part examines the development in the cultural relations and the second part on the economic relations. The Cultural Dimension In the Western European experience, the process of nation building was preceded by or coincided with the cultural process of collective identity formation that was grounded in ethnicity. If and when ethnicity formed the basis of nationality, the construction of a national culture/identity almost always would be based on the dominant ethnic group’s culture with the concurrent marginalization, and usually annihilation, of the minority ethnic groups’ cultures (Smith 1986). In most of the Western European nations, assimilation of the minority ethnic groups into the dominant ethnic group culture became the normative historical experience. The tacit conflation of nation and ethnicity largely arose from the emergence of European nations with relatively homogeneous national cultures. Indeed, the tacit conflation entrenched and perpetuated the notion of a nationalism that imagines the nation in terms of a people sharing a common history, culture, language and territory. In the colonial world, the conflated conception of nationalism powerfully captured the imaginations of most of the national liberation movements. Inspired by 2 the image of a homogenous cultural nation led to efforts by the dominant ethnic groups in the postcolonial world to fashion national cultures out of their own. A result of this was the proliferation of assimilationist policies in many of the postcolonial nationstates. But, given the multiethnic character of nearly all the postcolonial nation-states, the imposition of assimilationist policies regularly resulted in accentuating the relations between the dominant and minority ethnic groups. Although Malaysia is an exception to the rule in terms of not pursuing an outright assimilationist policy, the Malays, nevertheless, persisted on the construction of a national culture founded on their culture. The unequal relation between the Malay and non-Malay cultures was formally recognized and written into the 1957 Constitution2. This was a radical departure from the colonial period where no one ethnic group’s culture was given privileged status and there was no conception of a common national culture. The colonial state moreover practiced an essentially nonintervention policy in the cultural development of the colony and each ethnic group had equal access to and could freely practice their culture in the colonial public space. The postcolonial state played, in contrast, an increasingly interventionist role in the cultural development of the society and actively promoted the public presence of Malay culture. In post-independent Malaysia, the site of cultural contentions was centered over the status and place of the different ethnic groups’ cultures in the public space. To construct a national culture founded on Malay culture necessary would mean the construction of a public space where Malay culture is omnipresence with the nonMalay cultures relegated to the periphery. However, to advance the Malay cultural symbols and Islam in the public space, the state would have to roll back the historically expansive presence of non-Malay cultural symbols in the public space in general and in the urban space in particular. Constitutionally, since the assimilationist notion was abandoned in Malaysia, the predicament was how to advance Malay cultural dominance without alienating the non-Malay communities and violating their rights to practice and to propagate their cultures as guaranteed in the constitution. In short, the ambivalence around the inclusion and exclusion of the non-Malays’ cultures constitutes the key predicament in the construction of the modern Malaysian nation. 3 In the 1960s, the cultural terrain was a fiercely contested arena. This was because, during this period, the majority of Malays and non-Malays held diametrically opposing stances on the cultural, religion and language issues. On the one side, the popular Malay opinion strongly backed the dominant and privileged position of Malay culture in the new nation and expected the state to uphold and promote Malay culture and the official status of Malay language. Consequently, the perceived slow progress made by the state in advancing Malay culture and language led to increasing numbers of Malays, especially the Malay cultural nationalists,3 to become disenchanted with the United Malays National Organization (UMNO) leaders. On the other side, the majority of Chinese vigorously and persitently advocated the equality of status for every culture in the society;4 Mandarin as one of the official languages, equal treatment of Chinese culture and religion, and equal recognition of and rights to education in their mother tongue. The Chinese demand for complete equality was powerfully captured in the notion of a â€Å"Malaysian Malaysia†. The heated cultural contentions considerably envenomed the ethnic relations in the 1960s. In the immediate aftermath of the 1969 ethnic riots, the Malay-dominated state proceeded, aggressively, to reconstitute the public cultural landscape. The National Culture Policy was implemented in 1971 to amplify the symbolic presence of Malay culture and Islam in the public space. Also in 1971, the National Education Policy was executed to incrementally make Malay language as the medium of instruction at all educational levels. Indeed, after 1969, the preeminence of Malay culture in the society became a non-negotiable proposition, and questioning it could result in prosecution under the Sedition Act. Conversely, the pro-Malay cultural policies put the non-Malay communities on the defensive and prodded them to safeguard their cultural presence in and access to the public space. In particular, when the state imposed increasing regulations and restrictions on the their rights to stage public cultural performances or to acquire land to build Chinese schools and places of worship and burial, it induced the Chinese to mobilize to defend and struggle for their cultural space and rights. The impact of the state cultural policies on the ethnic relations over the years depends on several factors. One factor is connected to what was the prevailing conception of Malay culture and the elements of the non-Malay ethnic cultures that 4 could go into the national culture. Another factor has to do with the specific cultural policies formulated and the manner the Malay-dominated state had pursued them. They varying responses of the Malay and Chinese groupings to the state cultural policies constitute another important factor. In the 1970s, pressures from the Malay cultural nationalists pushed the state to strive aggressively to enlarge the presence and function of Malay cultural symbols in the official and public spaces. Since the 1980s, however, pressures from the resurgence of Islam among the Malays led the state to introduce more measures to enhance the â€Å"Islamicization† of the society. Simply put, the state allocated funds and established institutions to research on and propagate Malay arts and cultures, â€Å"altering them where necessary to fit current ideological and religious sensibilities† .

lost Essay -- essays research papers

Peer Pressure   Ã‚  Ã‚  Ã‚  Ã‚  The hard part of being a teenager is learning to make the right decisions. One of the things that affects decision making is pressure we encounter from friends. Peers influence life. At this stage in life, which is our teen years, we will always try to fit in. Everyone has or will face peer pressure sooner or later. Peer pressure can be broken down into two areas; good peer pressure and bad peer pressure. From being a teenager myself, I have been placed in situations where I was pressured into drugs and alcohol. It‘s hard to say no, but to avoid peer pressure, you just have to stand up for yourself and walk away from it.   Ã‚  Ã‚  Ã‚  Ã‚  Whether we know it or not, peers influence our life just by spending time with us. We learn from them, and they learn from us. It’s only human nature to listen and learn from other people in our age group. As people grow into adulthood, peer pressure rarely occurs because they are older, so they can do a lot to take care of their self, be more independent, and make more choices on their own. They are old enough to accept responsibility for them, along with their positive or negative consequences.   Ã‚  Ã‚  Ã‚  Ã‚  Some kids give in to peer pressure because they want to be liked, to fit in, or because they worry that other kids may make fun of them if they don't go along with the group. Others may go along because they are curious to try something new that others a...

The Cracks in Glass’s Career

Stephen Glass was 24 years old when the incident happened. Back then, he was working for The New Republic (TNR) which is reputed to be one of the most influential magazines in America. According to him, the work load was much, the pressure tremendous and they are underpaid. However, the job was made rewarding by the people he works with and their work, the magazine, was read by the people who the cream of the society. The question here is why did the glass shatter? More specifically what made Stephen Glass Break? Long before the actual crack, â€Å"chippings† from Glass can be noticed. These â€Å"chippings† as I have called them are represented by the words he uttered like â€Å"are you mad at me?† and â€Å"don’t hate me†. These words are said by Stephen whenever he was asked by Michael Kelly or Chuck, the editors of TNR to verify a fact from his story. Curiosity will make us ask why he says these things. The answer to this question is that he fears loosing his friends and job. As is depicted in the movie; Stephen is yearning for acceptance which can be deducted as the primary source of â€Å"reward† he gets from his co-workers. The people in The New Republic find him funny and sweet. They also appreciate the things he says about them and the way he treats them. Stephen Glass doesn’t want to lose them. Deep inside him is the gnawing fear that his fictitious places, people and events be discovered. If the inevitable occurs; his job and friends will all disappear. The Glass will lose everything. This is his deepest fear. The chipping continues. Whenever Stephen wrote/created a story, he would present it to the staff in full color to make each one enjoy the account. And just when everybody is having such a good time, he starts referring to the piece as â€Å"silly†, â€Å"stupid† or â€Å"not worth writing†. All the time, Stephen knows his stories are incredible. People even attest to it: A teacher commented that he should write a boring piece once in a while. In these instances, his yearning for acceptance comes out. He wants to ensure that everybody likes his work. Another possible reason is Stephens’ fear of discovery. Almost all his pieces are incredible but he does not know how incredible it is such that people won’t accept it. Most of his stories, if read with a clear mind, will most certainly be doubted. But the idea alone that he works for a big time magazine company makes it credible. The topics which he writes about also go a long way in making his pieces credible. The topics he chooses can be said to be â€Å"secrets† and may seem to be the very type of information to be kept secret from the general public. When most people start their jobs, they always dream of making it big or garnering success. We’ll never know whether Stephen once dreamt of making it big in the world of journalism. But we do know that he did. We also know that he lost it: because the cracks appeared. The New York University journalism hand book for students created a list of laws and ethics in order to guide their students in journalism. Stephen Glass violated three from their list. At beginning of the movie, glass himself said â€Å"do not lie about who you are†. In order to write one of his pieces, which turned up to be partially fabricated, Stephen ‘masqueraded’ himself as a member and did not identify himself as a journalist. The second violation is on ‘quoting’ which he did by making up quotes which was not said. It should be pointed out that according to the NYU hand book, a quote must be a word for word account of what the interviewee said. The third and greatest violation is on ‘fabrication’. According to the movie 27 out of 41pieces he wrote was either partially of wholly fabricated. Stephen Glass made some mistakes. Major ones. However, before we throw stones at him, it must be noted he was still in his early 20’s when the story happened. Just a slip and somehow the work load and pressure got into him. Glass lied. Someone saw through his veils of fiction and fact, investigated and found out he twisted the truth. The Glass started breaking; small cracks at first. But when it started, Caitlin a co-worker saved him or at least tried to. Chuck the new editor of TNR was bombarding Stephen with questions on facts about a piece called â€Å"Hack Heaven†. Caitlin said that Stephen may have made his mistakes due to panic and pressure. While watching the movie, the viewer cannot feel but get angry for Stephen even more because not like Caitlin, I know better. Glass may be just a kid but he can lie his way through jurymen without blinking. He admits it as he said during the movie that he knows what moves a person. The Glass breaks. This time long cracks appeared. Chuck found out that Stephen may have lied on more than one occasion. He comes rushing to Stephen with evident fury in his eyes and tells him he is fired. Stephen never liked Chuck. He may have hated Chuck because the guy replaced Michael Kelly, the editor Glass admires because Kelly fights for his staff. This is rather unfair as Chuck also fights for his staff. When the cracks started appearing, the editor was overwhelmed by the idea of the piece being partly fictional. He even tried to protect Stephen from the journalist who found out but the Glass cracked totally and Chuck was the first to see the cracks. One by one he read trough Glass’ articles and realized such an incident may have happened before. Chuck was furious; his fury was fuelled by the discovery of being played as a fool, of reading lines after lines of fiction he will publish as facts, of defending a liar and of hearing and believing Stephen’s lies whenever confronted with the truth. So didn’t he drive Glass to the airport? He is tired of hearing Stephen’s side of the case which always ends up as a lie. We can see instances from a class where Stephen made a talk as a journalist throughout the movie and use this to explain how far his lies got a hold on him. This also shows how much it took away from him what he once discovered. And the Glass shatters. â€Å"You have to know who you're writing for, and you have to know what you're good at. I record what people do. I find out what moves them, what scares them. and I write that down. That way they're the ones telling the story.† Everyone lies. But a journalist must not. He cannot. Works Cited Penenberg, Adam L. NYU Journalism Handbook for Student: Ethics, Law and Good Practice. New York. â€Å"Shattered Glass Script†. Shattered Glass Script – Dialogue Transcript. 4 May 2008 ; http://www.script-o-rama.com/movie_scripts/s/shattered-glass-script-transcript-stephen.html; ; ; ; ; ; ; ; ; ; ; ; ; ; ;

Transcript of A Moonlight Fable by H.G. Wells Essay

A Moonlight Fable H.G.Wells Background Beginning Middle Ending Ending Cont. Middle Cont. Symbols H.G. Wells was an English author in the science fiction genre. He is known as the â€Å"Father of Science Fiction.† He began studying in biology and soon wrote novels on the Darwinian theory. Wells is known for his haunting and unpredictable stories. A mother sews a suit for her son and he loves it so much he wants to wear it all the time. His mother insists that he keeps it safely locked away until a special day. He adored it so much that he dreamt about it, but would only wear it once a week. His mother let him wear the suit as long as the buttons were covered in tissue so they wouldn’t tarnish.The boy was attentive to the buttons and saw them getting duller, which caused him anxiety. On night, when the moonlight shined through the window, the boy finds the urge to put the suit on. He tears all of the tissues and protective items off. He hurries out of his house and into his mother’s garden in the suit. He runs carelessly through the garden letting the thorns rip the jacket. He then runs into the duck pond and swims around. After swimming in the pond, he sees a moth and lets it fly around his head. He chases it and falls into a pit without noticing. The next morning, he is found dead at the bottom of the pit. Moonlight-Opportunity to change When the moonlight the story, the man begins to venture into wearing his suit The moonlight in the garden drives him to run through the thorns Buttons-Hopes and happiness Throughout the story, his happiness is suppressed and hidden like the buttons When he takes of the tissue, he is liberated and can finally be happy Garden- freedom In the garden, the boy is happiest and can be free When he dies in the lake, he is smiling showing that he was finally free and happy Symbols Cont. Setting & Characters Characters: the young boy and his mom Setting: In their home and church, not time is specified, most significant occurrences are during the night Important Quotations â€Å"It seemed to him the moonlight was not common moonlight, nor the night a common night, and for a while he lay quite drowsily with this odd persuasion in his mind.† â€Å"He did not care, for he knew it was all part of the wearing for which he had longed.† â€Å"‘Do you think my clothes are beautiful, dear moth? As  beautiful as your scales and all this silver vesture of the earth and sky?'† A Moonlight Fable By AYESHANUML90 | May 2013 Page 1 of 2 Summary and analysis of A Moonlight Fable by HGWells? Literature and Language Questions Answers.com > Wiki Answers > Categories > Literature & Language * Coke KahaniA story of our lives, happiness & togetherness, on your TV Screens.www.facebook.com/cocacola * FablesFind, Create, Share Infos With Attrakt Custom Searchwww.attrakt.com/ Ads Best Answer In this short story by H.G. Wells, a young man loves a suit that his mother sews for him. He loves this suit so much, he wants to wear it all the time. His mother however insists he keep the suit safely packed away until his wedding day. It was green and gold and woven so that I cannot describe how delicate and fine it was, and there was a tie of orange fluffiness that tied up under his chin. And the buttons in their newness shone like stars. He was proud and pleased by his suit beyond measure, and stood before the long looking-glass when first he put it on, so astonished and delighted with it that he could hardly turn himself away. The boy loved his suit so much that he dreamt about it. He would often take the suit out of it’s storage and admire it. His mother allowed him to wear the suit on Sundays to church, but with tissue covering the buttons so they wouldn’t tarnish and tacked on protective guards on the elbows and cuffs so they wouldn’t tear. Whenever the boy would peek at the buttons under the tissue wrap, he would notice they were becoming duller and duller, and this would cause him anxiety. One night he sees the moonlight shining into his bedroom and he gets out of bed with an urge to put the suit on. He makes up his mind to tear off the protective tissue and guards off the suit. Thought joined on to thought like things that whisper warmly in the shadows. Then he sat up in his little bed suddenly, very alert, with his heart beating very fast and a quiver in his body from top to toe. He had made up his mind. He knew now that he was going to wear his suit as it should be†¦

Catcher In The Rye Essays (716 words) - Literary Realism

Catcher In The Rye Essays (716 words) - Literary Realism Catcher In The Rye The Catcher in the Rye In J.D. Salinger's The Catcher in the Rye, the first person narration is critical in helping the reader to know and understand the main character, Holden Caulfield. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Holden discloses to the reader his innermost thoughts and feelings. He thus provides the reader not only with information of what occurred, but also how he felt about what happened. Holden's thoughts and ideas reveal many of his character traits. One late Saturday night, four days before the beginning of school vacation, Holden is alone, bored and restless, wondering what to do. He decides to leave Pencey, his school, at once and travels to New York by train. He decides that, once in New York, he will stay in a cheap motel until Wednesday, when he is to return home. His plan shows the reader how very impetuous he is and how he acts on a whim. He is unrealistic, thinking that he has a foolproof plan, even though the extent of his plans are to take a room in a hotel.., and just take it easy till Wednesday. Holden's excessive thoughts on death are not typical of most adolescents. His near obsession with death might come from having experienced two deaths in his early life. He constantly dwells on Allie, his brother's, death. From Holden's thoughts, it is obvious that he loves and misses Allie. In order to hold on to his brother and to minimize the pain of his loss, Holden brings Allie's baseball mitt along with him where ever he goes. The mitt has additional meaning and significance for Holden because Allie had written poetry, which Holden reads, on the baseball mitt. Holden's preoccupation with death can be seen in his contemplation of a dead classmate, James Castle. It tells the reader something about Holden that he lends his turtleneck sweater to this classmate, with whom he is not at all close. Holden's feelings about people reveal more of his positive traits. He constantly calls people phonies, even his brother, D.B., who has sold out to Hollywood. Although insulting, his seemingly negative feelings show that Holden is a thinking and analyzing, outspoken individual who values honesty and sincerity. He is unimpressed with people who try to look good in other's eyes. Therefore, since it is obvious that Holden is bright, the reason for his flunking out of school would seem to be from a lack of interest. Holden has strong feelings of love towards children as evidenced through his caring for Phoebe, his little sister. He is protective of her, erasing bad words from the walls in her school and in a museum, in order that she not learn from the graffiti. His fondness for children can be inferred when he tells her that, at some time in the future, he wants to be the only grown-up with all these little kids playing some game in this big field of rye and all. He'll stand on the edge of a cliff and catch anybody who starts to fall off the edge of the cliff. He got this image from his misinterpretation of a line from the Robert Burns poem, if a body catch a body comin' through the rye. When situations are described, in person or in a book, they are influenced by the one who describes them, and by his or her perceptions and experiences. Through Holden's expressions of his thoughts and feelings, the reader sees a youth, sensitive to his surroundings, who chooses to deal with life in unique ways. Holden is candid, spontaneous, analytical, thoughtful, and sensitive, as evidenced by his narration. Like most adolescents, feelings about people and relationships are often on his mind. Unfortunately, in Holden's case, he seems to expect the worst, believing that the result of getting close to people is pain. Pain when others reject you or pain when they leave you, such as when a friend walks off or a beloved brother dies. It would not have been possible to feel Holden's feelings or understand his thoughts nearly as

Guns, Money and Politics Notes #1 Essays - Democracy, United States

Guns, Money and Politics Notes #1 Essays - Democracy, United States Federalist No. 10 written by James Madison was a series arguing for the ratification of the United States Constitution. Published on November 22, 1787 .it is titled, "The Same Subject Continued: The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection". No. 10 addresses the question of how to guard against "factions", or groups of citizens, with interests contrary to the rights of others or the interests of the whole community The question of faction Federalist No. 10 continues the discussion of the question broached in Hamilton's Federalist No. 9. Hamilton there addressed the destructive role of a faction in breaking apart the republic. The question Madison answers, then, is how to eliminate the negative effects of faction. He defines a faction as "a number of citizens, whether amounting to a minority or majority of the whole, who are united and actuated by some common impulse of passion, or of interest, adverse to the rights of other citizens, or to the permanent and aggregate interests of the community". He identifies the most serious source of faction to be the diversity of opinion in political life which leads to dispute over fundamental issues such as what regime or religion should be preferred. However, he thinks that "the most common and durable source of factions has been the various and unequal distribution of property. Those who hold and those who are without property have ever formed distinct interests in society". He saw direct democracy as a danger to individual rights and advocated a representative democracy in order to protect what he viewed as individual liberty from majority rule, or from the effects of such inequality within society. Madison's arguments Madison first assessed that there are two ways to limit the damage caused by faction: either remove the causes of faction or control its effects. He then describes the two methods to removing faction: first, destroying liberty, which would work because "liberty is to faction what air is to fire", but it is impossible to perform because liberty is essential to political life. The second option, creating a society homogeneous in opinions and interests, is impracticable. The diversity of the people's ability is what makes them succeed more or less, and inequality of property is a right that the government should protect. Madison particularly emphasizes that economic stratification prevents everyone from sharing the same opinion. Madison concludes that the damage caused by faction can be limited only by controlling its effects. He then argues that the only problem comes from majority factions because the principle of popular sovereignty should prevent minority factions from gaining power. Madison offers two ways to check majority factions: prevent the "existence of the same passion or interest in a majority at the same time" or render a majority faction unable to act. Madison concludes that a small democracy cannot avoid the dangers of majority faction because small size means that undesirable passions can very easily spread to a majority of the people, which can then enact its will through the democratic government without difficulty. With pure democracy, he means a system in which every citizen votes directly for laws, and, with republic, he intends a society in which citizens vote for an elite of representatives who then vote for laws. He indicates that the voice of the people pronounced by a body of representatives is more conformable to the interest of the community, since, again, common peoples decisions are affected by their self-interest. He then makes an argument in favor of a large republic against a small republic for the choice of "fit characters" to represent the public's voice. In a large republic, where the number of voters and candidates is greater, the probability to elect competent representatives is broader. The voters have a wider option. In a small republic, it would also be easier for the candidates to fool the voters but more difficult in a large one. The last argument Madison makes in favor of a large republic is that as, in a small republic, there will be a lower variety of interests and parties, a majority will more frequently be found. The number of participants of that majority will be lower, and, since they live in a more limited territory, it would

Art of the Civil Rights Movement

Art of the Civil Rights Movement The Civil Rights Era of the 1950s and 1960s was a time in Americas history of ferment, change, and sacrifice as many people fought, and died, for racial equality. As the nation celebrates and honors the birthday of Dr. Martin Luther King, Jr. (Jan. 15, 1929) on the third Monday of January each year, it is a good time to recognize the artists of different races and ethnicities who responded to what was happening during the years of the 50s and 60s with work that still powerfully expresses the turmoil and injustice of that period. These artists created works of beauty and meaning in their chosen medium and genre that continue to speak compellingly to us today as  the struggle for racial equality continues. Witness: Art and Civil Rights in the  Sixties at the Brooklyn Museum of Art In 2014, 50 years after the establishment of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, religion, sex, or national origin, the Brooklyn Museum of Art hosted an exhibit  called Witness: Art and Civil Rights in the Sixties.  The political  artworks in the exhibit helped promote the Civil Rights Movement. The exhibit included work by 66 artists, some well-known, such as Faith Ringgold, Norman Rockwell, Sam Gilliam, Philip Guston, and others, and included painting, graphics, drawing, assemblage, photography, and sculpture, along with written reflections by the artists. The work can be seen  here  and here. According to Dawn Levesque in the article, Artists of the Civil Rights Movement: A Retrospective, The Brooklyn Museum curator, Dr. Teresa Carbone, was surprised at how much of the exhibits work has been overlooked from well-known studies about the 1960s. When writers chronicle the Civil Rights Movement, they often neglect the political artwork of that period. She says, its the intersection of art and activism.   As stated on the Brooklyn Museum website  about the exhibit: â€Å"The 1960s was a period of dramatic social and cultural upheaval, when artists aligned themselves with the massive campaign to end discrimination and bridged racial borders through creative work and acts of protest. Bringing activism to bear in gestural and geometric abstraction, assemblage, Minimalism, Pop imagery, and photography, these artists produced powerful works informed by the experience of inequality, conflict, and empowerment. In the process, they tested the political viability of their art, and originated subjects that spoke to resistance, self-definition, and blackness.† Faith Ringgold and the American People, Black Light Series Faith Ringgold  (b. 1930), included in the exhibit,  is a particularly inspirational American artist, author, and teacher who was pivotal to the Civil Rights Movement and is known primarily for her narrative quilts of the late 1970s. However, before that, in the 1960s, she did a series of important but less well-known paintings exploring race, gender, and class in her American People series (1962-1967) and Black Light series (1967-1969). The  National Museum of Women in the Arts  exhibited 49 of Ringgolds Civil Rights paintings in 2013 in a show called  America People, Black Light: Faith Ringgolds Paintings of the 1960s. These works can be seen  here. Throughout her career Faith Ringgold has used her art to express her opinions on racism and gender inequality, creating powerful works that have helped bring awareness of racial and gender inequality to many, both young and old. She has written a number of childrens books, including the award-winning beautifully illustrated  Tar Beach. You can see more of Ringgolds childrens books  here. See videos of Faith Ringgold on MAKERS, the largest video collection of womens stories, speaking about her art and activism. Norman Rockwell and Civil Rights Even Norman Rockwell,  the well-known painter of idyllic American scenes, painted a series of Civil Rights Paintings and was included in the Brooklyn exhibit. As Angelo Lopez writes in her article,  Norman Rockwell and  the Civil Rights Paintings, Rockwell was influenced by close friends and family to paint some of the problems of American society rather than merely the wholesome sweet scenes he had been doing for the Saturday Evening Post.   When Rockwell began working for Look Magazine he was able to do scenes expressing his views on social justice. One of the most famous was The Problem We All Live With, which shows the drama of school integration.   Arts of the Civil Rights Movement at the Smithsonian Institution Other artists and visual voices for the Civil Rights Movement can be seen through a collection of art from the Smithsonian Institution. The program, Oh Freedom!  Teaching African American Civil Rights Through American Art at the Smithsonian, teaches the history of the Civil Rights movement and  the struggles for racial equality beyond the 1960s through the powerful images that artists created. The website is an excellent resource for teachers, with descriptions of the artwork along with its meaning and historical context, and a variety of lesson  plans to use in the classroom.  Ã‚   Teaching students about the Civil Rights Movement is as important today as ever, and expressing political views through art remains a powerful tool in the struggle for equality and social justice.

Pericles and Julius Caesar Essay Example | Topics and Well Written Essays - 750 words

Pericles and Julius Caesar - Essay Example As two of the preeminent civilizations of antiquity, the inclination to compare the cultures of Greece and Rome is inevitable. While both civilizations exhibited tremendous advancements in politics and culture, they also exhibit distinct differences that attest to the varying nature of their worlds. An interesting feature of investigation concerning ancient Greece and ancient Rome concerns the degrees to which their geography is similar, as this feature affects later political and economic development. While both countries are Mediterranean, the relative features of their terrain vary greatly. The Greek cities had the advantage of being separated by large hills, which protected them against invading tribes. They also bordered a relied heavily on their contiguity to the ocean. While Rome was mountainous – it famously was found by settlers who naturally habituated on the city’s largest hills – the hills weren’t as strategically positioned to prevent invading barbarian tribes as their Greek counterparts. This essay considers the lives of two of these two men – Pericles and Julius Caesar -- that greatly shaped Greek and Roman culture through their military conquests and subsequent political rule; it argues that the subtle differences in their lives are a testament to the divergent nature of ancient Greek and Roman cultures.... When considering the development and early lives of both individuals it’s clear they shared a number of similar elements. Both men were descendants of nobility, and while Pericles father had been outcast for a period, it is clear they had significant advantages in youth. In terms of vision Caesar and Pericles demonstrated a number of divergent opinions. While Caesar was a progressive thinker who embraced education and intellectual virtues, historians recognize that Pericles contribution to this field of thought was outstanding as he greatly embraced Greek art and culture. This distinction is highly relevant as it underlines what many believe to be one of the crucial divisive elements in terms of these two countries of antiquity. When considering the differing art of the two cultures, history has been more favorable to the Greek work of antiquity than the Roman. While Roman art tended towards imitation and decoration, Greek art – influenced by the philosophical writings of Plato – attempted to capture ideal artistic forms. Art historians have documented distinct phases of Greek artistry, including the Mycenaean and Hellenistic periods; conversely Roman art of antiquity is generally characterized through generic conventions, notably the fresco and mosaic formats (Canfora 1996). Within this art one may further contend that there are deeper elements or conventions of these rulers and the way these perspectives took hold in the societies they so profoundly impacted. In these regards, it appears that while Greek culture through Pericles embraced the concept of intellectual knowledge and the examined life, the Caesarian vision was one of instinctual and emotional

Business Econimics Research Paper Example | Topics and Well Written Essays - 750 words

Business Econimics - Research Paper Example The elasticity of demand might affected too: Since trust is hard to earn and easy to lose, it is likely that once a company has violated ethical standards, consumers will be afraid of getting burnt again and will avoid the company at the first sign of trouble, making their offerings more elastic. Costs might raise: Contractors, suppliers and distributors might ask for a higher price for their service and goods, either because they feel that the company's bargaining position has declined, as insurance against potential malfeasance, or as compensation for the inevitable PR hit. Ethical issues are more likely to occur in deregulated markets (Palast, 2002; Palast, 2004). This is for a few reasons. First: The kind of behavior that occurs in a deregulated market tends to already be less constrained by conventional ethics, meaning that companies that thrive in that environment are already likely to have unorthodox and perhaps unscrupulous cultures and practices. Second: Regulation, both by NGOs and government, tends to make companies more sensitive to the impacts of what they are doing; it might be seen by someone. One of the major ways that Enron managed to get away with so much was the inaction of shareholders and the failure of accounting firms, auditors and regulators (Palast, 2002; Berenbeim, 2002). Consider a rise in demand for computer chips and potato chips. Potato chips are pure luxury items: They are highly elastic, because people can afford to go without potato chips. Computers and the chips that make them up, in contrast, are essential items for business, homes, political agencies and NGOs. The economy runs on telecommunication technology, credit card processing, etc. that is all done through computerized systems. A reduction in demand can't hurt computer makers much, despite the relatively high cost of producing computer chips to potato chips, because they are so essential. In the short run, a potato chip maker might harvest more potatoes, run lines faste r, or pack factories more tightly to increase production. A computer chip maker might do the same thing, but while the occasional green or stale potato chip is not a threat to the potato chip makers' reputation, a failing computer chip costs headaches in bad reviews, tech support headaches and so on. Buying new factories for potato chips is likely to be easy: Buying and properly fitting new factories and training new personnel for computer chips is much harder. In the long run, of course, the potato chip company has to bear in mind that a new health fad, a change in the taste buds and palates of customers, a marketing campaign, or something else might harm the demand for their product. They can't afford to get too much excess. Further, potato chips must be strictly identified according to USDA standards, meaning rebranding is more difficult than it might seem and companies are less flexible than an initial review would suggest (2009). However, computer chip makers know that, in the long run, their product cannot help but grow, as the Third World catches up and computerizes more and more and as more and more products need computer chips. Thus, it's clear that a product that is elastic might have some more flexibility in dealing with spikes, but tends to have difficulty maintaining those spikes and therefore taking advantage of them, whereas a less elastic product might take longer to get

How is the idea of architecture being conveyed and what, finally, does Essay

How is the idea of architecture being conveyed and what, finally, does this building mean - Essay Example In that case we do using the visual perception of the building (Tomaszewski, 2003). Therefore architecture relates to the entire design of the building which in the end gives the unique visual impression that we can see. Further, the buildings architectural designs can also communicate their history, iconography, or perhaps the people who built them. Different emotions or feeling as well can be communicated by different architectural connotations. Amongst the above connotations, also context, flexibility, formality, function and simplicity are some of the aspects that can be utilized by architects to communicate through the building design. This implies that architecture is thus a form of language. Architecture is a symbolical representation of language through which different emotions or information can be communicated (Tomaszewski, 2003). Therefore, buildings can be read just like texts. This essay discusses how the idea of architecture is being conveyed using Kolumba Museum buildi ng. Additionally, the essay also discusses what is finally meant by the Kolumba Museum building. Kolumba Museum is an art museum located in cologne Germany. The Museum has a monumental building designed by Peter Zumthor. This site was formerly, St. Columbia Church run by the diocese of Cologne. The museum is one of the oldest founded by the society for Christian art back in1953. The new home was designed by peter Zumthor in 2003. The site where this building sits was formerly occupied by the St Columbia church but was later to be destroyed during the World War II. The structure designed by Zumthor shares a site with the ruins of St. Columbia’s gothic church. The building is wrapped up with a perforated brick faà §ade including the entire museum (Zumthor, 2008). The building additionally has 16 exhibition rooms with varying qualities depending on the day light allowed in. with a light gray wall made of

The underground chamber of the Colosseum and the functions it was put Essay

The underground chamber of the Colosseum and the functions it was put to use during the first throughout the sixth century. Also - Essay Example This proposal aims at unearthing numerous facts concerning the Coliseum. This architect was initially known as Flavian Amphitheater, one of the biggest amphitheaters that the genius Romans ever constructed. It is indeed the largest in the world. The paper will discuss some facts concerning the Roman Collosseum, which was constructed in the ancient Roman emperor. Presently, the Coliseum represents an exceptional talent, which stands in a somewhat ruined condition. This partial ruin is because of various factors such as human intervention; it still remains one of the popular architects that attract huge numbers of tourists. Colosseum is a good example of an architectural structure in which its form and function are linked inextricably (Maya 1). To demonstrate this, this paper will look at some of the orders, the wall-like structure and the varied intersections of the Colosseum as part of its form and functions. Below is the architecture that will form the basis of my research. (The Col iseum: The gladiators’ bloody Circus stands). 1.2 Small Description of the Roman Colosseum The Roman Colosseum is amongst some of the most extraordinary pieces of architectures in the history of Roman Empire. Most people recognize it for its wicked past of bloody, yet amusing entertainment. Tourists and many other individuals would come on a regular basis to cheer on gladiators taking part the brutal fights against each other and the killing of animals. Many animals were brutally killed and most of these animals were imported from countries like Syria and Africa. It is noteworthy that the Coliseum had death written all over it since a fight would not end if something or someone died. Other spectacles included boxing matches, chariot races, archery contests, and any other type of gruesome episode. Preparation for any event requires time, effort, and space; therefore, I will write about the dissident chamber of the Colosseum and the functions it was put to. Gladiators, imported animals, criminals, and other constructive materials needed for each event were located beneath the ground floor (Wilkinson 145). Gladiators were held in rooms, while the animals were locked up in cages. Also, criminals were executed in the amphitheater, so they were held in cages underground as well. Due to the fact that there were ramps leading to different levels in the underground warren, we can conclude that it was a very deep and spacy area. In addition, I will cover the use and structural architect of trapdoors in the floor that opened at regular intervals to carry animals and people to the arena floor. During and after the second half of the fifth century, the underground chambers had a new function for the Colosseum: it stocked up pieces of the building that had crumpled throughout the years. Ordinarily, the Roman Colosseum is a incredibly attention-grabbing structure that has a barbaric history to it, but the better part of this paper will focus on researching about the m any functions of the underground chambers from the first century to the sixth, where it was entirely destroyed. 1.3 Facts about the Roman Coliseum In this part, this research will focus on the time when the Roman Coliseum was constructed. It will further highlight on the individuals who were behind the construction. The emperor during the time will also be highlighted upon in this section. Many people talk of the Flavian dynasty, but they rarely understand all about the ideas that led to the formation of this

Are certain democratic institutions more or less democratic than Essay

Are certain democratic institutions more or less democratic than others - Essay Example Russia is a federal presidential government with the executive power split between the President and the Prime Minister, however, President is the supreme head (Hale, 2006, p. 243). Two chambers represent the legislative system, the State Duma (lower house) and the Federation Council (upper house) (Chaisty, 2006, p.73). The Federation Council acts as a voice of Russia’s federated entities, and it forbids political factions. The Council is not directly elected, and consists of representatives from federal entities. It works with the lower house to complete and vote on draft laws. In addition, the Federal Council has special powers to declare presidential election, impeach the president and decides on the use of military forces outside Russia’s jurisdiction. However, the State Duma is the lower house and it consists of 450 deputies elected for terms of five consecutive years. Any Russian of age 21 years is eligible to run for parliamentary seat in the state Duma. The depu ties are elected from party lists through proportional representation. State Duma first considers all the bills. Immediately the majority in Duma State  passes the bill, a draft law is returned to the Federation Council. If the Council rejects the bill, the two chambers form a commission to work out a compromise. Norway is a constitutional monarchy having a parliamentary democratic system of governance.  The head of state is the King  whereas Prime Minister is the head of government (Wardahl, 2011, p.379). The government structure consists of three branches, the Executive Branch, the Legislative Branch, and the Judicial Branch. Norway has a unicameral legislature. The parliamentary system consists of the Stortinget that has two significant functions. It enacts legislation and approves the national budget. Stortinget also votes on proposals and the bills introduced by the Executive Branch. It monitors the executive and

The underground chamber of the Colosseum and the functions it was put Essay

The underground chamber of the Colosseum and the functions it was put to use during the first throughout the sixth century. Also - Essay Example This proposal aims at unearthing numerous facts concerning the Coliseum. This architect was initially known as Flavian Amphitheater, one of the biggest amphitheaters that the genius Romans ever constructed. It is indeed the largest in the world. The paper will discuss some facts concerning the Roman Collosseum, which was constructed in the ancient Roman emperor. Presently, the Coliseum represents an exceptional talent, which stands in a somewhat ruined condition. This partial ruin is because of various factors such as human intervention; it still remains one of the popular architects that attract huge numbers of tourists. Colosseum is a good example of an architectural structure in which its form and function are linked inextricably (Maya 1). To demonstrate this, this paper will look at some of the orders, the wall-like structure and the varied intersections of the Colosseum as part of its form and functions. Below is the architecture that will form the basis of my research. (The Col iseum: The gladiators’ bloody Circus stands). 1.2 Small Description of the Roman Colosseum The Roman Colosseum is amongst some of the most extraordinary pieces of architectures in the history of Roman Empire. Most people recognize it for its wicked past of bloody, yet amusing entertainment. Tourists and many other individuals would come on a regular basis to cheer on gladiators taking part the brutal fights against each other and the killing of animals. Many animals were brutally killed and most of these animals were imported from countries like Syria and Africa. It is noteworthy that the Coliseum had death written all over it since a fight would not end if something or someone died. Other spectacles included boxing matches, chariot races, archery contests, and any other type of gruesome episode. Preparation for any event requires time, effort, and space; therefore, I will write about the dissident chamber of the Colosseum and the functions it was put to. Gladiators, imported animals, criminals, and other constructive materials needed for each event were located beneath the ground floor (Wilkinson 145). Gladiators were held in rooms, while the animals were locked up in cages. Also, criminals were executed in the amphitheater, so they were held in cages underground as well. Due to the fact that there were ramps leading to different levels in the underground warren, we can conclude that it was a very deep and spacy area. In addition, I will cover the use and structural architect of trapdoors in the floor that opened at regular intervals to carry animals and people to the arena floor. During and after the second half of the fifth century, the underground chambers had a new function for the Colosseum: it stocked up pieces of the building that had crumpled throughout the years. Ordinarily, the Roman Colosseum is a incredibly attention-grabbing structure that has a barbaric history to it, but the better part of this paper will focus on researching about the m any functions of the underground chambers from the first century to the sixth, where it was entirely destroyed. 1.3 Facts about the Roman Coliseum In this part, this research will focus on the time when the Roman Coliseum was constructed. It will further highlight on the individuals who were behind the construction. The emperor during the time will also be highlighted upon in this section. Many people talk of the Flavian dynasty, but they rarely understand all about the ideas that led to the formation of this

Ethics Theories Essay Example | Topics and Well Written Essays - 250 words

Ethics Theories - Essay Example   Utilitarianism stipulates that the greatest happiness should be the guiding principle for the conduct (Shafer-Landau 2012). Finally, Deontological ethics focuses on the rightness or wrongness of the individual actions.   It does not put considerations to the rightness or wrongness of the consequences of the actions committed.  Distinction in how each theory addresses ethics and Morality  A Utilitarianism approach on morals and ethics implies that no moral action is intrinsically right or wrong.   The correctness or wrongness of an individual’s action is solely a creation of his or her non-moral good like pleasure, happiness or knowledge.   Deontological ethics asserts that the wrongness or rightness of an individual’s action is at least a portion of the intrinsic moral features like lying (Shafer-Landau 2012).   Ethics and morality are components of virtue theory like honesty and generosity. Virtue ethics focuses on the natural character of an individual rather than on the nature or consequences of specific actions executed.   Deontological ethics refers to the ordinary ethical point that controls the morality of an action, based on the action’s devotion to set rules.  Personal Experience  An instance involving my friend who faces a circumstance demanding him to speak the truth.   Deontology advocates truth speaking which is an ethical and moral act. Speaking the truth in itself is a virtue and by this virtue, theories support it.

Inform Speech Outline Essay Example for Free

Inform Speech Outline Essay General purpose: To inform Specific Purpose: To inform my audience about the benefits of mangosteen Central Idea: Mangosteen is a tropical evergreen tree that bears fragrant fruit with a sweet, creamy, citrus-like flavor that has many benefits in our life such as for medical purpose, for health purpose and also for beauty purpose. Introduction: See more: 5 paragraph essay format I. Mangosteen is one of the most popular tropical fruits, which is mainly in humid, hot climates. II. Mangosteen is a small evergreen tree, found in the Pacific Islands, Africa and Southeast Asia such as Singapore, Thailand, Malaysia, Indonesia and Vietnam. III. Mangosteen is recognized by other names such as Garcinia Mangostana L, Manggis, Mangosteen or Mangis. IV. Today I would like to inform you about the benefits of mangosteen in our life such as for medical purpose, for health purpose, and also for beauty purpose. (Transition: Now, I have finished with the introduction of mangosteen. Let’s start with the first benefit of mangosteen.) I. The first benefits of mangosteen is for medical purpose. A. Mangosteen fruits are fighting cancer and heart disease. 1. According to the American cancer society, in lab studies mangosteen has slowed down the growth of certain cancer cells. 2. Mangosteen is a strong source of antioxidants and anti-accidents have shown to protect against cancer and heart disease. 3. Lab tests have shown that mangosteen fruit can kill same bacteria and fungi. B. Mangosteen can use for nutritions food. 1. This fruit is very low in calories and contains no saturated fats or cholesterol. 2. Mangosteen also has vitamin c for helps the body develop resistance against flu. C. Mangosteen also can use for medicinal value. 1. The leaf of mangosteen can use for infusion to cure wounds. 2. The rind of mangosteen also can used cure for diarrhea and dysentery, intestinal catarrh and skin infections. (Transition: okay, l has finished about the first benefits of mangosteen. Let’s go to the second benefit of mangosteen.) II. The second benefit of mangosteen is for health purpose. D. It is wise to drink mangosteen juice to get its health benefits. 1. Our body can adsorb mangosteen in a juice from quicker rather than consuming fresh or dried. E. Drinking mangosteen juice regularly also important for our life. 1. Mangosteen juice is made by pulping the whole fruit, which strains it and then pasteurizes the juice because most of the health benefit are available in its hull or rind. 2. In fact, preliminary research has indicated that mangosteen juice can help some ailments, such as fatigue, depression, pain, anxiety and other problem. (Transition: Now I have finished about the second benefits of mangosteen. Let’s go to the last benefit of mangosteen.) III. The last benefit of mangosteen is for beauty purpose. F. The function of an antioxidant in mangosteen. 1. Antioxidants is to fight against the free radicals that cause cellular damage and that have been implicated in the development of heart disease and cancer. G. Antioxidants can use to repair damage to our own cells. 3. Antioxidants are one of the most important substances in foods for our lives 4. Antioxidants are nature’s anti-aging medicine that can help prevent cancer, heart disease and countless other illnesses. (Transition: Okey, I have finished about of the all benefits of mangosteen. Let’s go to the conclusion for today.) Conclusion I. As we have seen, mangosteen has many benefits for the our live. II. Therefore, there have many benefits and function that can use for protecting many diseases in our live. III. Lastly, I hope of the all audiences can understand now what the benefit of mangosteen and like to eat mangosteen in our live. References Mangostana, G. (2006). Practical Manual No. 9: Mangosteen. Southampton: Southampton Centre for Underutillised Crops. Tannis, A. (2009). Feed Tour Skin Starve Your Wrinkles: Eat Your Way to Firmer, More Beautiful Skin with the 100 Best Anti-Aging Foods. Beverly: Quayside Publishing Group. Lucas, S. E. (2009). The Art of Public Speaking: Tenth Edition. New York: McGraw-Hill.

The Side Effect Of Brain Drain In Globalisation Economics Essay

The Side Effect Of Brain Drain In Globalisation Economics Essay In this paper we will describe one of the side effects of globalisation, more specific the effect on the human capital of underdeveloped and developing countries who see their best and most productive workers leave the country to seek fortune and money in the richer western world. In an economic context Globalisation is the reduction or removal of barriers and borders in order to facilitate flows of capital, goods, services and also labour. Globalisation is also the integration of economies and societies around the world. This paper focuses on the labour flows and more specific on the migration and flows of skilled labour. Globalisation is not something new, but the technological and political evolutions after World War II have hastened this process. We wont look at the flows themselves, but rather at one of the side-effects of migration in a globalised world: the brain drain, and, in some cases the brain gain. Brain drain is human capital flight. Its the phenomenon where skilled workers or young potentials : individuals with technical skills or knowledge; migrate and leave their country. While brain drain is not something new, its effects are much greater in a globalised world where skilled workers can freely travel the world. Many countries have restricted migration policies; but high-skilled well trained workers are often more than welcome and often even encouraged to come to the western world. There are many reasons for this skilled migration and the reasons to migrate may differ from region to region. Skilled workers living in Eastern Europe migrate to the USA or the EU because there are more career opportunities, salaries are higher and social security is better. African migrants sometimes flee violence, poverty, political instability or corruption, While there are also highly skilled European academics working in the USA, the Far East or vice versa; we will focus on the skilled migration from under-developed or developing countries to the developed world. In this paper we will take a deeper look at the brain drain. The first section summarises migration data, both skilled and unskilled The next section discusses the disadvantages of skilled migration from the point of view of the underdeveloped and developing countries. The subsequent section takes a look at the advantages of skilled migration, again from the point of view of the underdeveloped and developing countries. Before jumping to the conclusion, well discuss a few advantages and disadvantages of the skilled migrants themselves. The final section sums up the conclusion and gives some moral point of views and my opinion about this theme. Where possible, we will make a distinction between several groups of underdeveloped and developing countries: Eastern Europe, Middle East and Northern Africa, Sub-Saharan Africa and the Indian world and Pacific Islands. Every region has a different history and every region has different regional characteristics. The effects of skilled migrations or the extent of every effect will be different for every region depending on the technology level, the political stability, the share of skilled workers, the composition of the population, How big is the brain drain? Before summarizing the advantages and disadvantages of skilled migration from the sending countries perspective we first must know how big the brain drain really is. How many skilled workers leave the Third World and migrate to the developed countries? Answering this question is not easy. Who are the highly skilled? Should we also count unskilled migrants who are educated in the developed world and thus become skilled? Do we count illegal migrants as well? We wont tackle these questions in this paper, but simply use the data provided by organisations like the IMF, the World Bank Group and the OECD. According to these organisations skilled migrants are migrants with at least tertiary educational attainment, wherever they completed their schooling. Table 1 shows us some regional characteristics of the different regions in 2000. It provides us for each region the proportion of skilled in the resident population (Skill), the average emigration towards the OECD countries (Aemig), the skilled migration rate (Semig) and the ratio of remittances to GDP (Rem/Y). The regions are grouped as follows: Eastern Europe (EAS), Middle East and Northern Africa (MEN), Sub-Saharan Africa (SSA) and the Indian world and Pacific Islands (IND). Table 1: regional characteristics in 2000: Region Skill Aemig Semig Rem/Y EAS 12.4% 6.6% 11.8% 1.3% MEN 8.5% 3.5% 8.5% 2.8% SSA 2.8% 0.8% 12.9% 2.6% IND 4.5% 0.4% 5.2% 1.8% Data source: Luca Marchiori, I-lung Shen, Frà ©dà ©ric Docquier (2009) We can conclude from table 1 that Eastern Europe and the Middle East and Northern Africa have attained a reasonable level of education already. The situation in India is worse and alarming in Sub-Saharan Africa. In all four regions, the skilled migration rate is a lot higher than the average migration rate, hence the brain drain. Again, the situation in Sub-Saharan Africa is disturbing. Eastern Europe and to a lesser extent also the Middle East and North Africa also have a very high skilled migration rate. The skilled migration rate is lower in India, but the skilled and unskilled migration rates of bigger countries are always less impressive than those of smaller countries. Disadvantages of skilled migration Support rate diminishes When the active part of the population diminishes, a smaller group of people are capable of providing economic support to the number of older people, children and students who are materially dependent on the support of others. The burdens are carried by a shrinking group workers and the part of the population that creates an added value becomes smaller and smaller. The support rate in Western Europe and Japan for example, diminishes due to the aging of the population. Not only Western Europe and Japan are hit by the aging of the population! There are developing countries in Eastern Europe and Asia that face the same problems. The aging of the population isnt the only cause for a diminishing support rate. Migration can have the same effect, especially when young or high schooled workers leave the country: the group of active workers shrinks when some of them search a better future in other countries all over the world. When developing countries who have to cope with a growing group of retired inactive people, also lose their trained and educated workers, they are hit twice. First of all, this means that the pressure on the government budget augments: pensions need to be paid, medical costs are higher while tax revenues go down. One of the consequences can be that countries will cut in educational programs. This can even amplify the brain drain: not only do they lose their most productive workers, they also wont be able to educate enough new young high skilled workers to replace the retired workers. This is a major problem for countries in Eastern Europe. African countries, the Middle East and India all have a very young population. The diminishing support rate doesnt really trouble them. Human Capital goes down The biggest and most notable disadvantage of schooled migration looking from the perspective of the sending countries is the downswing of human capital in these sending countries. Human capital is the stock of competences, knowledge and personality attributes embodied in the ability to perform labour so as to produce economic value. It is the attributes gained by a worker through education and experience (Sullivan, Arthur; Steven M. Sheffrin (2003).). Its obvious that human capital of a country is affected by the migration of the high schooled and best trained workers. The human capital of a country determines among others the number and type of investments a country attracts, but has also a huge impact on another important factor of the growth of a country: the technology level of an economy. Political unstable or unsafe countries are often faced with a large stream out of both high schooled and unschooled workers. The stream out of these unstable countries is often a lot bigger than the stream out of more stable underdeveloped countries where workers leave for economical reasons only. Countries with an unstable and violent history have as a result lost almost all their skilled workers. This also means that they need to invest in the training of new skilled workers or that they have to attract foreign doctors, engineers, craftsmen, As a consequence, a huge part of the official development assistance goes to the recruitment and or training of skilled workers (doctors and other health care workers, skilled craftsmen for rebuilding infrastructure, à ¢Ã¢â€š ¬Ã‚ ¦) who are difficult to retain once trained. This way, western countries are indirectly investing their own future workers. Especially Sub-Saharan Africa has this huge problem. The first step to retain their skilled workers is off course, the much needed political and economical stability. As a result the growth of Technology slows down As explained above, theres another important factor affected when human capital goes down: technology. When discussing the brain drain, we talk about the most skilled workers who leave. Those skilled workers are the first and most important people who use and/or develop new technologies. The talents of these workers are indispensable when a country wants to advance to higher technology level. Technology is an important factor determining the type of (foreign) investments a country attracts. The brain drain can thus have an immense effect on the development of a country. When foreign investors are only interested in cheap workers or natural recourses, but not in the local talents; foreign investments often dont help to develop a country. Companies who search a country with enough skilled workers are often willing to invest in training, but will look for countries with a better starting position. The brain drain clearly slows down or even stops the development of underdeveloped or developing countries who are only attractive for their low wages or natural recourses. The regions principally affected are again the least developed countries: Sub-Saharan Africa and unstable Asian countries. The Middle East or Eastern Europe is less affected. The recent revolution even shows that there seem to be to many high schooled young people. They dont find a job even after several years of academic schooling. The Economic returns to investment on education in underdeveloped countries go to the developed countries. The investments in education done by underdeveloped countries and developing countries partly disappear without a trace. The investments go up in smoke when the high skilled workers, educated in their own country, leave their country and migrate to the developed world. As mentioned before, the same can be said about big parts of the development aid send to underdeveloped countries: parts of this aid are reserved for educational projects. It can be at first sight be discouraging to invest in the education of academic personnel when the most talented individuals dream of a career in the western world. As expected, the negative aspects of the brain drain are numerous and can be devastating in the short run. The human capital of a country not only determines the number of skilled workers available for domestic production, but also affects other important parameters of an economy: technology and the capacity to innovate! Both factors determine the volume and type of incoming investments. Add to this the diminishing support rate and the low returns on investment on education and the picture doesnt results dont look promising. Advantages of skilled migration Remittances à ¢Ã¢â‚¬ °Ã‹â€  investments? More often than not, migrants send home large sums of money to their family whom they left behind in their home country. These sums are called remittances. They are sometimes even the only or at least the most important reason for migrants to travel to a richer and better developed country in search of career opportunities and wealth. At first, many migrants plan to work a few years until they have acquired enough money to be able to return back home and maintain their family. It makes therefore perfect sense that these migrants send home lots of money even before returning home. According to The World Bank, these remittances send back to the developing or underdeveloped countries are even 1,5 times greater than the worldwide budget spend on development aid. For the developing countries, remittances represent about 2% of their Gross Domestic Product, for the underdeveloped countries roughly 6% and for some of the least developed countries of this world this percentages rises to almos t 20%! There are certain analysts who equate remittances with foreign investments, but opinions are divided on this subject. There are even analysts who claim that remittances have mainly negative effects on the economies in underdeveloped countries. Remittances create and maintain economic dependency and take away incentives to start local businesses and take the initiative to enhance living standards. While there are indeed negative effects, most economists believe remittances to be a good thing for developing and underdeveloped countries. Remittances can enhance the state of health, the level of education, the access to information and technology and can reduce the need of child labour. While they indeed can be the cause of dependency, the money send back home can also create opportunities to invest in the local economy and start up new businesses. One of the biggest advantages of remittances is the stability they bring. In times of hunger, crop failure, drought, an economical or political crisis; remittances can make the difference for families hit by misfortune. It s important to make a critical note before jumping to the next advantage. While there are many migrants, both low and high skilled, who send back large sums of money, its the small elite group of very high skilled migrants who send back the smallest amount of money; if they send something to their home land at all. The skilled workers who left their country that invested in them and who can produce, potentially, the highest return on investment, are also the workers that fail to do so, not because they can t fulfil their potential, but because they seem to forget their roots, financially speaking. The incentive effect of brain drain Success can be contagious. The same can be said about migration. When Young people in underdeveloped countries see that their countrymen who left in search of better career opportunities, more stability and a higher living standard, they can be stimulated to study to enhance their chances of also finding a better future abroad. At first, this seems to be another disadvantages of the brain drain. Underdeveloped countries seem to be losing even more high-skilled workers. Not all these new formed high skilled workers however will migrate. The long term net effect will in most cases be positive for the human capital of a country. Obviously this effect can only be positive in the long term: it takes time and money to invest in young people and to create a new generation of high skilled, well trained potentials. Furthermore, this wont stop the brain drain. Migrating is still the main goal of many students in Third World countries. The investments of underdeveloped countries are still very high when looking at the outcome, even if the net effect is positive. Investing in education remains investing in the future of both your country and the future of the countries that attract skilled workers. This effect can only play in countries with enough infrastructure and stability. A country that lacks the necessary resources to train their high potentials will never be able to benefit from this incentive. This effect therefore isnt big enough to be called an advantage in Sub-Saharan Africa. In Eastern Europe on the other hand is the number of skilled workers already relatively high. Thats why the incentive effect wont be very high in Eastern Europe. The incentive effect can be a real advantage in India and North Africa and the Middle East: both regions are reasonably stable and have the infrastructure and means to educate their workers. Reduced Risk Premium In an open economy, the Risk Premium is one of the most important factors that determines the volume of (foreign) investments in physical capital in a country. Countries with a low risk premium can more easily attract foreign investments than countries with a higher risk premium. Financiers who invest in regions or countries where the return is less certain and with more uncertain circumstances will demand a higher return on investment than those who choose to invest in more stable regions. The risk premium is determined by several factors: political stability in a region, economic stability of a country, and also by the available knowledge of a country or region. Migrants can t really affect the political or economical stability of their home country, but they can spread the knowledge of their country. When high skilled leave their country they can spread this knowledge in the companies and countries where they live and work. This way, they can directly and indirectly reduce the risk premium for their country and thus attract more foreign investments. The effect is assumed to impact every region with comparable magnitudes. Diasporas can be an important source of trade, capital, technology, and knowledge for origin countries. We have just explained that the brain drain can indirectly enhance the physical capital of a country thanks to the reduced risk premium. The extra foreign investments not only raise the physical capital of a country, they can also raise the human capital and the technology of a country. The foreign investments can bring new technologies to a country. There is however another mechanism that can bring extra investments, technology and knowledge to a country: networking or more specific diasporas. A population of a country cast around the world can still keep in contact with each other and with their home country. This way, new technologies, ideas or concepts or moral standard can reach their home country. They all can have an effect on the labour market or the human capital of a country. If the status of women changes for example, the labour market can be opened for women. If family values change, birth control can become a discussable issue. Theres also a change that a world-wide network is created when people keep in contact. This network can defend the interests of a country, can promote a region and can help to attract investments. DDI: Diaspora Direct Investments When an underdeveloped or a developing country is faced with a large stream out of skilled workers or academic personnel, the chances will grow that some of these migrants will invest in the country they came from. They should have a great knowledge of their home region and they normally still have lots of local contacts. When some of those migrants are successful and search a good place to invest, there s a big chance that they will choose their home country, if stable enough off course. Migration can attract foreign investments thanks to the reduced risk premium (foreign investments) and thanks to successful migrants who invest in their home country (Diaspora investments). Theres however a difference between the two. Foreign investments are not always seen as a factor of growth and evolution. Some scholars argue that foreign investors only exploit workers and that technological spillover effects are rare. Diaspora investments on the other hand are more likely to be durable investments. At first sight, the loss of skilled workers has mainly a negative impact on the economies of the sending countries. When we dive deeper into the effects of the brain drain and when we also take a look at the long term effects, we can be more optimistic. For some countries the brain drain might even be an advantage. The economy and society of countries faced with a large stream out of skilled workers can be more open, more globalised and more advanced thanks to the technology spillovers of diaspora investments, the changed standards and values and the incentives effect of brain drain. On top, Gross Domestic Product of the underdeveloped and developing countries rises thanks to the remittances and the extra foreign investments they can attract through the reduced risk premium. What about the immigrants themselves? When looking at the advantages or disadvantages of the high schooled immigrants who head to the developed world, we mainly see advantages. That may seem obvious, there s after all often a good reason why they choose to migrate. Many unschooled migrants who reach the Western World after a long and touch journey dont end up in paradise, but often have to spend at least a few years as an illegal. For those who are finally accepted, a good job is often unreachable. The situation for most high-skilled migrants is of course very different. Many of them can perfectly legally and without much problems choose the country they prefer. The western world even actively recruits in many developing countries when searching scarce workers. There are for example many health care workers from the Philippines working in Europe and many IT-specialists from India work in the USA or Canada. One could even say that high schooled workers in underdeveloped countries are crazy if they do not leave their country and search a better future in the Western World where the career opportunities are better and wages are much higher. Nevertheless, there are a few critical comments to make. Even for high schooled migrants, live is not roses all the way. Brain waste: high skilled immigrants accept jobs way under their level of schooling The training, education and experience of migrants isnt always appreciated in the western World. There are many examples of high schooled Asians, Africans or Eastern Europeans who have to accept jobs why under their level of schooling. That doesnt have to mean that their standard of living has decreased after migrating, but we might say that their intellectual capacities are wasted. The Western World doesnt always take full advantage of their schooling, experience and talents and they arent fulfilling their potential. A question we might ask is whether these high skilled workers would offer their talents to a country where they would be much more appreciated and where they could fulfil their potential, like their home country. They might be happier, even when working for a lower salary. Conclusion There are both negative and positive aspects on the brain drain, on the migration of skilled workers from underdeveloped and developing countries to the developed world. The brain drain has correctly raised many questions, especially when looking from the perspective of the sending countries. There are however scholars who claim that the brain drain has more advantages than disadvantages when looking at the picture as a whole. On the one side we see the direct impact of the brain drain: countries lose their schooled workers and their human capital goes down by definition. The decline of human capital has an impact on the technology level of a country and on the investments it can attract. In addition a big part of the investments on education done by the sending countries go up in smoke: the schooled workers leave the country and take their skills with them. Countries who lose their skilled workers and who face another problem, the aging of the population, are hit twice. They not only have to face all the problems mentioned above. They also have to cope with a shrinking support rate. The active part of the population who contributes to the economy and pays taxes grows smaller and smaller while the number of pensioners who need to be supported by the government and thus by the active part of the population expands. On the other side recent studies have come to the conclusion that there are also many advantages to the brain drain, particularly when looking at the long term effects of skilled migration on the economy of the sending countries. The creation of human capital in the sending countries is stimulated by the incentive effect and the migration of workers, both skilled and unskilled creates flows of cash to the developing and underdeveloped countries. These flows of cash, the so-called remittances, often represent an important share in the Gross Domestic Product of the sending countries, especially in the Gross Domestic Product of the least developed countries. Furthermore, a sending country can attract additional foreign investments thanks to the brain drain. Firstly thanks to a reduced risk premium and secondly the migrants themselves can, when they are successful abroad, invest in their home country. We can for certain say that the short term effects of the loss of schooled workers on the underdeveloped and developing countries are negative. Furthermore the economical growth of countries faced with a brain drain can stagnate. Human capital is an important economical factor for growth and evolution not to be underestimated. Looking at the long term effects, the answers are less clear and ambiguous. Future investments can be higher thanks to the diaspora investments and the additional foreign investments. The remittances are often indispensable for many undeveloped countries, particularly in moments of crisis: famine, an economical crisis or natural disasters. Lastly, we must also mention the influence migrants can have on the technology level of underdeveloped countries, but also on standards and values. The effects of birth control on poverty cannot be underestimated. When we make a distinction between the different regions, the least developed countries are not the ones that are affected the most by the loss of skilled workers. When we say least developed countries, we are referring to the countries of Sub-Saharan Africa. This region benefits the most from the brain drain in the long run. We might even conclude that Sub-Saharan Africa will benefit from a brain gain thanks to the loss of skilled workers. Sub-Saharan Africa however will not benefit from this brain gain as long as the region isnt politically and military stable. The African countries will never attract enough investments without this much needed stability. Both the short term and the long term effects for Eastern Europe are probably negative. The level of education in this region is already too high to profit from the positive effects on the human capital of a country. Next, this region is hit by the same big problem Europe and Japan have to face: the aging of the population. When a big part of the most productive part of the population leaves the country, those who stay will have to double their efforts. When looking at the two other regions, India and the Pacific and The Middle East and North Africa, drawing the right conclusion is less evident. Will the positive effects outweigh the negative ones or not? Both regions already have a relatively large group of schooled workers and the technology level in both regions is sufficient. The benefits for those aspects will be negligible. Both regions need to attract extra investments. Tunisia for example, has many young academic schooled workers who are familiar with the new technologies, but not enough jobs. When the high-schooled, but unemployed young workers migrate to the Western World, the Middle East and North Africa can only benefit. My Opinion The effects of skilled migration on the developing and underdeveloped countries, both the long term effects and the short term effects, are analysed in detail. But how to deal with the negative effects of the brain drain or how the negative effects can be limited is almost never explained. Only the papers discussing Diaspora Direct Investments give advice on how to get more out of and attract these investments. Its difficult to give an opinion on a subject when it isnt clear how to counter the negative effects or how to get the most out of the positive effects in order to go from a brain drain to a brain gain. Before taking a position on the brain drain, it might be useful to clarify the situations of the different parties involved. Firstly, there are the underdeveloped and developing countries faced with a large stream out of schooled workers. They seem to be powerless to stop this since scholars only describe their problems, but dont propose a solution. As mentioned above, the effects of the brain drain are mainly negative. There are indeed also positive effects when looking at the long term, but its far from certain that the positive effects will outweigh the negative ones for many countries. The question remains: can the underdeveloped and developing countries change their precarious situation? Can they encourage the schooled workers to stay in a country where the future is often uncertain, wages are low and career opportunities scarce? This seems impossible to be. That however doesnt mean that nothing can be done. Taking away some of the reasons to migrate will reduce the migration an d its effects: political and military stability, safety, less corruption, are just a few of the many reasons to flee a country and to built a new life abroad. Whats more, if these problems are at least partially solved the economical returns to investment on education will be higher. To conclude, there seems to be no real solution for this problem when looking at the sending countries. The only thing they can do is closing the gap with the developed world. The magical formula to do so though, do not seem to exist. Its even more difficult to find a solution when we analyse the brain drain from the individual migrants perspective. It seems that the decision to migrate, when possible, is at first sight easily made. Can we blame the high skilled workers living in an underdeveloped country to dream of a better paid job in a safer and more stable environment with more career opportunities? Are they wrong to do so and is it wrong to leave a country that invested in them? Theres another aspect we must look at when we analyse the brain drain from the migrants perspective: remittances and investments. Do these migrants have the moral duty to send back large sums of money? Do they have the moral duty to invest, when possible, in the country that educated them? Its better to leave the answer to the migrants themselves. Finally, we have the Western governments and companies who fight their war for talent. The United States of America, Europe and Japan all need new skilled workers to replace the baby-boom workers who will retire and the BRIC-countries need skilled workers to close the gap with the developed countries. Many countries and companies try to attract the same highly skilled talents and rely on international labour flows to fill in future gaps. The global competition doesnt give them a choice. If they dont attract enough talented workers, economic growth might slow down. In my opinion, we cant blame the developed countries for the brain drain. Every country tries to prosper. But should the Western World compensate the developing and underdeveloped countries for the brain drain? Should they make good the loss of skilled workers in

Elie Wiesel’s Night and Corrie Ten Booms The Hiding Place Essay

Elie Wiesel’s Night and Corrie Ten Boom's The Hiding Place Many outsiders strive but fail to truly comprehend the haunting incident of World War II’s Holocaust. None but survivors and witnesses succeed to sense and live the timeless pain of the event which repossesses the core of human psyche. Elie Wiesel and Corrie Ten Boom are two of these survivors who, through their personal accounts, allow the reader to glimpse empathy within the soul and the heart. Elie Wiesel (1928- ), a journalist and Professor of Humanities at Boston University, is an author of 21 books. The first of his collection, entitled Night, is a terrifying account of Wiesel’s boyhood experience as a WWII Jewish prisoner of Hitler’s dominant and secretive Nazi party. At age 16 he was taken from his home in Sighet, Romania and became one of millions of Jews sent to German concentration camps. At the Auschwitz and Buchenwald, Wiesel witnessed the death of his parents and sister. In 1945, the latter of the camps was overtaken by an American resistance group and the remaining prisoners freed, including the drastically changed man in Wiesel. The once innocent, God-fearing teenager had become a lonely, scarred, doubting individual. Corrie Ten Boom (1892-1983), a religious author and inspirational evangelist, traveled and spread Christianity throughout sixty-one countries, even into her eighties. Her autobiography, The Hiding Place, is an account of her inner strength found through God in the midst of the physical and emotional turmoil of German concentration camps. During World War II, the Ten Boom family took action against the Nazi movement and began an underground hiding system, saving over 700 Jewish lives. (Contemporary Authors, 470) They were discovered and sent from their Haarlem, Holland home to Scheveningen, a Nazi prison. Ten Boom, in her 50’s, was placed on trial for leading the underground system and sent to a German work camp. There she witnessed her father and sister’s death as well as the birth of her inner strength and hope for the future. Upon release from Ravensbruck, Ten Boom began caring for victims of the war and Holocaust and used her powerful speaking ability to share the trials and triumphs of her life. Together, these two powerful authors relive the horror and pain of the Holocaust to educate the unaware world. They teach of the past, warn of the future, an... ...n & Co., Inc., 1962); excerpted and reprinted in Contemporary Literary Criticism, Vol. 3, ed. Carolyn Riley (Detroit: Gale Research Inc., 1975), p. 526. Alvarez, A. â€Å"The Literature of the Holocaust† (Random House, 1968); excerpted and reprinted in Contemporary Literary Criticism, Vol. 3, ed. Carolyn Riley (Detroit: Gale Research Inc., 1975), p. 527. Appendix II. Popular World Fiction. Vol. 3. Washington, D.C.: Beacham Publishing, 1987. II-35. â€Å"Christians Who Helped Us To Get Started† (Praise Outreach). May. 1996. http://www.wolsi.com/~kitb/influ.html. (5 Dec. 1996). Contemporary Authors. Vol. 111, ed. Hal May. Detroit: Gale Research Inc., 1984. p. 470. Douglas, Robert E., Jr. â€Å"Elie Wiesel’s Relationship with God.† 3 Aug. 1995. http://www.stsci.edu/~rdouglas/publications/suff/suff.html. Encyclopedia of the Holocaust. Vol. 3, ed. Israel Gutman. New York: Macmillan, 1990. p. 1281. Sidel, Scott. â€Å"All Rivers Run to the Sea: A Review of the Memoirs of Elie Wiesel.† 1995. http://www.netrail.net/~sidel/reviews/wiesel.html. (5 Dec. 1996). Ten Boom, Corrie. The Hiding Place. United States: Bantam Books, 1971. Wiesel, Elie. Night. United States: Bantam Books, 1960.