Tess of the DUrbervilles Chapter 35 Essays

Tess of the DUrbervilles Chapter 35 Essays Tess of the DUrbervilles Chapter 35 Paper Tess of the DUrbervilles Chapter 35 Paper 1. When Tess first tells Angel of her confession, he does not seem to comprehend what she has just said. He gets up and stirs the fire; Clare performed the irrelevant act of stirring the fire; the intelligence had not even yet got to the bottom of him. The confession seems so utterly unbelievable to him that he cannot take it in and seems to be in shock, although he just told Tess a revelation of the same sort about himself. This is the first clue that Angel had an idealised version in his head of Tess. When he first speaks he says O you cannot be out of your mind! You ought to be! Yet you are not This shows that he would have, or would rather have, believed that she was mad other than what she had just told him was true. This also shows his disbelief of how she could have done that. He seems to be severely changed after she tells him; His face had withered. His face has physically changed, described as withered as opposed with the readers previous view that he was handsome. This cou ld also indicate that he is not going to act as he was before as he has changed.This is true as the chapter carries on. Tess tells him she has forgiven him, for what is the same or possibly a worse act than what she has done, and when she asks him if he has forgive her, he says: O Tess, forgiveness does not apply to the case! You were one person; now you are another. My God how can forgiveness meet such a grotesque prestidigitation as that! Although he accepts that she has forgiven him for the same thing, he does not forgive her. He believes that what she has done is a lot worse than what she has done. When he says she is a different person, this shows that he thinks that the person he believed was Tess would not have done this, so he says that she must be a different person. He believed too much in his idealised version of Tess that this revelation is too much of a shock to him. Later he repeats; The woman I have been loving is not you. Here it is clear that he was only in love w ith the Tess in his mind, not for her actual self as she loves him.When she starts crying, he is relieved at it. This implies that because she wasnt crying, instead of her being strong as she was, it makes her seem less innocent and vulnerable, but as she does he is glad that she is showing some sense of emotion at the event. He does not know what to do now, which shows he is still in shock. However, it is obvious that he has changed, as he is sarcastic o her, and also starts denoting her because of her class, again showing how he does not believe she is still the woman he loved. He also begins to class her as her DUrberville roots were; Decrepit families imply decrepit wills, decrepit conduct. He is labelling her into all the things he does not like, although he loved everything about her only a few hours ago. He now sees her as something entirely different and changed. At the end of the chapter when she goes to her room, he almost goes in there to speak to her, but he catches a gl ance at an old portrait of a lady from the DUrberville family. He sees this and immediately compares it to Tess, as if this must be how she is; Sinister design lurked in the womans features, a concentrated purpose of revenge on the other sex. Before he had an idealised image of Tess, and now he has adopted an image of Tess that she is evil.2. In chapter XXV Hardy uses different techniques to describe the change in relationship between Tess and Angel. One of the first things he uses is personification of the surroundings in the room, to help explain how the surroundings reflect the change in Angels attitude towards Tess; But the complexion even of external things seemed to suffer transmutation as her announcement progressed. This is talking about how the atmosphere in the room has changed, but also how this reflects the change that Angel has gone through. What before was a happy room is now portrayed has being changed for the worse. In the chapter previous the fire was described as h aving a red-coaled glow. However now it is described as; The fire in the grate looked impish demonically funny, as if it did not care about her strait. The fender grinned idly, as if it too did not care. Here the fire is described as being somehow evil, like an imp or a demon. This is reflecting how Tess and Angels relationship has changed for the worse, but may also be reflecting how angel now views Tess as evil. This is reiterated later when Tesss eyes are said to make his [Angels] flesh creep, and again at the end of the chapter when Angel compares Tess to one of the ancient DUrberville women Sinister design lurked in the womans features.Another feature that seems to have change is that the structure of the text seems to have changed up to now Hardy has been quite descriptive in his writhing, but in this chapter, especially at the beginning, it seems to be more like a dialogue. For example; Clare performed the irrelevant act of stirring the fire. This does not describe him ge tting up or moving around the room. For most of the chapter, it is just dialogue between Tess and Angel. This shows how the atmosphere seems to have changed and also to reflect the drama of what is going on.Both of the descriptions of Tess and Angel have changed Angels face has become withered, and Tesss lips have become pale. This could reflect how Hardy wants the characters to be viewed Angel as not being as virtuous as the reader had first thought, and Tess is portrayed as more innocent because her lips are no longer red. This is also repeated when her mouth is described as a round little hole. This is significant because one of the things that Angel commented on liking about her was her mouth.Right at the end of the chapter Hardy talks about the light. Before in the book he has talked about the light, especially in the morning when Tess has been looking out over the countryside, which always seemed to imply hope for the future, but now Hardy says; The night came in, and took u p its place there, unconcerned and indifferent. This seems to be implying that this is the end of the happiest period of Tesss life, which started with Angel and is now ending with Angel.3. Previously in the book, Angel was seen as being different from his brothers and other men at the time by being open minded and not conforming to contemporary attitudes. However, his reaction to Tesss confession is contradictory to his earlier behaviour, although it is typical of attitudes of Victorian men at the time.After Angel tells Tess of his admission of being with another woman out of wedlock, Tess is relieved because what she did was the same, or even not as bad, as what he did. However, he goes into shock at the reality that she is not so pure, so sweet, so virginal as what he thought she was. This goes back to how he had an idealised image of what Tess was. In those days, it was much more socially unacceptable for a woman to have sex out of wedlock than it was for a man a woman was seen as being the property of the man. Tess also shows this opinion, as she says to Angel; I dont belong to you any more, then. This shows the point that men were seen as the superior and therefore in charge of the women. Another change in Angels behaviour is his view on class.Before, he wanted to marry Tess, even though she was of a lower social class than he was. He even tried to convince his father that a farming woman would be of better aid to him in the running of a farm. However, he is now judging Tess because of her class, as he says; You almost make me say you are an unapprehending peasant woman. Here Angel is being demeaning towards Tess because of her class, which never mattered to him before. This is reflective of contemporary social attitudes at the time, but this shows how changed Angel is because he is now showing beliefs typical of men in that era, whereas before he prided himself on being more open-minded.

Save Money in College 9 Useful Tips

Save Money in College 9 Useful Tips The college – or university – years can be considered a cruel time in one’s life: it’s when most students are on the cusp of adulthood, enjoying many of its perks and only some of its responsibilities; yet they’re also not quite adults, a majority of which are more like overgrown teenagers still dependent on their parents for financial stability, among other things. But, see, college tuition is quite expensive. It sets up many middle- and lower-class students for a lifetime of debt. This means these students generally want to graduate with a degree as quickly as possible, which implies they don’t have a great deal of time for making money – but rather a time for classes, homework, studying, taking exams, etc. So what little money students generally have (whether they’re given an allowance or have to work to support themselves), there are trying to hold on to it. The problem is this: ironically, due to the nature of the fundamental conflict most college students face – the aforementioned paradox – college can be a very thrilling, exciting time: being young, broke, healthy but feeling good about getting an education, as well as enjoying the many freedoms of adulthood. But, generally, being financially independent is not one of those freedoms college students get to enjoy.  This reality means being smart with money is even more crucial for the everyday student. 9 Proven Ways to Save Money in College: Set Up a Bank Account Quite a few banks offer college students free checking and saving accounts. This translates to avoiding fees on withdrawals as well as fund transfers; plus, with free checking, students aren’t penalized for having a certain amount, which is often the case with many banks. The student also benefits from having a bank account because they can monitor their own activity, especially with online banking. It helps them keep track of their money, when and where and how they’re spending it, and can help them save and plan as they move forward as adults. Save Receipts; Get Organized When one saves their receipts, they are essentially doing bookkeeping very much like a business would operate to keep tabs on their expenses, which is crucial for a business to grow and thrive. In order for a business to make money, it has to document and monitor spending so that it is not blindly losing money on things unnecessary. The same goes for any person. Perhaps it would be best if students were to record in a journal of all of their expenses, writing down information from their receipts to better budget and understand their spending habits. After a person begins seeing spending patterns, bad spending habits can be eliminated. Set a Budget – and Stick to it No Matter What Setting a budget is basically creating financial goals for certain periods of time. But what matters is adhering to these goals – all with the aim of ultimately saving money. Going back to keeping receipts: a student has to be cognizant of not only their financial obligations, such as paying bills and other required expenditures on time; they also have to be aware of their spending habits, such as going out to restaurants, spending money on retail, expensive outings, etc., so they can make sure they’re not being too frivolous with their spending. Most times, a student should set aside a certain amount of money each week for bills and necessary expenditures. But they should also cap a limit on the amount of money they can spend each week on other non-essential expenditures, like restaurant meals, drinks, and late-night food. Most importantly, to save money, students should put aside money each month that they will not spend – unless it’s an absolute emergen cy. Buy a Simple Phone Plan There are tons of affordable plans out there. But many plans are without Internet access, high-quality cameras, and voice-activated texting. And on a campus, that’s not a bad thing. The Internet can be accessed on almost every inch of a modern-day college campus. So, for those students trying to save money, who have to pay their own bills, it is most certainly a wise choice to buy a simple, cheap phone plan that has the most basic of functions. Buy that nice phone with the extensive plan after landing that first job out of college. Be patient – nicer things will come. Get a Job – It Helps Prioritize Time Again, it’s hard finding time to make money in college. But there are plenty of those who DO find the time. Some have no choice. They have to work to survive. It is very interesting to observe how the more things one has to accomplish in a day, the more they find they can get done. It’s all about time management. It’s about prioritizing what little time there is left in the day aside from classes and homework and studying. Remember: the more people work, the more they earn and save †¦ because they are not spending money while they earn it. Be Creative with (Legally) Obtaining Books for Courses There are numerous ways to obtain course textbooks in college without spending the required exorbitant amounts on brand-new ones. (Legal ways, of course; as in not stealing them.) For one, many books required for college courses – especially literature courses – can be rented from almost any library. On top of that, there are numerous resources that offer students the choice of renting most brand-new and mostly new textbooks for a very cheap price. In this case, the student only has to pay the semester-long rent fee and return the books in excellent condition at the close of the semester. Also, there is the option that students can form a sort of buddy system; they can find someone in their class with which they can share the price of the book needed for the course. Or they can just borrow a classmate’s book. Embrace Free Leisure Activities – Especially Those on Campus (The Ones That Are Deceptively Built into the Price of Tuition) Whether it’s using the campus-provided shuttle that takes students to nearby locations, spending time outside reading or engaging in other fun, free activities, or taking advantage of free on-campus events, such as concerts, talks and seminars and conferences, there’s no shortage of ways students can save money in college and still enjoy themselves. There are times for going out to restaurants; and there are times to stay at home and find creative ways to enjoy one’s time – activities that cost nothing. In other words, fun outings don’t have to cost a thing. Student Loans Can Help Save Money Short-Term The majority of students from lower- and middle-class families have to take out loans to afford college. Some academic institutions cost $30- $40,000 for two semesters; others – probably the majority – are about $15- $20,000 for two semesters. By taking out loans with banks, students can pay for their education years down the road, after they graduate, often in monthly payments, until they pay off their debt. So this way they DO save money while still in college, only they will owe more money over time to the bank because their loans will have accrued interest. (By the way, many students – through getting student loans to fund college – get to live on campus during these years without having to pay a cent. Most times this includes a meal plan, too. It makes sense. But it depends on the student’s financial needs and/or limitations.) Or, Live off Campus and Get Roomies Then, there’s the option of living off campus, in cheap housing, sharing the rent with roommates. It’s a wise choice for those who can afford to pay the rent, either on their own or with the help of their parents.

Managing Organisation Essay Example | Topics and Well Written Essays - 750 words

Managing Organisation - Essay Example With this, they have generated difficulties to great performance for one and more reasons (Cox 2001, pg4). First, they have minimised the effectiveness of communication and thus increasing the disagreement among workers. This is due to the difference of the races of the people, in the workplace. They also go through low level of social desirability and display lower levels of commitment to the group, including increasing the cost of the organisation due to the discrimination that do exists in the workplaces. Other challenges include things like opposition to change as some of the group of individual may not wish to accept the idea that the workplace strategies have to be changed. These can also being in difficulty in the implementation of diversity at the place of work policies. These challenges can as well be an advantage to the organisation in such a away that the improve on the way the organisation solve their problems, they also increase the level of the originality and innovation of the workers within the organisation as they come across different people with different ideas thus influencing one another (Cox 2001,pg5). Other than that, the situations also increase the excellence of employees through better employment and maintenance of the worker. There is also variety of viewpoint as well as there will be increased effective execution of their tasks in the organisation. Question Two To establish good and workable principles and rules at any workplaces, one has to come up with the rules that imitate the essential information of a good management. With this, each of the branch managers in the organisation has to define the rules at the station by their own name according to the business requirement in the section of the organisation. This is the most practical way to implement the rules by the managers at the workplaces as the rule will be practical to every section at the organisation depending on their type of the work or responsibility that they are expected to undertake to facilitate the growth of the organisation as a whole. Question Three For any organisation to be able to deliver quality products to the customers, they have to adopt a culture that they can be using to ensure that they meet the requirement of their client (Waller 1998). The organisation have to design and execute organisation arrangement that is optimized, this is usually done by dividing the quality organisation into two self-determining bodies and highlighted empowerment and responsibility in their sections. These involve the quality system and the quality engineering, from which the management assess the quality of the product fully before releasing it out to the customers. For this to be more effective in an organisation, they have to ensure that the entire product to be delivered to the customer it is inspected by the system to certify that the product is of good quality as expected. REFERENCE Cox (2001): Challenge of Managing Diversity. Retrieved from http://media.wiley.com/product_data/excerpt/41/07879558/0787955841.pdf on 15th December pp 2-10 eller D.J (1998): Unfasten Culture for

Marketing Spotlight of Sony Essay Example | Topics and Well Written Essays - 750 words

Marketing Spotlight of Sony - Essay Example The first key factor of Sony’s success has been their capability to build new products and new markets. They applied commendable innovation in their product development strategies thus creating entirely new kind of products like fully transistorized radio, audio cassette recorders & television, Walkman, entertainment laptops (Vaio) & Playstation which also resulted in entirely new markets.This is quite evident from their positioning strategy of Sony Vaio Laptops which are marketed primarily as a style icon with enhanced graphics & multimedia capabilities. The Vaio laptops are positioned more for people using laptops as a style icon and for entertainment thus making them widely popular among students, women and top executives. [www.sonystyle.com] The third key success factor of Sony is their innovative marketing practices. They possess in-depth understanding of the buying behaviour, choices & passion of their consumers such that they are able to design their advertisements refl ecting the choice, emotions & passion of their consumers thus pushing the Sony brand deep into their mindsets. A greater part of their success is accredited to their brand building capability. The fourth key success factor of Sony is that they do not conduct open ended marketing campaigns. They carry out measurement of effectiveness of each campaign and then carry out enhancements as necessary. The fifth success factor of Sony is their concept of SONY WORLD showrooms where all the products of Sony are displayed prominently and adequate stocks are maintained to meet the demands.

Design project Essay Example for Free

Design project Essay For this project and the particular way in which I chose to construct this clock I was extremely lucky to be benefited with the knowledge of how to use the timber cutting and sanding equipment. However the skill of decoupage was one I still had to achieve. I was lucky enough to have Miss Brett provide some scrap pieces of timber left over from previous work done by design and technology students. I researched my theme, which was a retro style. I wanted something different to everybody elses, as this was my project. I soon found clock ideas on the Internet and used them as my inspiration. Finding these was a great help. They helped me create an innovative design. Deriving from the French verb decoupage, meaning to cut out. Decoupage is a way of decorating almost any object or surface with cut out pieces of paper. The raw materials are all very easy to find, for example: magazines, greeting cards, wrapping paper, postcards and illustrated catalogues. Surfaces for decoupage need to be clean, dry and smooth. Lightly sand wood surfaces, then wipe with white spirit (paint thinner), porous surfaces should be sealed with matt emulsion (latex) paint. I did not encounter many problems in the making of the clock. Not any significant problems. The only problem I did encounter was the black numbers and hands of the clock, I found you could not clearly see them so I used red paint and brushed it over them. The only other problem was that I did not know at one stage what I was going to use to connect the pieces together. THE 70S The seventies were a very hip and happening time, when fashion and design were at a peak. Some of the most peculiar yet interesting objects came out of this era. I have just included some pictures as an example of what I mean by retro design. Research The following research has been carried out: 1. Research of literature: I made reference to many books about clocks to make sure that this had not been done before. There were slight comparisons but nothing great. A number of ideas and technical information had been included in this section as well as technical information. I also made reference to decoupage books and to books about woodwork. I made reference to the woodwork books for more information about the machinery. When I first received this project I decided on the theme of the 70s retro design. I then took myself as soon as I could to Newtown for this is a place where retro is a theme of many stores. I was Unfortunately I was unable to take photos of most of the stores because I was asked not to, so I respected that. After going to Newtown I had an instant idea of talking to a designer who was designing in the 70s. It was then that I phoned my uncle Terry Doyle and asked him what it was like to design during the seventies. He told me that it was the seventies that bought his products to the market for he said to me had bold ideas, which many did not necessarily like. However because everyone became more accepting of new ideas and thoughts, his ideas were now accepted and he had become a hit. He told me that the seventies was the best era. He said he absolutely loved it. So my idea had to be bold, however not to bold. Today I went to Newtown and I a spent the day looking for recycled pieces to make my clock. I found a record, which I am going to use for the back of the clock. I will have to however experiment on making the hole in the centre of the record larger, so that I can fit the clock mechanism through it. I also bought an old clock to use as an example and to use pieces from it. For this project and the particular way in which I chose to do this clock I was extremely lucky to be benefited with the knowledge of how to use the timber cutting and sanding equipment. However the skill of decoupage was one I still had to achieve. I was lucky enough that Miss Brett had some scrap pieces of timber left over from previous work done by design and technology students. I researched a theme that was a retro style; I wanted something different to everybody elses so this was the project for me. I soon found clock ideas on the Internet and used them as my inspiration. Finding these was a great help. They helped me create an innovative design. This pattern was the major inspiration to my whole design. It features squares in the way in which I created my clock. I was then going to create squares just like these and so I searched through my mums wrapping paper collection and I found one which would be perfect. So I adapted it to my design and I was away. With the design process underway I was nearly finished and only one minor problem was stopping me as to how to join the squares. This would be a great area for investigation. What was I going to use to join these slightly out of shaped squares together? What kind of adhesive or nail was I to use to then join these pieces to the plywood? The plywood is recycled scrap from the year sevens work. This plywood then has the pattern decoupage sealed to it and this would be the square/rectangle. The back of the ply is where I wanted to fix whatever I was to use to join the square/rectangles together. I also researched about decoupage and this enabled me to understand the technique and how to complete this section of a clock. I wrote up an experiment to which this will be what I will do with apiece before I try it on the other projects. I made reference to many clock books to make sure that this had not been done before. There were slight comparisons but nothing great. A number of ideas and technical information have been included in this section as well as technical information. I also made reference to decoupage books and to books about woodwork. I made reference to the woodwork books for more information about the machinery. When I first received this project I decided on the theme of the 70s retro design. So I took myself as soon as I could to Newtown for this is a place where retro is a theme of many stores, I went to the stores and unfortunately I was unable to take photos of most of the stores because they asked n me not to, so I respected that. After going to Newtown I had an instant idea of talking to a designer who was designing in the 70s. It was then that I phoned my uncle Terry Doyle and asked him what it was like to design during the seventies. He told me that it was the seventies that brought his products to the market for he had bold ideas, which many did not like. But because everyone became more accepting of new ideas and thoughts, his ideas were now accepted and had become a hit. He told me that the seventies was the best era. He said he absolutely loved it. So my idea had to be bold, however not to bold.

What is in yours? :: science

What is in yours? From the moment parents bring their new baby home from the hospital, they watch their baby's progress, anticipating every inch of growth and each new developmental milestone along the way. But what exactly are they watching for and how do parents know if their child is growing properly? Growth is the various physical and developmental milestones that most children reach during each age level. Physical growth, which is generally measured in terms of height, weight and head growth, is also monitored carefully. This includes increases in height and weight as well as development in cognitive, language, and social skills. Hair grows; teeth come in, come out, and come in again; and eventually puberty hits. It's all part of the growth process. The first year of an infant's life is a time of astonishing change. During this time, a baby will grow rapidly and achieve major developmental milestones, such as taking first steps or maybe even saying a few first words. On average, babies grow 10 inches in height while tripling birth weight by their first birthday. Beginning in infancy, a child will visit a doctor for regular checkups. At each of these visits, the doctor will record the child's height and weight on a growth chart. This chart shows the doctor and parents how the child's height and weight compare to that of other children the same age. This can help your child's doctor determine whether your child is growing at an appropriate rate or whether there might be any problems. After age 1, a baby's growth in length slows considerably, and by 2 years, growth in height usually continues at a fairly steady rate of approximately 2 1/2 inches per year until adolescence. No child grows at a perfectly steady rate throughout this period of childhood, however. Weeks or months of slightly slower growth alternate with mini growth spurts in normal children. Kids actually tend to grow a bit faster in the spring than during other times of the year. A major growth spurt occurs at the time of puberty. Around ages 8 to 13 in girls and 10 to 15 in boys, kids enter puberty, which lasts from about 2 to 5 years. By the time girls reach age 15 and boys reach age 16 or 17, the growth associated with puberty will have ended for most teens and they will have reached physical maturity.

Reaction Paper on Prejudice and Discrimination

The world that we live in today, although improving, is tainted with cruelty and hatred toward different races. Usually, we have stereotypes about people who are members of groups with which we have not had firsthand contact. We regularly make these stereotypical generalizations based on experiences we have had ourselves, seen in movies or television, read about in books and magazines, or have had related to us by family and friends. Though all these are equally significant roots for the stimulation of stereotypes, media however, is a giant force.When thinking of the topics or behaviors of prejudice and stereotyping, I synonymously think of the movie â€Å"Crash,† which exposes different kinds of social and multicultural differences, giving a quick example of how these conducts can affect a society. These behaviors are viewed as thoughts and feelings that almost everyone has felt more than once. In the first scene of the movie, a  Muslim  man inside a firearm store is atte mpting to buy a gun. The owner is a white Caucasian male that presents a negative attitude towards the customer because of his Muslim background.This feeling triggers in the owner, negative attitudes based on the assimilation and stereotypes with the Muslim race. Being immediately associated with the Al Qaeda terrorist group, which was responsible for suicidal bombers that have killed thousand of Americans. This negative attitude and violence observed in this particular scene, is an example of prejudice, known as a negative feeling and predisposition of behavior towards a group or any member belonging to that group.This is an issue not only found in America but in the whole world. In our  global  economy requiring functional and respectful relationships between nations, prejudice and stereotypes can be a destructive force both in the world and in individual societies, especially in diverse ones. Acting on ones hatred can lead to behavior to what we now in days call â€Å"hate c rime†, such as in the scene where they break into the Muslim's man business and vandalize the place completely.Such acts can lead us to many disgraces even death. This movie shows us the different point of view of people in our society, it gives us an insight of the stereotypes we have build within our society, within the world. It invites us to see and understand how such a small stereotype and negative attitude can go a long way and affect people in different ways. Prejudice is found between gender, religion, cultural, geographical background, and race.People have discriminated against others based upon these attributes. Besides, prejudice is largely a function of ignorance. Today, there are so many different people in this world that stereotypes are almost always incorrect, as many people choose not to be followers, but to be individuals. Asians, African-Americans, Hispanics, Caucasians, and all other ethnic groups need to look past each other's physical characteristics and start looking inside a person to see who they truly are.After all, personalities do not lie on the outside of one's body, but in one's mind. I believe that society needs to raise today's children to accept all people, no matter what they do or do not believe in or what color skin they may have. In order to reduce prejudice and discrimination, it is considered that education for children is very important. For example, exchange student program that includes not only the one between different countries but also the one between different communities within the same area.If children are raised around people who are not the same as they are in school or community, then they will most likely not think anything different of people who do not look the same as them or believe what they believe. If humanity raises their children to believe all people are equal from the beginning, then prejudice will slowly disintegrate over time. The world needs to focus on not judging people before they kno w them for who they are. It is very important to let children have opportunity to know the differences and to be interested in differences because ignorance is the biggest source of prejudice

Clausewitz in the 21st Century

Clausewitz lived in a time where battles were fought in columns and lines, with soldiers using muskets and solid-shot cannon; when states were the exclusive actors in war; when technological change occurred over decades, if not centuries. What relevance could his work therefore have for the strategic problems of the 21st century? Introduction Clausewitz was not a cookbook writer. He was not looking for hard and fast rules for conducting war, which he eschews.Indeed, Clausewitzian theories elaborated at different periods of time are in close conjunction with the prevalent political, strategic, and military context, which is completely consonant with Clausewitz’s original conception of his own work: ‘Theory should be study, not doctrine [†¦] It is an analytical investigation leading to a close acquaintance with the subject; applied to experience – in our case, to military history – it leads to thorough familiarity with it.The closer it comes to that goal , the more it proceeds from the objective form of a science to a subjective form of a skill, the more effective it will prove in areas where the nature of the case admits no arbiter but talent. ’ ‘Theory is meant to educate the mind of the future commander, or, more accurately, to guide him in his self-education, not to accompany him to the battlefield. ’ If ‘the absurd difference between theory and practice’ is to be ended, then the correspondence between theory and practice implies the correspondence between the military commander and military thinker.Therefore, ‘self-education’ is important and useful to the military thinker too. He must not be bounded by a single theory of war but with the means to develop his own ideas (objective knowledge of war), fuelled by his talent (subjective capacity and application). The phenomena of war are more diverse than ever: from terrorism to inter-state war, from information war to riots in rural are as, from air strikes to intifada. Loose networks of limited wars have replaced the expectation of a nuclear apocalypse that characterized the Cold War.The differences and contradictions between the various conclusions and corresponding analyses regarding a strategic situation are but a reflection of the variety of military conflicts and the diversity of perspectives from which these conflicts are observed. These perspectives depend on time, culture, and political context. This phenomenon has been analyzed through the concept of strategic culture, that is ‘a distinctive and lasting set of beliefs, values and habits regarding the threat and use of force, which have their roots in such fundamental influences as the geographical setting, history and political culture’.States (e. g. Americans, Europeans, Chinese, Iranians, Indians etc. ) tend to have different perspectives on strategic problems, and the reason for these divergences probably goes beyond the defense of short-t erm interests. The extremely heterogeneous situation of the phenomena of war is analyzed from very different lenses of different strategic cultures, and hence makes states’ theories of war difficult to critique. Moreover, it is difficult to validate the doctrines that reflect these different theories by the use of examples of operational success or failure.Therefore, the need for a theory-of-theories of war remains valid. An overarching theory of war will take into account the influence of the interaction between the thinker and his object and can form the framework required to analyze the strategic debate. Clausewitz thus continues to remain relevant to analyze strategic problems of the 21st century as he had developed a theory about the theory of war. Research ApproachClausewitz recognized that Napoleon had overreached himself and the theoretical significance that a consistent, single military strategy could have different historical outcomes. In his own realization  œ evident in his note of 1827 – that any theory of war had to accommodate two sorts of war: war to overthrow the enemy; and war that is the basis of negotiation with him. Four fundamental contrasts are emphasized between the early and later Clausewitz because they remain central to contemporary debates about his work: (1) The primacy of military force versus the primacy of politics. 2) Existential warfare, or rather warfare related to one’s own identity, which engaged Clausewitz most strongly in his early years, as against the instrumental view of war that prevails in his later work. (3) The pursuit of military success through unlimited violence embodying ‘the principle of destruction’, versus the primacy of limited war and the limitation of violence in war, which loomed increasingly large in Clausewitz’s later years. (4) The primacy of defense as the stronger form of war, versus the promise of decisive results that was embodied in the seizure of of fensive initiative.It is not the intent or purpose of this paper to summarize Clausewitz’s works, given its scope, or to challenge the assertions of specific anti-Clausewitz writers such as Martin van Crevald, John Keegan or even Alvin and Heidi Toffler. The paper will instead highlight the seeming unbounded-ness of war (or armed conflict) and violence in the twenty-first century, and propose a strategy of containment of war and violence. This will relate later Clausewitz’s concepts of war and politics to our current reality. At the outset, I will provide an analysis of Clausewitz’s concept of the nature of war.Additionally, given the research question’s implication that Clausewitz should be marooned due to his lack of regard for ‘non-state actors’ and that his writings were in a time of slow ‘technological change’, I will also demonstrate that Clausewitz was well-aware of the influence of non-state actors and their ability to wa ge war; and his thoughts has continued relevance in our time of rapid technological changes. The Nature of War For Clausewitz, war was likened to a chameleon, allowing for changes to its appearance, but suggesting that its underlying nature remains unchanged.The character of war has certainly changed or morphed since his time. His critics argue that some changes can alter war’s very nature, and the nature of war today is radically different from the nature of war then, the age of Napoleon. In other words, the changes are more fundamental than can simply be accounted by shifting characteristics. The most recent English translation of the text, by Michael Howard and Peter Parat, renders its opening sentence thus: ‘War is more than a true chameleon that slightly adapts its characteristics to the given case. As a total phenomenon its dominant tendencies always make war a remarkable trinity. Clearly, a chameleon remains a chameleon whatever color it adopts for the time being . The crucial two words in the translation are ‘more than’, which imply that the circumstances of war can cause war to change more than its characteristics: War in other words is not like a chameleon. However, this translation did not capture the nuance of Clausewitz’s original: ‘Der Krieg ist also nicht nu rein wahres Chamaleon, weil er in jedem konkreten Fall seine Natur etwas andert, sondern er ist auch seinem Gesamterscheinungen nach, in Beziehung auf die in ihm herrschenden Tendenzen, eine wunderliche Dreifaltigkeit’.The implication here is that war may indeed be a chameleon, in that it changes its nature slightly in each individual case (its ‘character’), but not its nature in general, which is made up of the ‘trinity’ (addressed later). The translation thus reads: ‘War is not only a true chameleon, because it changes its nature slightly in each concrete case, but it also, in it is overall appearance, in relation to its inherent tendencies, a wondrous trinity’. The Primacy of Policy and the ‘Trinity’ War is an instrument of policy. ’ It ‘is simply a continuation of political intercourse, with the addition of other means’. Clausewtiz’s aphorism on the relationship between war and policy was now being dismissed not because war had no utility but because it is being waged for reasons that are not political or policy-driven. Critics argue that Clausewitz no longer have a place in the current strategic and security studies debates, where war was no longer the province of armed forces but also of non-state actors.The question was whether strategy, traditionally-defined, continues to be the best way of looking at what was, revealingly, no longer even called war, but armed conflict. Clausewitz understood a community as having its own political and social identity, even if it lacked statehood. Such an interpretation is consonant with Clausewitz’s own interest in wars before 1648, where he specifically linked the weaknesses of states to ‘exceptional manifestations in the art of war’.In his review of the history of war, he described ‘the semibarbarous Tartars, the republics of antiquity, the feudal lords and trading cities of the Middle Ages, eighteenth-century kings and the rulers and peoples of the nineteenth-century’ as ‘all conducting war in their own particular way, using different methods and pursuing different aims’. Despite this variability, Clausewitz stresses that war is all these cases remains a continuation of their policy by other means. In doing so, however, he suppresses the difference between the policies of states and the intentions of other communities which wage war.Therefore, it makes sense to supplement the primacy of policy as a general category with the affiliation of belligerents to a warring community. If the communities are states, we can speak of politics in th e modern sense; if they are ethnic, religious, or other communities, the value systems and goals of those communities (their ‘cultures’) are the more important factors. Based on this, we could replace Clausewitz’s meaning of state with the notion of it being that of the intentions, aims or values of the â€Å"warring community,† thus remaining much more faithful to his understanding of what a state embodies.Otherwise, we would implicitly express a modern understanding of Clausewitz’s concept of state. Clausewitz’s concepts of war (including armed conflict) and violence continue to be relevant so long as they are motivated by interests and policy and not hate, rage, boredom, the need for personal meaning and bonding. Die Wunderliche Dreifaltigkeit (The Wondrous Trinity) Clausewitz describes the trinity as composed of: (1) Primordial violence, hatred, and enmity, which are regarded as a blind natural force; (2) The play of chance and probabilit y, within which the creative spirit is free to roam; and 3) Its element of subordination, as an instrument of policy, which makes it subject to pure reason. Read in tandem with Clausewitz’s metaphor of war’s appearance from case to case as a chameleon, the trinity addresses the underlying forces that drive those changes. His message was that the relationship among these three elements was inherently unstable and shifting. To quote, ‘the task†¦is to keep our theory [of war] floating among these three tendencies’, and not try to set, or to count on any fixed relationship among them. Clausewitz and a New ContainmentThe Removal of the Inhibitions on War and a New Containment The twenty-first century appeared for a time an age defined by economics and, to a great extent, peace. These expectations quickly disappeared with the massacres and genocides in Africa, return of war to Europe, the 9/11 attacks, the Iraq and Afghanistan wars with their continuing, vi olent consequences and the Arab Springs. A struggle against a new totalitarianism of an Islamic type appears to have started, in which war and violence is commonly perceived as having an unavoidable role, and perceived to be becoming more ‘unbounded’ than ever before.Spatially, the terrorist are potentially ever present. Temporally, there seems no end-in-sight to their attacks. We face new types of threats such as the development of atomic bombs by ‘problematic’ states like Iran and North Korea and the possession of weapons of mass destruction by terrorists. The emergence of China as a potential superpower and perhaps great powers, like India, may lead to a fresh arms dynamic, with the possibility of a nuclear dimension. Violence seems to be going out of rational control, an image that the media has not hesitated to portray.There is a grave portent of mankind confronting a ‘coming anarchy’ of unknown dimensions. Hence, a new strategy of contain ment is needed. There is no longer one exclusive actor to be contained. A strategy for military containment of China similar to that used against the Soviet Union in the 1950s and 1960s, will likely provoke all kinds of crises and even conflict, which such a strategy intends to avoid. Therefore, a different concept of containment is needed, one that is not perceived as a threat by China.The second difference is that current developments in the strategic environment display fundamentally conflicting tendencies. A strategy designed to counter only one of these conflicting tendencies may be problematic with respect to the others. Therefore, there is a need to strike a balance between competing possibilities. The third difference is that the traditional containment was perceived mainly as military deterrence of the Soviet Union. The new containment must combine traditional, military containment on one side and a range of opportunities for cooperation on the other.That is necessary with respect not only to China, but even to political Islam, in order to reduce the appeal of militant Islamic movements to millions of Muslim youths. In response to this unbounded-ness on war and violence, a conception for their containment is needed to provide a sustained and continual limitation through the ‘fencing in and encircling of the same forces’. The guiding perspective is that of a peaceful, or rather a pacified, global society. This perspective cannot be equated with â€Å"peace† since in order to reach this goal, non-peaceful, violent and even military means must in some cases be employed.Clausewitz’s Concept of Politics The defeat of Napoleon was the turning point of Clausewitz’s theory, where he faced the problem of dealing with strategies of limited war within the same conceptual framework as those leading to total defeat of the enemy. He realized that there are very different and even contrasting kinds of war and strategy. The conflicti ng tendencies in war, especially between ‘limited’ and ‘unlimited’ war compelled Clausewitz to conclude that the unifying general principle was politics. However, which kind of politics could serve to contain war and violence in the twenty-first century?Clausewitz’s notions of limited warfare have their foundations in the last parts of book VIII. They find some reflection in book I, chapter 2: ‘Be that as it may, we must always consider that with the conclusion of peace the purpose of the war has been achieved'; and further on: ‘Since war is not an act of senseless passion but is controlled by its political object, the value of this object must determine the sacrifices to be made for it in magnitude and also in duration. ’ In book VIII, he stated: ‘In this way the belligerent is again driven to adopt a middle course.He would act on the principle of using no greater force, and setting himself no greater military aim, than woul d be sufficient for the achievement of his political purpose. To turn this principle into practice, he must renounce the need for absolute success in each given case. ‘ It is a natural step to evolve from his strategy of limited warfare to one of the limitations of war and violence as the overarching purpose of political action in the twenty-first century. This perspective is still based on Clausewitz's statement that war is a continuation of politics by other means, while trying to actualize his concept of politics.Clausewitz describes war on the one hand as a continuation of politics, but on the other side as waged with other than political means. This implicit tension is the basis of the explicit contrast between the first and the third tendencies of Clausewitz’s trinity. Furthermore, one could argue that globalization and the ubiquity of information technologies have created a worldwide political space from which no one can escape, however much his actions might be derived, in their immediate motivation, from private interests or from the cultural practices of ethnic or tribal communities.Hence, the role of politics is intensified and reaction time within all three tendencies of Clausewitz’s trinity is reduced. Containing War and Violence in World Society The concept of containment is associated with the insight that we cannot expect in the foreseeable future to see fully non-violent societies or a non-violent world society. In addition, the aspiration to a world without conflicts as such fails to recognize that in the course of history conflicts and conflict solutions have frequently been necessary for human development.The main task confronting politics and social forces in the twenty-first century is the radical limitation, even diminishing of violence and war, so that non-violent structures can be sustained and the mechanisms of the ‘world of societies' can come to fruition. The overall political perspective on which the conce pt of the containing of war and violence in world society rests therefore consists of the following elements, the ‘pentagon of containing war and violence': 1) The ability to deter and discourage any opponent from fighting a large-scale war and to conduct precise military action as a last resort; (2) The possibility of using military force in order to limit and contain particularly excessive, large-scale violence which has the potential to destroy societies; (3) The willingness to counter phenomena which help to cause violence, such as poverty and oppression, especially in the economic sphere, and also the recognition of a pluralism of cultures and styles of life in world society; 4) The motivation to develop a culture of civil conflict management (concepts which can be summed up in the ‘civilizational hexagon', global governance, and democratic peace), based on the observation that the reduction of our action to military means has proved counterproductive and in the end will exceed our military capabilities; and (5) Restricting the possession and proliferation of weapons of mass destruction, their delivery systems, as well as of small arms, because the proliferation of both is inherently destructive to social order. Antulio Echevarria writes that ‘the U. S.National Strategy for Combating Terrorism also includes an essential, but rather ambitious goal of diminishing the conditions that terrorists typically exploit, such as poverty, social and political disenfranchisement, and long-standing political, religious, and ethnic grievances; reducing these conditions requires, among other things, fostering political, social, and economic development, good governance, the rule of law, and consistent participation in the â€Å"war of ideas† Further important tasks include preventing the proliferation of weapons of mass destruction and of small arms.Normative criteria are required for the containment of war and violence in world society. Such cri teria combine political–moral considerations with aspects relevant to every state's interest in self-preservation. It requires political actors to recognize the advantages of self-limitation as part of their own enlightened self-interest. In anthropological terms, we can see the roots of the political in the openness and indeterminacy of the human power to act. In historical terms, we can follow Aristotle in seeing these roots in the way we are forced to limit ourselves once we become aware of the contingency of human actions.It follows from this that one of the decisive questions for future development is that of the possible self-interest of the United States, or regional powers, making conflict subject to legal norms, in civil conflict management, and binding military power into alliance systems. President Obama’s ‘Pivot to Asia’ necessitated the development of a military strategy for the potential, if highly improbable, conflict with China. Seeking a d ecisive victory or traditional military containment are not viable strategies in current and projected realities, as they probably only serve to escalate the situation.Also, the United States must select ways that minimize the probability of escalation to nuclear conflict simply because it does not understand China’s nuclear release process and there is no winner in a major nuclear exchange. The logic leads to the concept of Offshore Control. Operationally, it uses currently available means and restricted ways to deny China the use of the sea in a strategy of economic strangulation to exhaust China to the point it seeks war termination. Penetration into China is forbidden to reduce the possibility of escalation and to make war termination easier.Offshore Control seeks to allow the Chinese Communist Part to end the conflict in the same way China ended its conflicts with India, the UN (in Korea), the Soviet Union and the Vietnamese. It allows China to declare it â€Å"taught t he enemy a lesson† and thus end the conflict. The progressive limitation of war and violence indefinitely can be an end to itself in the realization of a basically peaceful global policy. The enduring and progressive containment of war and violence is therefore necessary for self-preservation of states, even their survival, and for the civility of individual societies and world society.Conclusion Clausewitz, in his note of 1827, recognized the need to rework the whole of On War according to his new insight, the distinction between limited war and war whose aim is to overthrow the enemy and render him powerless. However, he was not always clear in his thoughts especially in his early writings and even up to 1827. For example, there is a lack of clarity on the discourse at the beginning of book I, chapter 1, of the three interactions that push war to the extreme, despite the fact that these sections were presumably written after the note of 1827.It can be said that for the purpo se of analyzing and studying warfare, both the early and later Clausewitz is of great importance and value. However, for political and military action of our time, perhaps only the later Clausewitz needs serve as an important basis. As Clausewitz himself emphasized at the end of his discussion of the trinity, ‘at any rate, the preliminary concept of war casts a first ray of light on the basic structure of theory, and enables us to make an initial differentiation and identification of its major components. Thinking about contemporary and future warfare with, and sometimes beyond, Clausewitz can still be the best way to begin. Bibliography 1. Andreas, H. -R. (2009). Clausewitz and a New Containment. In S. Hew, ; H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 283-307). New York: Oxford University Press Inc. 2. Andreas, H. -R. , ; Antulio , E. (2007, December 27). Clausewitz in the Twenty First-Century: Primacy of Policy and a New Containment. From World Secur ity Network: http://www. worldsecuritynetwork. com/showArticle3. cfm? article_id=14985 3. Antulio, E. (1995-1996, Winter).War, Politics and the RMA: The Legacy of Clausewitz. Joint Force Quarterly, pp. 76-80. 4. Antulio, E. I. (2003). Globalization and the Clausewitzian Nature of War. The European Legacy, 8/3, pp. 317-32. 5. Clausewitz, C. v. (1976). On War. In H. Michael, P. Peter, H. Michael, ; P. Peter (Eds. ). New Jersey: Princeton. 6. Durieux, B. (2009). Clausewitz and the Two Temptations of Modern Strategic Thinking. In S. Hew, ; H. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 251- 265). New York: Oxford University Press Inc. 7. Hammes, T. (2012, Spring). Offshore Control: A Proposed Strategy. Infinity Journal, 2(2), pp. 0-14. 8. Hew, S. , ; Andreas, H. -R. (2009). Introduction. In S. Hew, ; H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 1-13). New York: Oxford University Press Inc. 9. Antulio, E. (2009). Clausewitz and the Nature of the Wa r on Terror. In S. Hew, ; H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 196-218). New York: Oxford University Press Inc. 10. Ken, B. , ; R. , T. (1999). Strategic Cultures in the Asia-Pacific Region. London. 11. Metz, S. (1994). Clausewitz Homepage. From A Wake for Clausewitz: Toward a Philosophy of 21st-Century Warfare: http://www. lausewitz. com/readings/Metz. htm 12. Sumida, J. (2009). On Defence as the Stronger Form of War. In S. Hew, ; H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 164-181). New York: Oxford University Press Inc. ——————————————– [ 1 ]. Durieux, B. (2009). Clausewitz and the Two Temptations of Modern Strategic Thinking. In S. Hew, & H. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 251- 265). New York: Oxford University Press Inc. [ 2 ]. Carl von Clausewitz, On War, trans. and ed. Michael Howard and Pet er Parat (Princeton, NJ, 1976), II, 2, p. 141. 3 ]. Ibid. II, 2, p. 141. [ 4 ]. Ibid. II, 2, p. 142. [ 5 ]. Ken, B. , & R. , T. (1999). Strategic Cultures in the Asia-Pacific Region. London. [ 6 ]. Durieux, B. (2009). Clausewitz and the Two Temptations of Modern Strategic Thinking. In S. Hew, & H. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 251- 265). New York: Oxford University Press Inc. [ 7 ]. The same principles and strategies that were the decisive foundation of Napoleon’s initial successes at Jena and Auerstedt proved inadequate in the special situation of the Russian campaign and eventually contributed to his final defeat at Waterloo. 8 ]. Clausewitz or Sun Tzu – Paradigms of warfare for the 21st century written by: Andreas Herberg-Rothe, 13-Dec-06. WorldSecurityNetwork. com – WorldSecurityNetwork. com. http://www. worldsecuritynetwork. com/printArticle3. cfm? article_id=13757 [ 9 ]. On War, I, 1,  §28, P. 89. [ 10 ]. Hew, S. , & Andrea s, H. -R. (2009). Introduction. In S. Hew, & H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 1-13). New York: Oxford University Press Inc. [ 11 ]. Vom Kriege, ed. Werner Hahlweg (19th edn, Bonn, 1980), 1, 1,  §28, pp. 212-213. 12 ]. On War, VIII, 6B, p. 610. [ 13 ]. Ibid. p. 605. The phrase ‘with the addition of other means’ is deliberately used by Howard and Paret as they wanted to make it clear that war in itself does not suspend political intercourse or change it into something entirely different. Essentially, the intercourse continues, irrespective of the means it employs. The main lines along which military events progress, and to which they are restricted, are political lines that continues throughout war into the subsequent peace. It could not be otherwise.Political relations between peoples and between their governments do not stop when diplomatic notes are no longer exchanged. [ 14 ]. The German word Politik covers both policy and politics . Clausewitz did mean different things at different points. Sometimes the context suggests that he has foreign policy in mind, at others he highlights the social upheaval of the French Revolution and its consequence for warfare. [ 15 ]. Antulio Echevarria, ‘War, Politics and the RMA: The Legacy of Clausewitz’, Joint Force Quarterly, 10 (winter 1995-6), 76-80. [ 16 ]. On War, VIII, 3B, p. 589 [ 17 ]. Ibid. p. 586. 18 ]. Hew, S. , & Andreas, H. -R. (2009). Primacy of Policy and Trinity in Clausewitz’s Thought. In S. Hew, & H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 74-90). New York: Oxford University Press Inc. No modern translator is prepared to render wunderliche in the military context as â€Å"wonderful† or â€Å"wonderous†. Howard and Paret in 1976 used ‘remarkable’, which was a throwaway word of no particular significance. This was changed to ‘paradoxical’ in the 1984 edition, but this word seem s to have no relationship to wunderliche and carries inappropriately negative connotations. 19 ]. On War, I, 1,  §28. [ 20 ]. Ibid. Clausewitz’s description of the trinity followed after the metaphor of war as a chameleon. [ 21 ]. Ibid. [ 22 ]. George Kennan formulated his original vision of containment more than sixty years ago. Although altered in its application by various administrations in the United States, it has in practice been incorporated within the concept and politics of common security, which in turn has itself been the essential complement to purely military containment. [ 23 ]. In comparison to the Cold War. [ 24 ].Between globalization on the one hand, and local struggles for identity and regional advantages and interests on the other; between high-tech wars and combat with ‘knives and machetes’ or attacks by suicide bombers between symmetrical and asymmetrical warfare; between wars over the ‘world order’, with the re-politicizatio n and re-ideologization, between imperial-hegemonic dominance of the only superpower and the formation of new regional power centers; between international organized crime and the institutionalization of regional and global communities; and between increasing violations of international law and human rights on one side and their expansion on the other. [ 25 ]. Andreas, H. -R. (2009). Clausewitz and a New Containment. In S. Hew, & H. -R. Andreas (Eds. , Clausewitz in the Twenty-First Century (pp. 283-307). New York: Oxford University Press Inc. [ 26 ]. Clausewitz discussed unlimited and limited war in terms that supported his conception of the defense as the stronger form of war. The central issue in both cases of war was the will of the combatants. Unlimited war occurred when the attacker was determined to destroy the political independence of the defender through battle if necessary, and the defender no less determined to preserve its political independence. Equivalence in the stre ngth of will did not, however, mean the outcome would be determined by the balance of military forces and the fortunes of war.Even catastrophic military defeat at the hands of a militarily superior attacker, Clausewitz believed, would not produce a decision if the defender had the will to preserve what remained of his regular military forces by retreat even to the point of abandonment of all national territory, and to resort to armed popular support against the invader in spite of its potential to promote anarchy. Limited war meant a situation in which the attacker's objectives did not involve the destruction of the political independence of the defender, and the defender's stake in the outcome was thus not one of survival. (Sumida, 2009) [ 27 ]. Andreas Herberg-Rothe had elaborated this interpretation in Andreas Herberg-Rothe, Das Ratsel Clausewitz. Politische Theorie des Krieges im WIderstreit (Munich, 2001), 79-145, and in the English edition of the same book, Clausewitz’s Puzzle (Oxford, 2007).We can find this conclusion in the trinity; within the note of 1827, in which Clausewitz mentioned both aspects as guiding principles for reworking the whole text; in book I, chapter 2; and in most parts of book VIII of On War, [ 28 ]. On War, I, 2, pp. 91-2. [ 29 ]. Ibid. VIII, 3B, p. 585. [ 30 ]. It can be demonstrated that, due to systematic reasons but also with the respect to historical experience, trying to suspend this tension for the sake of the primacy of one of the two sides always leads to a primacy of the military means, of warfare and violence; see Beatrice Heuser, Reading Clausewitz (London, 2002). [ 31 ]. Antulio, E. I. (2003). Globalization and the Clausewitzian Nature of War. The European Legacy, 8/3, pp. 317-32. [ 32 ].Ernst Otto Czempiel, Weltpolitik im Umbruch. Die Pax Americana, der Terrorisinus und die Zukunft der interuationalen Bezh. ‘hungen (Munchen, 2002). [ 33 ]. Andreas, H. -R. (2009). Clausewitz and a New Containment. In S. H ew, & H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 283-307). New York: Oxford University Press Inc. [ 34 ]. Antulio, E. (2009). Clausewitz and the Nature of the War on Terror. In S. Hew, & H. -R. Andreas (Eds. ), Clausewitz in the Twenty-First Century (pp. 196-218). New York: Oxford University Press Inc. [ 35 ]. Hammes, T. (2012, Spring). Offshore Control: A Proposed Strategy. Infinity Journal, 2(2), pp. 10-14. [ 36 ]. Ibid. I, 1,  §28, p. 89.

Brand Identity Design Process Example

Brand Identity Design Process Example Brand Identity Design Process – Book Report/Review Example Marty Neumeier " (Neumier 2003)" The book â€Å"Brand Gap† by Marty Neumeier was first published in 2003. Through this book, Marty Neumier gives a deep insight about different in which the gap between business strategy and design can be bridged. There are a lot of times when there can be a gap or when the business strategy is not appropriate. The design concepts could be wrong or their execution could fail. There are different reasons due to which the brand gap may exist. According to Neumier â€Å" A lot of people talk about it. Yet very few people understand it. Even fewer know how to manage it. Still, everyone wants it. What is it? Branding. of course arguably the most powerful business tool since the spreadsheet." (Neumier 2003)Neumier in this book gives a very comprehensive view of the brand and elaborates on what the brand is, why does a brand work and more importantly how to bridge a gap and create that sustainable competitive advantage. The author goes on to elaborat e each of the following disciplines of brand gap in this book : differentiation, collaboration, innovation, validation and cultivation.Alina Wheeler – Designing Brand IdentityThis book by Alina Wheeler, goes through into all the stages of brand identity designing in great depth. These include research and analysis, brand strategy, design development through application design, launch and governance. It the book is a comprehensive reference guide for all phases of this process. Wheeler has supported book with different case studies from Herman Miller, General Electric etc to give the reader a crisp clear picture. (Wheeler 2000)BibliographyNeumier, Marty. The Brand Gap. Berkeley: New Riders, 2003.Wheeler, Alina. Designing Brand Identity. The International Coolhunting Magazine, 2000.

Writing the Why NYU Essay

Writing the Why NYU Essay SAT / ACT Prep Online Guides and Tips If you're applying to New York University, you'll need to submit both the regular Common App materials as well as the NYU supplement, which includes a short essay. At its heart, the NYU essay prompt asks you to answer a single straightforward question: why do you want to go to NYU? In this article, we'll fully analyze the "Why NYU?" essay prompt and what successful essays need to accomplish. We'll also go over potential topics to write about and look at the essay that got me into NYU's College of Arts and Science. First, however, we'll begin with a quick discussion of why schools ask students to write "why this school?" essays feature image credit: Sagie/Flickr What's the Point of "Why This School" Essays? While the Common App essay gives students a chance to showcase something of who they are that might not be evident elsewhere in their application, the "why [school]?" essay allows students space to explicitly state why they are such a good match for the school. Presumably, if you're applying to the school, your test scores, grades, course rigor and curriculum, extracurriculars, and volunteer experience all put you at least somewhat in line with other students at the school. The "why this school?" essay is your opportunity to discuss not just why you could excel at the school, but why you are a good fit (and why you want to go there). "Why this school" essays are also a useful way for schools to judge student interest in a school (which can indicate whether or not a student will attend if admitted). Based on students' "why this school?" essays, colleges can distinguish students who are specifically interested in attending that school from students who clearly applied just because of the school's location or ranking Writing a strong "why [school]?" essay not only gives you another instance to showcase your writing and reasoning skills, but also tells the school that you care enough to invest time in researching what makes them special. It signifies that you have put in the time to realize whether or not you're a good fit. (And, it secondarily shows that having put in that time, you're more likely to attend if admitted than someone who just wrote some generic statements about why they want to attend college). For a more in-depth look at what schools hope to get out of your "Why [This School]?" essays, read this article. Colleges want you to show you've taken the time to think about why you want to apply. Tiffa Day/Flickr. Why NYU Essay Prompt, Analyzed Here's the complete NYU supplement essay prompt for 2018: We would like to know more about your interest in NYU. We are particularly interested in knowing what motivated you to apply to NYU and more specifically, why you have applied or expressed interest in a particular campus, school, college, program, and/or area of study? If you have applied to more than one, please tell us why you are interested in each of the campuses, schools, colleges, or programs to which you have applied. You may be focused or undecided, or simply open to the options within NYU's global network; regardless, we want to understand - Why NYU? (400 word maximum) Besides the standard "what motivated you to apply to [school]?" question that almost every "why this school" essay asks, the NYU prompt gives you one extra nudge for what to focus on in your essay. Specifically, NYU wants you to talk about what's drawn you to "a particular campus, school, college, program, and/or area of study?" (or, if you're drawn to more than one, why you're drawn to each campus/school/college/program/area of study). Keep in mind that you should be discussing all of this in the context of NYU. Obviously, if you're interested in NYU because of one of their 10 undergraduate schools, then that's particular to NYU, but the same goes for their campus locations, programs, and areas of study. For instance, if you're passionate about studying theater, you wouldn't just write that you want to attend NYU because you love theater and NYU has a theater program and is in New York, a city that has theater; that description could apply to half a dozen schools. Instead, you'd go into the details of what attracts you about specific classes and professors at Tisch, or other opportunities that are unique to NYU (ability to do certain kinds of projects, the potential for interdisciplinary collaboration, etc). The final sentence of this prompt also hints at a few different directions you can go with your "Why NYU" essay: You may be focused or undecided, or simply open to the options within NYU's global network; If you're already certain of what you want to study in college or have a "spike", you'll want to go the "focused" route in your essay. This means mentioning specific classes, professors, programs, or how you see NYU supporting your future career/academic plans. On the other hand, perhaps you're not at all sure what you want to study in college (AKA me in high school). In that case, you'll shape your essay more around how you believe going to NYU will allow you to explore many different avenues to find your passion. Finally, if you already know that you want to spend time abroad during college in a place where NYU has a campus, you can emphasize your interest in continuing to receive an NYU-level academic education while living in another country. Abu Dhabi is one of several cities NYU has campuses in. Potential "Why NYU?" Essay Topics Earlier, we briefly touched upon some topics that you might write about in your essay, including specific courses/teachers/programs and study abroad opportunities. We're now going to take those broad topic categories and go into a little more depth for how to write about them in your "Why NYU?" essay. Colleges/Programs NYU has the following 10 undergraduate schools, colleges, and programs: College of Arts Sciences Gallatin School of Individualized Study Liberal Studies Meyers College of Nursing School of Professional Studies Silver School of Social Work Steinhardt School of Culture, Education, and Human Development Stern School of Business Tandon School of Engineering Tisch School of the Arts Because there are so many different undergraduate programs within NYU, it's a good idea to identify which program(s) you're applying to and why in your NYU supplement essay. Since you'll need to decide on a program before applying to NYU anyway, you might as well use the time you spend reading about each college to figure out if there are any programs within particular colleges that call out to you. For instance, if you're interested in the intersection of different fields (like psychology and computer science, or biology and philosophy/ethics) and are self-motivated to create your own program of study, you should talk about that in your application to the Gallatin School of Individualized Study. If you've spent the last 12 years devoting all your extra time in and out of school to theatre and want to attend a conservatory with opportunities to go see live theatre, then write about that in your application to Tisch. Courses/Professors NYU is a world-renowned university for a reason, and it's not just because of its immense real estate holdings; it has a wide variety of courses and professors renowned in their fields. If one of the main reasons you're drawn to NYU is for its academics, then this is a good topic to get into in your supplemental essay. Flip through the online course catalogs and read about professors in departments you're interested in. Are there any classes you really want to take (that seem particular to NYU)? Or any professors you absolutely have to study with? You don't need to go so far as to read the professors' research or anything like that (unless you're super excited by it!), but doing even a little research into the courses and professors you'd be learning from and mentioning it in your "Why NYU?" essay will go a long way toward showing the admissions officers that you're serious enough about NYU to check out its specifics. Extracurricular Opportunities and School Traditions If there's an extracurricular at NYU that you've been particularly involved in during high school (or are excited to start getting involved in at college), you can write about it, as long as you're clear about why it's something unique to NYU. In a similar vein, you can also try reading through some of the campus-wide events offered throughout the year and see if there's anything special about them that speaks to you. NYU's annual Strawberry Festival boasts the longest strawberry shortcake in NYC. NYU Essay: Topics to Avoid The "Why NYU" essay prompt makes it pretty clear that you should focus your 400 words around a specific college/program/area of study. What you absolutely should avoid is gushing about NYU's location (whether you're applying to the New York campus or not). Back when I applied to NYU, the "why NYU?" essay prompt was even more blunt about not centering your essay around New York City: "Many students decide to apply to NYU because of our New York City location. Apart from the New York City location, please tell us why you feel NYU will be a good match for you." If New Yorkers have heard it all and seen it all before, NYU admissions officers have certainly read any and all paeans you could care to write to New York City. It's fine to write about how being in New York gives you access to opportunities relevant to your course at NYU (e.g. you can get amazing internship opportunities for journalism and theatre there that you wouldn't be able to get anywhere else). However, you need to be clear to center your essay around the program at NYU, with the New York location (and its opportunities) being an added bonus. Unless you have a unique take on why NYU's location is so important to you (e.g. your grandparents used to live in a building that was demolished to make way for Bobst law library and you were brought up on vengeance that has since turned to adoration), stay away from NYU's location in your explanation of why you want to go there. New York City may be the fifth character in Sex and the City, but it shouldn't make a cameo in your "Why NYU?" essay. Brainstorming for the Why NYU Essay Before you start to narrow in on what angle you'll take in your "Why NYU?" essay, you should first examine your reasons for applying to NYU. By "examine," we don't just mean "list your reasons"- we mean you need to go a few levels deeper into each surface reason that occurs to you. For example, this is the list of reasons I had for applying to NYU (roughly in order of importance): My test scores and grades/course rigor make it likely I'll get in NYU has lots of good schools and programs It's easy enough to get from NYU to my family, transportation-wise On the face of it, none of these reasons are very compelling. If I'd just gone on to write my "Why NYU?" essay (or in those days, essays) with those three bullet points, I doubt I would have been accepted. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Instead, I went deeper with each reason to see if there was anything there I could mine for the NYU supplement essay. Surface Reason 1: My test scores and grades/course rigor make it likely I'll get in. One level deeper: I'm applying to NYU as a safety school, because I'm pretty sure I'll get in there, even if I don't get in anywhere else, and I'd want to go there if I got in. Should I write about this in my "why NYU" essay? Definitely not. No school wants to hear that it's a safety (even if it's a safety you would be fine with attending because it's still a good school). Surface Reason 2: NYU has lots of good schools and programs. One level deeper: I'm extremely undecided about what I want to study- I know that I'm interested in English (Creative Writing), Math, Neuroscience, Chinese, and Music, but I might end up deciding to study something entirely different in college. It's important to me that I go somewhere that I'll have the opportunity to explore all of my interests (and develop more), which I can do at NYU. Should I write about this in my "Why NYU" essay? This reason is definitely promising, although I'll need to do more research into the particular programs and courses at NYU so I can namedrop (and incidentally to double-check that I'm right about being able to study all these things there!). Surface Reason 3: It's easy enough to get from NYU to my family, transportation-wise. One level deeper: My parents want there to be good transportation options for me visiting home (or them visiting me). NYU's location (New York City) definitely makes that possible (there's easy access to planes, trains, buses, rental cars, fixed-gear bikes†¦). Should I write about this in my "Why NYU" essay? Probably not. The prompt asks me about why I've expressed interest in a particular campus, school, college, program, and/or area of study, not a geographic area. Plus, it's not like there aren't plenty of other New York schools. I maybe could throw in this reason if I'm running short on things to say, but as it is, it looks like my second reason is going to be the best bet for the "Why NYU?" essay. Why NYU Essay Sample Below, I've created a "Why NYU?" essay example that draws verbatim from what I used in my (successful) NYU application. (The essay requirements were slightly different then, with different word counts, so I had to expand a little upon what I originally wrote.) I feel NYU would be a good match for me because of the number and kinds of programs it has. I am very interested in a variety of subjects, and NYU seems to encompass everything. In fact, I'm applying to the College of Arts and Sciences because I can’t specify my interests any more than that at this time. I have so many things that I want to learn that I can’t imagine limiting myself before I even enter college. Take Chinese, for example. I'm learning Mandarin now (and have been for the last five years), but I would also like to learn Cantonese. There are not many other schools that offer Cantonese classes that can boast trips into Chinatown as part of the curriculum! Furthermore, I am excited by the possibility of studying abroad at NYU Shanghai. I'd not only be able to go to China for a semester for a year and immerse myself in the language and culture, but I'd be able to do so with the continuity of being on an NYU campus, even halfway across the world. The music theory program in the College of Arts and Sciences also really interests me. I've picked up some theory here and there, but I haven't had all that much formal training. I'm also really intrigued by NYU's early music ensemble and the chance to explore different modes and tunings. At the other end of the spectrum, while I've written a few pieces on my own and taught myself a little bit about MIDI, I have not really had a chance to experiment very much with computer/electronic composition, and would really like to use those Steinhardt facilities that would be available to me at NYU to help remedy this. Finally, I cannot stress enough how important reading and creative writing are to me. Because of how much the two feed into one another, I'm excited by NYU's Reading Series and the potential to be able to attend organized events for interacting with other writers outside the classroom. The opportunity to expand my Chinese language abilities beyond Mandarin (and have the chance for practical application) is what first intrigued me; the chance to explore computer music and get my hands on NYU's facilities was the next breadcrumb; but the breadth and depth of the courses for writing lure me in even more, until I can resist no further. This essay isn't necessarily the best piece of writing I've ever done. However, it still effectively conveys my desire to attend NYU because I mention a few key reasons I want to attend NYU: The variety of courses available. I began by stating that I'm undecided and part of what attracts me to NYU is the opportunity to get to do lots of different things. I then go on to discuss several different examples. Specific NYU opportunities. I looked up various courses, events, and opportunities offered by different departments and mentioned a couple of them specifically (the Reading Studies program for creative writing, Cantonese classes, studying abroad in China). While I did mention a New York City thing (going into Chinatown), it was linked with something that's relatively NYU-specific (the opportunity to study Cantonese as well as Mandarin). Eden, Janine and Jim/Flickr. Tips for the Why NYU Essay To wrap up, we've summarized our top four tips for writing the "Why NYU?" essay. #1: Look over the descriptions of the different schools/programs. This will help you figure out both which one you want to apply to as well as what makes those schools interesting for you to apply to. #2: Read through the course catalog and look up professors in departments you're interested in. As the NYU Admission blog states, you don't have to go overboard in stating exactly what course you want to take with what professor at what time, but you should demonstrate that you're aware of what kinds of things you will be able to do and learn while at NYU #3: Look into whether there are any extracurricular activities or NYU traditions that particularly appeal to youand explain why they matter specifically to you. #4: Avoid writing odes to New York City. If there are particular opportunities you're interested in that are only available in New York (e.g. internships at the American Museum of Natural History, research into immigration history at Ellis Island) you can mention it, but don't lean too heavily on the location. #5: Remember that while you should make it clear why you want to attend NYU with your essay, you don't need to agonize for hours over it. Ultimately, other parts of your application (including your test scores and grades/course rigor, letters of recommendation, and personal statement) are more important factors to your acceptance than your NYU supplement essay is. You just need to show that you've done at least a little research into NYU and why you want to apply there in particular. And if along the way you find that you don't really have a super good reason that's getting you excited to apply to NYU? It might be worth reconsidering whether or not you should apply there. What's Next? Have a bunch more college-specific supplement essays to write? Be sure to check out our overview of the "why this college" essay. Looking for application tips for other selective schools? Read our complete guides to the University of California system and to the Georgetown application. Should you apply early or regular decision to college? Find out the pros and cons of early decision in this article. (And read up on the distinctions between early decision, early action, and the different kinds of each here.) Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Persuasive paper Essay Example | Topics and Well Written Essays - 750 words - 7

Persuasive paper - Essay Example The basis of this approach is that since all behavior is learned, all behavior can be unlearned. This approach, therefore, sees the human development from childhood to adulthood as a continuous process in which desirable behavior is learned, and undesirable behavior unlearned. The study of animal behavior plays a critical role in knowing how this learning and unlearning of human behavior takes place (Bustamente and Ramo, 1996). Many psychologists and social scientists have used research in animal behavior to understand a broad range of human habits. For example, the Great Russian scientist Ivan Pavlov used animal research to understand conditioned reflexes in animals. Daly and Wilsons work on human homicides is based almost entirely on their evolutionary analysis of animals. A similar approach has been used in understanding child abuse. De Waal’s studies on chimpanzees and monkeys shed insights into the causes of human aggression, reconciliation and cooperation (Snowdon, 2009). A few examples show how research in animal behavior has been instrumental in understanding human behavior. From these studies, it is possible to know the causes of certain behavioral tendencies in humans. This is valuable information because it enables psychologists to devise effective strategies of unlearning behaviors that are undesirable (Snowdon, 2009). My second reason is that the study of animal behavior is critical in the treatment of a number of human behavioral disorders. Most of these disorders like alcoholism, depression and schizophrenia are uniquely human. Even though they are not observed among animals, animal models are crucial in understanding of these behaviors, especially on their genetic origins. Typically, these animal models are used to test a broad range of hypotheses under conditions and methods that are unethical or impossible to apply to human beings. For example, research on areas like mental illnesses, drug addiction, memory disorders, human cognition