Animal Farm And The Truman Show Analysis - 1341 Words

In the novel ‘animal farm’ and the film ‘the Truman show’ George Orwell and Peter weir talk about how power, utopian societies, and the good life are relevant to the narratives. In these film/novel. In Animal Farm/ Truman show power can be used in many ways good or bad, but if you have too much of it you can use the power you have in many bad ways. The good life is demonstrated as the place where everyone works together and can achieve their goals in life. These novel/films have made it clear that Old Major’s, idea of utopia is a place where everyone is equal. However, in the Truman Show, Peter Weir uses Christof as a bad way of using the power which is quite similar to Napoleon. The good life for Truman isn’t actually the good life for†¦show more content†¦(3.2). In conclusion, these books are quite similar with control and power Christof, Mr jones and napoleon use their power in bad ways. In animal farm, George Orwell explores the idea is The good life possible to achieve. the good life is a reference saying that your life cant get any better. The novel represents the good life in many ways but throughout the novel, napoleon deviates from what was a civil idea being the seven commandments. All all the animals thought that just because Napoleon is an animal that they will treat much better.â€Å"No one believes more firmly than Comrade Napoleon that all animals are equal. He would be only too happy to let you make your decisions for yourselves. But sometimes you might make the wrong decisions, comrades, and then where should we be?† In Truman show, peter weir explores the idea is a good life is possible to achieve. The good life is a reference saying that your life cant get any better. In the film, Truman show Christof makes Truman Burbanks life, the good life in this book/movie. Christof has mad Trumans life â€Å"the good life† but once Truman finds out that his life was a tv show he new his whole life was a lie.†Weve become bored with watching actors give us phony emotions. We are tired of pyrotechnics and special effects. While the world he inhabits is, in some respects, counterfeit, theres nothing fake about Truman himself. No scripts, no cue cards. It isntShow MoreRelatedEmergency Management Essay18946 Words   |  76 Pagesidentifying unacceptable risks, assessing vulnerabilities, and devising strategies for reducing unacceptable risks to more acceptable levels. Of course, emergency managers cannot perform all of these activities by themselves. However, as later chapters will show, they can act as â€Å"policy entrepreneurs† that propose strategies and mobilize community support for risk reduction. In general terms, emergency management is â€Å"the discipline and profession of applying science, technology, planning and managementRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand peace so consciously pursued through the establishment of international organizations and diplomatic exchanges. Despite these endeavors, the levels of domestic and international violence within human populations and the ravages visited upon animals and the natural world by humans vastly exceeded that of any previous era in history. In a century where human communities globally and individuals locally had the potential to be much more intensely connected by new communications technologiesRead MoreStephen P. Robbins Timothy A. 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Figure 1 shows data from our company’s experience with the strong results of such business management innovation throughout a wide range of areas—from product development, supply chain, customer relations, and total quality to human resources, alliances, and partneringRead More1000 Word Essay85965 Words   |  344 Pagescounseling is slightly different than future counselings in that it primarily focuses on what areas? Communicating performance standards to the rated NCO. It should specifically let the rated NCO know what is expected during the rating period. The rater shows the rated NCO the rating chain and a complete duty description, discusses the meaning of the values and responsibilities contained on the NCOER, and explains the standards for success. (DA PAM 623-3 May 2006 / 3-1 / PDF 36) Who is the last individual

From Leninism to Stalinism A Logical Progression Free Essays

The question of whether or not Stalinism was a logical continuation of Leninism is a difficult one. Stalinism did take significantly more drastic measures than Leninism did. There were differences in policy. We will write a custom essay sample on From Leninism to Stalinism: A Logical Progression or any similar topic only for you Order Now But in spite of these, Stalinism still found its basis in Leninism. Even Trotsky, a friend of Lenin and a staunch opponent of Stalin, grudgingly admits that â€Å"Stalinism did issue from Bolshevism† (Trotsky). Stalin’s policy of socialism in one country, his use of terror to eliminate opposition, and his suppression of democracy and the soviets were all characteristics of Lenin well before they were characteristic of Stalin. Although some of Stalin’s policies were different from those of Lenin, what difference Stalinism did show from Leninism were either policies which Lenin had called for but never put into action, or logical continuations of Lenin’s original principles, but modified to suit the demands of the time. One of Stalin’s main focuses was on the concept of â€Å"socialism in one country† – that is, the focus on the betterment exclusively of his own country rather than on the international communist revolution. â€Å"Socialism in one country† began with Lenin. In 1918 Lenin signed the Treaty of Brest-Livtosk, which pulled Russia out of WW1 and surrendered much of the Ukraine to Austria-Hungarian forces (â€Å"How Lenin Led to Stalin†). At this time, there was a revolutionary movement in the Ukraine composed of peasants and workers known as the Makhnovist movement. This group needed only the support of Lenin and Russia to launch their own socialist revolution. However, they were not given this support (â€Å"How Lenin Led to Stalin†). Clearly, Lenin’s focus was on the well-being of Russia rather than the International Communist Movement. He was focused on Socialism in One Country. Lenin’s actions, compromising his political ideals for the sake of peace, would later be echoed by Stalin when Stalin signed a non-aggression pact with Adolf Hitler on August 23, 1939. In addition to a focus on socialism only within his own country, Stalin also focused on a concentration of governmental control of industry and agriculture. This policy, originated by Lenin under the moniker of state capitalism, was a clearly established goal of Leninism well before Stalin implemented it. Lenin said that â€Å"Socialism isnothing but state capitalist monopoly made to benefit the whole people† (â€Å"How Lenin Led to Stalin†). It is clear that his idea of socialism was one of governmental economic control. Moreover, Lenin fully intended for this plan to be implemented. He said that â€Å"If we introduced state capitalism in approximately 6 months’ time we would achieve a great success† (â€Å"How Lenin Led to Stalin†). As the government gained more and more control over the economy, Lenin felt it necessary to defend his actions. He published an article in April of 1918 in which he stated that â€Å"Unquestioning submission to a single will is absolutely necessary for the success of the labor process†¦ the revolution demands, in the interests of socialism, that the masses unquestioningly obey the single will of the leaders of the labor process† (â€Å"How Lenin Led to Stalin†). In addition to demonstrating the Leninist ideal of state capitalism, it also shows that Lenin viewed absolute governmental authority as necessary, a policy that would be further instituted during the totalitarian rule of Stalin. One aspect of Lenin’s state capitalism was the forced collectivization of agriculture. In article six of his â€Å"April Theses,† Lenin called for â€Å"Nationalization of all lands in the country, and management of such lands by local Soviets of Agricultural Laborers’ and Peasants’ Deputies† (Russian History 1905-30†³). In 1929, when Stalin forced collectivization onto the agricultural workers, he was simply putting Lenin’s concepts into action. Lenin had had the original idea, and had felt it was a necessary action, but he had been unable to put his plan fully into effect. Stalin was able to take a previously incompletely implemented Leninist policy and put it into action. In their attempts to bring the workers under governmental control, Leninists were willing to take drastic action. In May of 1918, a new decree stated that only one third of industrial management personnel could be elected, the rest being appointed to their positions. In April of 1920, Trotsky stated that â€Å"Deserters from labor ought to be formed into punitive battalions or put into concentration camps† (â€Å"How Lenin Led to Stalin†). Arguments have been raised which state that Lenin’s New Economic Policy is a demonstration of the fact that Leninism’s goal was not one of total governmental control. However, the New Economic Policy was only instituted by Lenin when it became absolutely necessary for the survival of Russia, and even then it was only intended to be a temporary measure before returning to state capitalism. Despite the temporary nature of the New Economic Policy, it was still viewed by many leading members of the Communist party as being too drastic a departure from Leninist doctrine. When Stalin abandoned the New Economic Policy, he was not abandoning a part of Leninism. Rather, he was banning a policy that even Lenin himself had not intended to be permanent, and that many people viewed as being a policy contrary to the aims of Leninism (Wood, p. 23-26). Stalin was also characterized by his strong suppression of opposition, which is once again a Leninist trait. A decree of the Sovnarkom on December 20, 1917 called for the creation of a commission â€Å"to persecute and break up all acts of counter-revolution and sabotage all over Russia, no matter what their origin† (â€Å"Russian History 1905-30†). The decree further read that â€Å"measures [to be taken against these counter-revolutionaries are] confiscation, confinement, deprivation of [food] cards, publication of the names of the enemies of the people, etc† (â€Å"Russian History 1905-30†). While these actions were admittedly not as drastic as Stalin’s, they do represent a strong, forceful suppression of opposition. In addition, Stalin was in power after these measures had already proven futile. Given the ineffectiveness of these methods, a logical continuation of these policies would have been to increase the severity of the suppression. In addition, other actions taken by Leninism were far more drastic. In a Cheka raid in Moscow in April 1918, 26 Anarchist centers were raided, killing or injuring 40 Anarchists and imprisoning over 500 more (â€Å"How Lenin Led to Stalin†). Another feature common to both Stalin and Lenin was their attempts to eliminate any democratic or representative forms of government. This too was a continuation of a long-standing Leninist policy well before Stalin was in power. Starting in 1918, in elections for factory committees, an approved list of candidates was created beforehand, and voting was done by a show of hands while a member of the Communist cell read the names and armed Communist guards watched on. Voicing opposition to the proposed candidates would result in wage cuts (â€Å"How Lenin Led to Stalin†). Lenin’s suppressions were not limited to non-communists. As Stalin would later do, Lenin also worked to eliminate any possible sources of dissention within the Communist party. In 1918 there was a faction within the party that was critical of the new policy of Taylorism, a system used to measure the outputs of the workers in the country. This faction was centered around the journal Kommunist. At a Leningrad party conference, the majority supported Lenin’s demand â€Å"that the adherents of Kommunist cease their separate organizational existence† (â€Å"How Lenin Led to Stalin†). Three years later, the 1921 party congress issued a ban on all factions within the Communist party. Speaking regarding one of these factions, the Workers Opposition, Trotsky said they had â€Å"placed the workers right to elect representatives above the party. As if the party were not entitled to assert its dictatorship even if that dictatorship temporarily clashed with the passing moods of the workers democracy† (â€Å"How Lenin Led to Stalin†). We can see the dark motivations behind Leninism’s banning of factions: to keep the democracy from interfering with the dictatorship. Well before Stalin was using his power to eliminate any who might oppose him, Lenin was carefully and thoroughly removing the opponents to his power. In the trade union congress of April 1920, Lenin stated that in 1918 he had â€Å"pointed out the necessity of recognizing the dictatorial authority of single individuals for the purpose of carrying out the soviet idea† (â€Å"How Lenin Led to Stalin†). This concept of a single absolute ruler that Lenin felt was so necessary was to become one of the points for which Stalin was later criticized. In setting himself up as an absolute dictator, Stalin was merely following what Lenin had said was necessary. Another aspect of Stalin’s suppression of opposition was his violent suppression of workers revolts and the soviets. Stalinism crushed revolts in East Berlin in 1953, in Hungary in 1956, and in Czechoslovakia in 1968, as well as many other, smaller revolts (â€Å"How Lenin Led to Stalin†). This policy would seem to contradict the Leninist ideal, in which the government was built for the workers, and a revolt of the workers would have been something that occurred only as a step towards a communist society. However, we can find this policy originating from Leninism. The Leninist government itself often showed strong opposition to attempts made by the workers to increase their power. The first All-Russian Congress of Soviets, held in June of 1917, stated that giving full power to the soviets would have â€Å"greatly weakened and threatened the revolution† (â€Å"Russian History 1905-30†). In 1921, at the Kronstadt naval base, workers attempted to elect a soviet. They also issued a declaration which called for the reestablishment of the democratic soviets, and an end to censorship of speech and press. These actions were supported by the workers, the sailors, and many members of the Bolshevik party. However, official Leninist forces stormed the base, killing many of the rebels who were unable to escape. Leninism had demonstrated that it was opposed to a representative government designed with the wants of the workers in mind. All of the defining policies of Stalinism were either policies that had originally being instituted by Leninism, policies called for by Leninism but not put into action until Stalinism, or else Leninist policies modified to fit the needs of the situation. Stalinism was a logical continuation of Leninism. How to cite From Leninism to Stalinism: A Logical Progression, Essay examples

Commercial Bank of Australia Ltd

Question: Discuss about the Commercial Bank of Australia Ltd. Answer: Introduction: The causes of action which the respondents have alleged to the financial institution were as follows that: The negotiation was not an honest one; The assurance was acquired by undue influence; The assurance was provoked by means of falsification or concealment of facts which would have been revealed by financial institutions as it was the responsibility of the financial institution to do so (Australasian Legal Information Institute, 2016). The three conclusions which were made by the appellate court in overturning the verdicts of the trial Judge were as follows: The advance should be set aside; The financial institution was under a duty to unveil the true point of the corporations accounts and so it was made legally responsible for Vincenzos frauds; The deal made was an dishonest one for which equity would grant support (Law Teacher, 2016). Justice Gibbs, held that it no, the financial institutions were not always necessary to advise an recommending guarantor about the state of the account of the consumer which was to be guaranteed. While the obligation of a financial institution to advise data to a consumer in these kinds of cases arises only; where there was a specific agreement among financial institution and the consumer of a type which the guarantor would not anticipate, was the matter here. The financial institutions have been abortive to inform those specific agreements, which misused a material piece of the deal with the consequence that the assurance was not mandatory. The particular situations in this matter included: The agreement with the financial institution and Vincenzo to enlarge the overdraft and to necessitate Vincenzo to considerably bind that overdraft within a short span The financial institutions careful dishonoring of cheques was an attempt to uphold the Corporations pretense of wealth (Australian Contract Law, 2013). It has been clearly stated that in order to entail a bank to make revelation to a surety of all remarkable dealings which to the information of the bank had taken place among the consumer and the third party; it must show that the dealing was both vexatious and deceptive as well as a violation of self-assurance has taken place. In this case the two facts which convinced Justice Gibbs to necessitate financial institution to make disclosure were as follows: Falsification was done for malfunction which occurred on the part of financial institution to make announcement of the existing situations; The sign was taken in a wrong way by confusing the clauses as they did not know about the earlier overdrafts and so they were only bound for $50,000 for which they signed the paper so it was not mandatory on the respondents (Jade, 2016). So, it was accomplished by Justice Gibbs that the financial institution has failed in making revelation about the situation which existed among the financial institution and the corporation earlier. So, it amounted to falsification whereas the memorandum of mortgage included such a guarantee which was not in the acquaintance of the respondents so they did not owed a duty for it (Aitken Whyte Lawyers, 2016). As per Justice Mason it has been accomplished that the respondents were permitted to get assistance on the view that the financial institution was responsible of the dishonest behavior in obtaining the implementation of the loan assurance by the respondents. It has also discussed the distinction and overlap among various equitable claims. The rule of law given by Justice Mason was dissimilar from the rule given by Justice Gibbs as Justice Gibbs concluded that it was not a case of unconscionable behavior and this case is related to misrepresentation whereas the ratio given by Justice Mason declared that the bank was guilty of a unconscionable behavior and that the respondents were permitted to an order setting aside the mortgage assurance. The situations are as follows: The circumstance of particular shortcoming in which the respondents were located was the result of their dependence on and their assurance in their son who, sort to serve his own wellbeing, advised them to grant the loan assurance which the financial institution essential as a circumstance of growing the accepted overdraft edge of his corporation. Financial institutions had frequently and endlessly have violated other cheques, the payment of which was not necessary to the preservation of the supply of construction materials. Where Mr. Virgo had knowledge of the facts then it would have been unimaginable that the option did not occur to Mr. Virgo that the respondents entrance into the dealing was appropriate to their incapability to make judgments. According to Justice Mason the unconscionable behavior in a constricted sense tolerate some similarity to the principle of exertion but there has been a distinction among the two. In exertion the will of the respondents was not self-governing and intentional as it was overborne. In dishonest behavior the will of the respondents even if autonomous and controlled was the consequence of the detrimental place in which the person was located (Thomson Reuters, 2016). As per Justice Deane both a dishonest dealing and the rules connecting to the undue influence were closely interrelated. The two ruling were, though, different. Undue influence, looks to the eminence of the permission or consent of the weaker party whereas dishonest dealing looks to the behavior of the stronger party in effort to implement, or preserve benefits (Chitty, 2012). It was concluded that the respondents were under a appropriate disability in dealing with the financial institution. And they were not fully misleaded as to the conditions and consequence of the assurance as they believed that the paper which they were signing was a assurance sustained by a loan (Thampapilla, et.al. 2015). In situations where the guarantor was induced to give a assurance to financial institution as a result of some falsification by its consumer then the soundness of the assurance was not unnatural so far as the financial institution was worried unless it had a observance of the indecency or ought to have been put upon the investigation that might occur. It may also be stated that an agreement of surety ship was not a agreement made in utmost good confidence but it may be set aside on the opinion of falsification. Though, it was a established ruling that mere non revelation of a fact does not cancel such a agreement. References: Aitken Whyte Lawyers. (2016). Unconscionable Conduct Under the Australian Consumer Law and Commercial Bank of Australia v Amadio. Retrieved on 21st September 2016 from: https://www.awbrisbanelawyers.com.au/unconscionable-conduct-under-the-australian-consumer-law-cba-amadio-lawyers-brisbane.html Australasian Legal Information Institute. (2016). Commercial Bank of Australia Ltd v Amadio [1983] HCA 14; (1983) 151 CLR 447 (12 May 1983)HIGH COURT OF AUSTRALIA. Retrieved on 21st September 2016 from: https://www.austlii.edu.au/cgibin/sinodisp/au/cases/cth/HCA/1983/14.html?stem=0synonyms=0query=title%20(%20%22amadio%22%20) Australian Contract Law. (2013). Commercial Bank of Australia v Amadio(1983) 151 CLR 447; [1983] HCA 14. Retrieved on 21st September 2016 from: https://www.australiancontractlaw.com/cases/amadio.html Chitty, J. (2012). Chitty on Contracts: General principles. Sweet Maxwell. Jade.(2016).Commercial Bank of Australia Ltd. v. AMADIO (1983) 151 CLR 447 12 May 1983. Retrieved on 21st September 2016 from: https://jade.io/article/67047 Law Teacher. (2016). Commercial Bank Of Australia V Amadio. Retrieved on 21st September 2016 from: https://www.lawteacher.net/free-law-essays/contract-law/commercial-bank-of-australia-v-amadio-contract-law-essay.php Thampapillai, D., Tan, V., Bozzi,C., and Matthew, A. (2015). Australian Commercial Law. Cambridge University Press. Thomson Reuters. (2016). Miles and Dowler, A Guide to Business Law 21st edition Study Aid Chapter summaries Chapter 13. Retrieved on 21st September 2016 from: https://legal.thomsonreuters.com.au/product/AU/files/720506676/chapter_summary_21e___ch_13.pdf

Who Knows Me Best free essay sample

The  image  to be printed is photographically transferred to a very  fine  fabric  (the  screen) such that the non-printing areas are blocked off and the fabric  serves  as a stencil. The ink is wiped across the screen to pass through the unblocked pores and reach the substrate. For each color  to be printed a separate screen is prepared and the  process  is repeated. There are three common types of screen printing presses. The ‘flat-bed’, ‘cylinder’ and the most widely used type, the rotary. Manual flat-bed screen printing is a slow process, done by hand. It is used by designer-makers for complicated fabric designs or for small runs. In image 1, the mash is stapled to a screen to make a screen. Then later masking tape is stuck to the outside of the screen. Then make a stencil with paper. The stencil is placed under the screen but on top of the paper. We will write a custom essay sample on Who Knows Me Best? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then ink is poured at one end of the screen. A squeegee is used to draw ink across the screen. The screen is carefully lifted. Industrial flat-bed printing automates this process, with the fabric moved through the machine on a conveyor belt and the print repeating rapidly. This is used by designers for mass creation. Rotary screen printing is a mechanized version of hand screen printing. This process uses hollow screen-mesh cylinders and squeegee blades located inside the cylinders that force the ink onto the wall covering as it travels through a printing press. There is a separate screen for each color. Rotary screen printing allows for a heavy application of ink and a rich look – very similar to hand screen prints but at a lower cost. Stencilling is a method of imprinting designs or letters on paper, cloth, or other materials through the use of a perforated or cut-out device called a stencil. The technique is widely employed for decorating textiles, wallpaper, ceilings, and furniture and for printing signs, posters, and handbills. A design for stencilling is usually cut out of treated paper, plastic, or thin metal. The cut stencil is then fastened securely to the printing surface, and paint or ink is applied over the stencil with a brush or roller. When the stencil is lifted off, the design that has been cut out of the stencil is left imprinted on the material. The same stencil can be used repeatedly, and coloured inks or paints can be applied to produce multicoloured patterns.

Aurorae Borealis essays

Aurorae Borealis essays The Northern Lights and Kristian Birkeland The northern lights have inspired awe and reverence in people all throughout the northern latitudes. At their most impressive, they form an immense halo of pulsating light around the pole, stretching hundreds of kilometers out into space. People in the 18th century were unsure what to make of these mysterious lights. The Lapps saw the lights as messengers of God which might strike down anyone foolish enough to provoke them. In Scandinavian folklore, the lights are reflections from icebergs, the wings of migrating geese, or from shoals or herring swimming close to the surface of the sea. It was Galileo who first dubbed the termboreal aurora? to describe the northern lights, after Aurora, the Roman goddess of dawn. Though the name stuck, it is misleading because aurora seen in southern latitudes glow pinkish-red. True aurora is green and white. Norwegian scientist Kristian Birkeland (1867-1917) had long been fascinated with the strange and hypnotizing lights. In 1899 he and several others made a journey to a mountaintop in Norway, during which they experienced frostbite, week-long blizzards and months of sunless winter desolation. There he verified that the aurora was not lights bouncing off icebergs but rather an electrical phenomenon triggered by solar activity. He hypothesized that they arose from the interaction between electrically-charged particles emanating from the Sun and the Earth's magnetic field. Birkeland's claims were strengthened by a more extensive survey in the winter of 1902 that involved four observation stations set up around the Artic Circle in Russia, Iceland and Norway. Despite the evidence he had, his theories failed to gain widespread acceptance until essentially confirmed by satellite evidence in the 1960's. Birkeland was eccentric and brilliant. An avid Egyptophile, he often wore a fez and red leather slippers with pointed toes. He was a hig...

How to Become a Bestselling Author Get on a Bestseller List

How to Become a Bestselling Author Get on a Bestseller List How to Become a Bestselling Author Get on a Bestseller List We know its your dream.Its almost every authors dreamto become a bestselling author- to have your name on a list indicating that people wanted to buy your book more than all the other books.It sounds great, right? But theres more to becoming a bestselling author than simply writing and publishing a book.There are steps you need to take both when writing your book and during the publishing process that will make the difference between landing yourself on a bestseller list and hardly selling books.As a bestselling author of 6 books, Ive got some tips to help you become one, too.Heres how to become a bestselling author:Decide which Bestseller list you want to be onWrite an amazing bookBuild your author platformMarket your book ASAPDecide between traditional or self-publishingBuild a launch teamCreate a strong launch planBecome a bestselling authorNOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Prog ram- where we teach our students to become Amazon bestselling authors in 90 days!Learn more about it hereWhat is a bestseller list?A bestseller list is created by different publications indicating and recognizing the top selling books of a given time period in any given number of places.I think youve all heard of the New York Times Bestsellers list. This is by far the most popular list, but there are many other types of bestseller lists out there today.Types of bestseller listsNot all besteller lists are the same. Like I mentioned above, the New York Times Bestsellers list is among the most popular, but any publication can craft their own version of a bestseller list.And that means you, as an author, have more opportunitites than just one to become a bestselling author.After all, the term is bestselling author not just New York Times bestselling author.These are the most popular bestseller lists you can land on:New York Times Bestsellers ListPublishers Weekly Bestsellers ListAmazon Bestsellers ListUSA Today Bestsellers ListThe Wallstreet Journal Bestseller ListAre bestseller lists a lie?I cant continue with this blog post without touching on the controversary surrounding bestseller lists- espeically the New York Times bestseller list (but all of them are like this).Most of the bestseller lists you know about or hear about arent exactly all theyre cracked up to be.Ill explainWhen we hear or see the term bestseller list we automatically think that it encompasses all the books who had the most sales.Thats what best seller technically translates to.Theres only one problem.Bestseller lists (like the New York Times bestseller list) choose their own criteria for what constitutes a best seller and they dont only rely on book sales.For example, most lists only take into account the number of book sales in a very specific time period and from very specific places- and most of them dont count online book sales the same as in-store sales.What does this mean for you and yo ur desire to be on a bestseller list?While bestseller lists arent exactly a lie, they dont paint the whole picture. Someone who sells a lot of books right at launch and then nothing for a while can still make the New York Times bestseller listeven though they might sell far fewer books than someone else who just didnt have as many sales at once.Essentially, it means that becoming a New York Times bestseller is a great goal to have, but it doesnt mean that your book is any better than the millions of others out there.That being said, many of us love the title of becoming a bestseller, so Im here to walk you through how to do that in the way that makes the most sense for you.Benefits of being a bestselling authorEven if most of the popular bestseller lists arent necessarily fair, there are still some perks to becoming a bestselling author.Here are some benefits of landing your name on a bestseller list:The title. Theres really nothing that has quite as satisfying of a ring to it as be stselling author does. It makes you feel good and rightfully so! Its an accomplishment no matter how it happened and the confidence boost alone is enough of a reason to work hard to reach that goal.The credibility. People just take bestselling authors more seriously. Because theres some sort of proof that your book sold more, people think that means its better. When they feel that way about you being a bestselling author, theyre far more likely to respect you, your book, and anything else you put in front of them- like a business.It helps you sell more books. Just like I mentioned above, being a bestselling author increases credibility. That means people will buy your book simply because it has that title- even if theyre not quite sure who you are or whats in your book. Its a simple way to increase your book sales.Its easier to sell future books. Once you hit bestseller status once, you can then add that title to your future books. Because of the same reason I mentioned in the point above, people are more likely to buy your book because the public perceived a bestseller status as an indicator of a good book.You can charge more for non-author gigs. This includes if you want to be a speaker or any other side business connected to your book. Because you have that bestseller status, you can charge more.How to become a bestselling authorIf your heart is set on becoming a bestselling author and reaping all the rewards associated with it, we can help you get thereNo matter if you want to become a New York Times bestselling author or an Amazon bestselling author, weve got you covered.#1 Decide which bestseller list you want to get onThis will ultimately define which path you follow to get published.Our list above details a couple bestseller lists you can aim to get on, or you can shoot for all of them if youre really ambitious.Here at Self-Publishing School, we teach our students how to excel in becoming Amazon bestselling authors in order to gain authority, increase your books rankings on the #1 platform for book sales in the world, and ultimately, sell more of their books.Its up to you to determine if you want to get on one, two, or even all of the bestseller lists available.#2 Write an amazing bookObviously, your book is important. While there is a lot of strategy involved in becoming a bestselling author, you do have to write a book worthy of selling.Heres how you can write an amazing book:Decide if you want to write fiction or nonfiction. Both types of books can land on their respective bestseller list. This is a fairly easy decision- just go with the first idea you have.Come up with a book idea. This can be made a lot easier with a list of writing prompts like this one right here. Remember that you have to be passionate about your book because if youre not, your readers will be able to tell. No bestseller banner will save you from negative reviews.Outline your book. One of the best ways Ive learned how to write a good book is to outline it. When you know where youre going, everything in between is easier to write, and that means you can focus on writing with quality.Write your book. It may take time, but if you follow our process for writing a quality book, you will be proud to have it out into the world. Keep our tips in mind throughout the process and youll write a better book, faster. #3 Build an author platformThis should happen before you write your book- or during it, if you just decided you want to become an author at all, let alone a bestselling author.What is an author platform?Your platform is your audience. In order to sell your book and on a consistent basis (which is key if you want to be a full-time author), people need to:know you exist andthat youre writing books for them to read.In order to do this, you have to be present on social media, have an author website, and market yourself as an author regularly.Where you spend your most time and how you go about that marketing will depend on what type o f book youre writing and who your audience.As an example, if your intended audience is an older generation between the ages of 45-60, theyre more likely to be on Facebook than other social platforms simply because those are Facebooks deomgraphics.Here are the demographics for social platforms so you can determine where youll focus your efforts:Facebook: 54% female, 46% male, 65% between 50-64 years oldTwitter: 24% women, 23% men, 40% between 18-29 years oldInstagram: 39% women, 30% men, 72% between 13-17 years oldPinterest: 41% women, 16% men, 34% between 40-49 years oldUsing these numbers, you can get a better idea of where you should start building up your author platform first.#4 Market your book NOWYes, before its even done.If you start on your author platform like I mentioned above, you can start marketing by simply creating social posts, videos, and more content related to your book and its contents.Here are some ideas for marketing your book before its done:Create social pos ts with tips and tricks related to your books contentsUpdate your followers on your books progressTalk about the process of writing a bookVoice your challenges with the writing or content itselfCreate countdown posts when it gets closer to time to launchEngage with your followers by asking them to comment below- and then have conversations with themReach out for interviews about you and your bookWe have more tips for marketing your book right here that will help you grow your following and get your books name out here.#5 Decide to pursue self-publishing or traditional publishingThis is where your earlier decision of which bestseller list you want to be on comes into play.If your goal is to become a New York Times bestselling author (which isnt all its cracked up to be, but you do you), youll have to go the traditional publishing route and commit to spending a couple years mostly waiting. However, if you want to become an Amazon bestselling author, that achievement is right around t he corner.Ultimately, you have to decide which is best for you, traditional or self-publishing?Here are some of the main differences to help you decide:What You GetSelf-PublishingTraditional PublishingSole control of your book's outcomeâÅ"“XSole control of your book's rightsâÅ"“XControl over the storyâÅ"“XControl over the coverâÅ"“X100% of royaltiesâÅ"“XEditing includedXâÅ"“Cover designXâÅ"“MarketingXXDeadlinesXâÅ"“#6 Build a large launch teamAnd make it a good one.If your goal is to hit bestseller numbers on the first week of your launch, you need a large and dedicated launch team to help make it happen.What is a launch team?A launch team is a group of people dedicated to helping you launch your book. They read it, review it on Amazon and other platforms, and participate in promotional activities.Heres what to look for in a good launch team:Theyre actually interested in your book.Theyre motivated and enthusiasticThey participate in promotional tacticsThey o ffer new promotional methodsThey have a moderate sized audience of their ownTheyve been on a launch team beforeYour launch team will be an integral part of whether or not you become a bestselling author- keep that in mind when recruiting volunteers.#7 Create a solid launch planWe have a very specific process for launching your book to become an Amazon bestseller.These tactics may not work for if you want to be a NYTs Bestseller. But they will get you that coveted orange #1 Bestseller banner on Amazon, which has relatively the same perks.Heres the launch plan we recommend (and you can read the full method right here):Price your book for maximum salesHost a soft launch and nail down your complete launch strategyGet book reviews from your launch teamReach out to book promotion sites for both paid and free promoStick to a minimalistic launch planAgain, our full book launch guide can be found right here for you to set up your book launch on Amazon in order to become a bestseller.#8 Beco me a bestsellerIf only it was that simple.This last step should really be something along the lines of mess up, try again, try it all over again, and then hope and pray, and try again instead of become a bestseller.Because thats what it usually takes:Luck, the right marketing, the best launch team, and a lot of hope.But if you have a system that is proven to make you an Amazon bestseller, then its almost guaranteed.NOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program- where we teach our students to become Amazon bestselling authors in 90 days!Learn more about it hereHow many books do you have to sell to become a bestselling author?There is no set specific number of book sales needed in order to become a bestselling author. After all, it depends on how many books other authors are selling at the same time.And it also depends on the rules and criteria of that specific bestseller list.Heres a g uideline you can follow when it comes to other lists: New York Times Bestseller list: 9,000 copiesThe Wall Street Journal Bestseller list: 3,000 booksAmazon Bestseller list: this number depends on current numbers being sold in the categories you listed your book inUltimately, we here at Self-Publishing School believe becoming an Amazon bestseller is not only the most attainable goal of becoming a bestseller author, but it also grants the same rewards as the others.How to become a bestselling author in the next 90 daysIts true! We help our students become Amazon bestselling authors within 90 days.Check this out if youre curious as to how.

Explain Gandhi's contention that external independence (swaraj) Essay

Explain Gandhi's contention that external independence (swaraj) depends upon internal swaraj. Do you think his reasoning is correct why or why not - Essay Example All citizens should enjoy the fruits of their labor and enjoy their human rights and freedoms (Singh 14). Gandhi’s thinking contention that external independence will depend on internal swaraj is correct. First and foremost, self-government ability should depend on internal strengths and ability to resist all odds. Political self-government which is not sustainable is not worth its name and thus external swaraj will be attained by attaining internal swaraj. According to Gandhi, internal swaraj forms the basis of civilization and internal strengths can only be maintained when the masses remain patriotic in achieving the national goals and good which are above any personal considerations such as personal profit. Gandhi is correct to assert that swaraj is an inclusive government but the majority should refrain from selfish and immoral acts since this can only spell anarchy. Internal swaraj is not based on any race or religious affiliations, or controlled by the moneyed men thus all citizens are able to unity and resist external pressures of colonization and achieve external independ ence (Parel 77). Gandhi’s thinking is correct since he clearly asserts that Indian swaraj is not based on any major community such as Hindus but rule of all people thus ensuring justice to all the citizens. Gandhi is correct since civilization should ensure public resources are safeguarded by ensuring morality in all public affairs, private undertaking and public undertakings. Internal swaraj will eliminate all violent acts and unify all the citizens in resisting the heaviest external odds and external control of their nation’s affairs. According to Gandhi, all citizens are entitled to amenities that are enjoyed by moneyed men but they are not necessary for happiness thus self-government should guarantee this amenities to all citizens. Through internal swaraj, Gandhi demonstrates that Indians can attain a healthy and dignified independence and nationalism spirit

ESSAY QUESTIONS TO BE COMPLETED ON FRI Example | Topics and Well Written Essays - 3500 words

QUESTIONS TO BE COMPLETED ON FRI - Essay Example The fact that dropout prevention is being considered seriously is a good thing; however, the question arises as to which of these dropout prevention strategies and programs are really successful. Furthermore, schools should become more educated in dropout prevention in order for them to more effectively choose and apply the program and strategy that are appropriate in their situation. Hence, a review of the current and most popular dropout prevention strategies and programs is needed in order to ascertain what these different programs do, how they work, the concept behind them, and how successful have they been in their agenda of reducing high school dropout rates. The research design that will be used to complete this review is the quantitative research methodology as the research problem in itself is quantitative in nature. Statistics will play an important role in this study as the review will include relevant studies that have been made that shows the success rates of various dropout prevention strategies and programs. Only these statistical references will be used as this research will act as a review and compilation of available journal articles. These statistical data will be presented accordingly and analyzed using a point system of tallying. Data Collection. This research will be based solely on secondhand research. Statistical data composed of percentages of success rates will be compiled in order to ascertain which dropout prevention strategy and program works best at a given situation—high school students and dropouts differ in characteristics and so, various dropout prevention programs will have varying effects on the student population. This research will be based on these reliable references as undertaking an experiment that will have the desired effect will involve a lot of time and money. Data Analysis. Once the statistical data has been gathered, categories will be created based

Cyber Crime Law Essay Example for Free

Cyber Crime Law Essay (a) Offenses against the confidentiality, integrity and availability of computer data and systems: (1) Illegal Access. – The access to the whole or any part of a computer system without right. (2) Illegal Interception. – The interception made by technical means without right of any non-public transmission of computer data to, from, or within a computer system including electromagnetic emissions from a computer system carrying such computer data. (3) Data Interference. — The intentional or reckless alteration, damaging, deletion or deterioration of computer data, electronic document, or electronic data message, without right, including the introduction or transmission of viruses. (4) System Interference. — The intentional alteration or reckless hindering or interference with the functioning of a computer or computer network by inputting, transmitting, damaging, deleting, deteriorating, altering or suppressing computer data or program, electronic document, or electronic data message, without right or authority, including the introduction or transmission of viruses. (5) Misuse of Devices. (i) The use, production, sale, procurement, importation, distribution, or otherwise making available, without right, of: (aa) A device, including a computer program, designed or adapted primarily for the purpose of committing any of the offenses under this Act; or (bb) A computer password, access code, or similar data by which the whole or any part of a computer system is capable of being accessed with intent that it be used for the purpose of committing any of the offenses under this Act. (ii) The possession of an item referred to in paragraphs 5(i)(aa) or (bb) above with intent to use said devices for the purpose of committing any of the offenses under this section. (6) Cyber-squatting. – The acquisition of a domain name over the internet in bad faith to profit, mislead, destroy reputation, and deprive others from registering the same, if such a domain name is: (i) Similar, identical, or confusingly similar to an existing trademark registered with the appropriate government agency at the time of the domain name registration: (ii) Identical or in any way similar with the name of a person other than the registrant, in case of a personal name; and (iii) Acquired without right or with intellectual property interests in it. (b) Computer-related Offenses: (1) Computer-related Forgery. — (i) The input, alteration, or deletion of any computer data without right resulting in inauthentic data with the intent that it be considered or acted upon for legal purposes as if it were authentic, regardless whether or not the data is directly readable and intelligible; or (ii) The act of knowingly using computer data which is the product of computer-related forgery as defined herein, for the purpose of perpetuating a fraudulent or dishonest design. (2) Computer-related Fraud. — The unauthorized input, alteration, or deletion of computer data or program or interference in the functioning of a computer system, causing damage thereby with fraudulent intent: Provided, That if no damage has yet been caused, the penalty imposable shall be one (1) degree lower. (3) Computer-related Identity Theft. – The intentional acquisition, use, misuse, transfer, possession, alteration or deletion of identifying information belonging to another, whether natural or juridical, without right: Provided, That if no damage has yet been caused, the penalty imposable shall be one (1) degree lower. (c) Content-related Offenses: (1) Cybersex. — The willful engagement, maintenance, control, or operation, directly or indirectly, of any lascivious exhibition of sexual organs or sexual activity, with the aid of a computer system, for favor or consideration. (2) Child Pornography. — The unlawful or prohibited acts defined and punishable by Republic Act No. 9775 or the Anti-Child Pornography Act of 2009, committed through a computer system: Provided, That the penalty to be imposed shall be (1) one degree higher than that provided for in Republic Act No. 9775. (3) Unsolicited Commercial Communications. — The transmission of commercial electronic communication with the use of computer system which seek to advertise, sell, or offer for sale products and services are prohibited unless: (i) There is prior affirmative consent from the recipient; or (ii) The primary intent of the communication is for service and/or administrative announcements from the sender to its existing users, subscribers or customers; or (iii) The following conditions are present: (aa) The commercial electronic communication contains a simple, valid, and reliable way for the recipient to reject. receipt of further commercial electronic messages (opt-out) from the same source; (bb) The commercial electronic communication does not purposely disguise the source of the electronic message; and (cc) The commercial electronic communication does not purposely include misleading information in any part of the message in order to induce the recipients to read the message. (4) Libel. — The unlawful or prohibited acts of libel as defined in Article 355 of the Revised Penal Code, as amended, committed through a computer system or any other similar means which may be devised in the future. SEC. 5. Other Offenses. — The following acts shall also constitute an offense: (a) Aiding or Abetting in the Commission of Cybercrime. – Any person who willfully abets or aids in the commission of any of the offenses enumerated in this Act shall be held liable. (b) Attempt in the Commission of Cybercrime. — Any person who willfully attempts to commit any of the offenses enumerated in this Act shall be held liable.

Essay example --

Oscar E. Aguado AMULAC ID# 2166 Western Civilization II DS Prof. Baxa July 30, 2013 Bismarck: Genius or lucky Bismarck was one of the most dominant and significant statesmen of the nineteenth century. A political intellect who achieved the apparently impossible undertaking of unifying Germany without a political party to support him, despite an unsympathetic parliament and with no direct control over any army. His—Bismark— only arsenals were the utter force of his personality and his crafty ability to influence Emperor Wilhelm I. Jonathan Steinberg’s biography takes a new look at this witty, slightly hysterical despot using the diaries and letters of his friends, colleagues and enemies and he paints a portrait of a man full of contradictions. He had grand political visions that were created with subtle strategies of political genius but his pettiness and vindictiveness were never far behind. Bismarck adored conflict and he had a palate for being offensive. His â€Å"slap in the face† method to political manipulation was a tactic in itself that led him more often that not to get his own way. In the modern era minds, Bismarck is clasped together with a mix of Churchill and Pinochet. He was anything but consistent though. His conception of Realpolitik meant that anything that allowed him to get his own way was acceptable: whether or not that meant joining an Evangelical Christian sect as he did as a young man giving him a start in politics or cosying up to the Liberal party when it served his purpose. He even went so far as turn the Prussian political landscape upside-down by adopting full male suffrage much to the chagrin of his fellow conservatives. The Austrian Foreign Minister Baron Rechberg summed up Bismarck’s protean nature, when h... ...ck, through hard work and determination. He spent his life fighting liberalism and found natural allies in Russia and Austria, with their authoritarian and anti-democratic traditions but he was fighting a losing battle. The reactionary absolutism that he championed had had its day by the time he left the political stage. The great man acted as a bulwark against liberal and democratic principles while he could but when Bismarck was brushed aside, those principles flooded the political arena. So where did Bismarck’s genius lie exactly? He was the father of â€Å"Realpolitik† which meant â€Å"constantly shuffling sets of alternatives and playing off one against the other.† His real genius lay in his guile, cunning and sense of political timing – but above all in his willingness to take risks and be shockingly aggressive. Never has the force of personality alone achieved so much

Labor Laws Essay

Short title, extent, commencement Definitions CHAPTER II – Apprentices and their Training 3. Qualifications for being engaged as an apprentice 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades. 4. Contract of apprenticeship 5. Novation of contract of apprenticeship 6. Period of apprenticeship training 7. Termination of apprenticeship contract 8. Number of apprentices for a designated trade 9. Practical and basic training of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1. The Act came into force on March 1, 1962 vide GSR 246, dated Feb. 12,1962 2. Published in Gazette of India, Pt. II, S. 1, dated December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. Act 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. Act 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), dated December 10, 1987 6. Act 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices. 15. Hours of work, overtime, leave and holidays 16. Employer’s liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and not workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of training 22. Offer and acceptance of employment CHAPTER III – AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies not to invalidate acts and proceedings 26. Apprenticeship Advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship Advisers to be public servants 29. Powers of entry, inspection, etc. 30. Offences and penalties 31. Penalty where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of references 36. Protection of action taken in good faith 37. Power to make rule 38 (Repealed) THE SCHEDULE An Act to provide for the regulation and control of training of apprentices and for 7 [* * *] matters connected therewith. Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows: Prefatory Note – The Act was introduced in the form of a bill on August 19,1961. For Statement of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by Act 27 of 1973. CHAPTER – I PRELIMINARY 1. Short title, extent, commencement and application – (1) (2) (3) (4) 2. This Act may be called the Apprentices Act, 1961. It extends to the whole of India. [* * *]8 It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint; and different dates may be appointed for different States. The provisions of this Act shall not apply to – (a) any area or to any industry in any area unless the Central Government by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be mentioned in the notification: 9 (b) [ * * *] 10 (c) [any such special apprenticeship scheme for imparting training to apprentices as any be notified by the Central Government in the Official Gazette]. Definition In this Act, unless the context otherwise requires,11 [(a) â€Å"All  India Council† means the All India Council of Technical Education established by the resolution of the Government of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the 30th November, 1945;)] 12 [(aa)]†apprentice† means a person who is undergoing apprenticeship training 13[* * *] in pursuance of a contract of apprenticeship; ____________________________________________ 8. Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 12. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 [(aaa)†apprenticeship training† means a course of training in any industry or establishment undergone in pursuance of a contract of apprenticeship and under prescribed terms and conditions which may be different for different categories of apprentices;] (b) â€Å"Apprenticeship Adviser† means the Central Apprenticeship Adviser appointed under sub-section (1) of Section 26 or the State. Apprenticeship Adviser appointed under sub-section (2) of that section; (c) â€Å"Apprenticeship Council† means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24; (d) â€Å"appropriate Government† means (1) in relation to (a) the Central Apprenticeship Council, or 15 [(aa) the Regional Boards, or (aaa) the practical training of graduate or technician apprentices or of technician (vocational) apprentices, or;] (b) any establishment of any railway, major port, mine or oilfield, or (c)  any establishment owned, controlled or managed by (i). The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government; (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified in  sub-clause (1) of this clause, the State Government; 16 [(dd). â€Å"Board or State Council of Technical Education† means the Board or State Council of Technical Education established by the State Government;] (e) â€Å"designated trade† 17[means any trade or occupation or any subject field in engineering or technology [or any vocational course]18 which the Central Government, after consultation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act; __________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 [(j) (k) (l) â€Å"employer† means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishment; â€Å"establishment† includes any place where any industry is carried on; 19[and where an establishment consists of different departments or have branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments]; â€Å"establishment in private sector† means an establishment which is not an establishment in public sector; â€Å"establishment in private sector† means an establishment which is not led or managed by (1) the Government or a department of the Government; (2) A Government company as defined in Section 617 of the  Companies Act, 1956 (1 of 1956); (3) a corporation (including a co-operative society) established by or under a Central, Provincial or State Act, which is owned, controlled or managed by the Government; (4) a local authority; â€Å"graduate or technician apprentice† means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or equivalent qualification granted by any institution recognised by the Government and undergoes apprenticeship training in any such subject field in engineering or technology as may be prescribed; â€Å"industry† means any industry or business in which any trade, occupation or subject field in engineering or technology [or any vocational course]21 may be specified as a designated trade;] â€Å"National Council† means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of Labour (Directorate General of Resettlement and Employment ) No. TR/E. P. – 24/56, dated the 21st August 1956 22[ and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (Directorate  General of Employment and Training) No. DGET/12/21/80-TC, dated the 30th September, 1981;] _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 â€Å"prescribed† means prescribed by the rules made under this Act; [(mm)†Regional Board† means any board of Apprenticeship Training registered under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur;] (n) â€Å"State† includes a Union Territory; (o) â€Å"State Council† means a State Council for Training in Vocational Trades established by the State Government; (p) â€Å"State Government† in relation to a Union Territory, means the Administrator thereof; 24 [(pp) â€Å"Technician (vocational) apprentice† means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed; ] 25 [(q) â€Å"trade apprentice† means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed;] 26 [(r) â€Å"worker† means any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ] ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER – II APPRENTICES AND THEIR TRAINING 3. Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed: Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27[and for different categories of apprentices]. 28 [3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades – (1). (2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29[ and where there is more than one designated trade in an establishment, such training places shall be reserved also on the basis of the total number of apprentices in all the designated trades in such establishment ]. the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned. Explanation- In this section, the expressions â€Å"Scheduled Castes† and â€Å"Scheduled Tribes† shall have the meanings as in clauses (24) and (25) of Article 366 of the Constitution]. 30 [4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2) The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) Every contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contract: Provided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such period as may be prescribed to the Apprenticeship Adviser for registration. The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contract is qualified under this Act for being engaged as an apprentice to  undergo apprenticeship training in the designated trade specified in the contract. Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. ] Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his obligations under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un-expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship. Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6. Period of apprenticeship training – The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31[trade apprentices] who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32[or examinations] conducted by 33 [that Council or by an institution recognised by that Council], the period of apprenticeship training shall be such as may be determined by that Council; _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34. [(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35[ or examinations] conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed;] (b) in the case of other 36[trade apprentices], the period of apprenticeship training shall be such as may be prescribed; 37 [(c) in the case of graduate or technician apprentices, [technician (vocational) apprentices]38 and the period of apprenticeship training shall be such as may be prescribed. ] 7. Termination of apprenticeship contract (1) The contract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2) Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same: 39. [(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the previous employer could not be completed because of any lapse on the part of the previous employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ] ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8. Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed; for such failure on the part of the apprentice, the apprentice or his guardian shall refund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser. Number of apprentices for a designated trade 40 [(1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that trade: Provided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices [technician (vocational) apprentices]41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section. the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition: Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 42 [Provided further that the Apprenticeship Adviser may, on  a representation made to him by an employer and keeping in view the more realistic employment potential, training facilities and other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. ] (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade; (ii) the number of management trainees engaged in the establishment; (iii) The totality of the training facilities available in a designated trade; and (iv)  such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices [technician (vocational) apprentices]43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition. Explanation – In this sub-section the expression â€Å"management trainee† means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis. ] (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5) Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44[ or in excess of the number specified in a notice issued under sub-section (3-A)] should, in the opinion of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6) Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial assistance as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer shall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme approved by the Apprenticeship Adviser. 45. [(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programme: Provided that 46[the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47. [(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. ] (3) Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48[the trade apprentices] either in separate parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49. [(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B). Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . ] (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50[the trade apprentices] in training institutes set by the Government. (6). In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other convenient place 51[ the trade apprentices]engaged by two or more employers may be imparted basic training. 52 (7) [In case of an apprentice other than a graduate or technician apprentice, [technician (vocational) apprentice]53 the syllabus of], and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. 54 (7-A) In case of graduate or technician apprentices [technician (vocational) apprentices]55 the programme of apprenticeship training and the  facilities required for such training in any subject field in engineering or technology [or vocational course]56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. ] (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57[basic training]. 58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) ] of Section 6 shall be borne(i) If such employer employs 59[two hundred and fifty] workers or more, by the employer; (ii) If such employer employs less than 60[two hundred and fifty] workers, by the employer and the Government in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone; and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs. by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61[practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa)] of Section 6 shall, in every case, be borne by the employer. 62. [(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices [technician (vocational) apprentices]63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. ] 10. Related instruction of apprentices(1) 64 [A trade apprentice] who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65[the trade apprentice] such theoretical knowledge as he needs in order to become fully qualified as a skilled craftsman. (2) Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66[a trade apprentice] in attending classes on related instruction shall be treated as part of his paid period of work. 67 [(4). In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such reduced or modified scale as may be prescribed. (5). Where any person has, during his course in technical institution, become a graduate or technician apprentice, 68[technician (vocational) apprentice] and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. ] _________________________________________ 61. Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice, namely(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder; (b)  if the employer is not himself qualified in the trade, to ensure that a person 69[who possesses the prescribed qualifications] is placed in charge of the training of the apprentice; [ * * *]70 71 [(bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices; and ] (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 [(1) 73 [Every trade apprentice] undergoing apprenticeship training shall have the following obligations, namely:(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training; (b)  to attend practical and instructional classes regularly; (c) to carry out all lawful orders of his employer and superiors in the establishments; and (d) to carry out his obligations under the contract of apprenticeship. [(2) Every graduate or technician apprentice [technician (vocational) apprentice]75 undergoing apprenticeship training shall have the following obligations namely:(a) to learn his subject field in engineering or technology [or vocational course]76 conscientiously and diligently at his place of training; (b) to attend the practical and instructional classes regularly; (c) to carry out all lawful orders of his employers and superiors in the establis.

Us Iran Relations

US-Iran Relations Acknowledgements I would like to thank my teacher, Ms. Mashal Shabbir. The supervision and support that she gave truly helped me in this project. Her cooperation is thus appreciated. Abstract This report explains the US-Iran relationships, how they changed over the period of time and what the main reasons for that change were. I tried to analyze these reasons according to the International Relations theories as well as my own opinion. The report includes the information mainly from 1940 to date. Discussion In the last days before the culmination of Iranian revolution the electricity workers in Tehran would turn off the lights each evening and then from the rooftops came the chant â€Å"God is Great† with another chant, â€Å"death to America† however with a much contradicting tone† (Cottom, 1988). These words themselves explain the intensity which lies in the US- Iran relationships since the Iranian revolution. European intrusion in Iran has been a prolonged one with immense prominence. Trade was one of the most significant reasons.Iran’s geographical position made it the central attention for the European traders, as the land route which joined the western and eastern worlds crossed Iran. Moreover, as Cottom explains in his book that the only presence of the Europeans in Iran was â€Å"a matter of national prestige†. That is this prestige not only advanced Europeans economically but politically too. US initially was viewed as a caring western country, who was not only sincere but also advocated human rights of freedom, moreover encouraged courage, independence as well as dignity for the people of Iran.Before 1940’s it had no economic interest in Iran plus only a minute aid was granted to Iran during the event of Soviet invasion in Iran, however this minute interest which US had in Iran was not long lived. Iran, blessed with one of the most precious reserves of oil attracted the western world immensely. With increasing industrialization especially in Britain as well as America oil was becoming one of the main ingredients of their success. The British government purchased a large amount of Anglo-Persian Oil Company’s (APOC) stock during the First World War.This oil company was a predecessor of the Anglo-Iranian Oil Company (AIOC). By the time of Iranian oil crisis almost half of APOC’s stock was in the hands of Britain. Iranians on the other hand were kept away from the high ranking positions in the oil company. Moreover neither did the royalty payments satisfied the Iranian government nor did the high levels of confidentiality which prevailed in the major decision making contended them, giving birth to a situation which benefited neither of the two parties. Thus during 1951-1953 Iran strived to gain power over its oil industry which gave hype to the sense of nationalism in Iranians.The leaders in Iran provided the stance that out of the ? 250 million of profits which AIOC made in the late 1940’s their royalty payments only counted for one third of the total amount that is ? 90 million (Mary Ann Heiss). On the part of British Empire â€Å"oil† had become an evil necessity not only economically but also to sustain its political position as â€Å"a great power† in the World. Thus this nationalization not only threatened its position in the Middle East but also could have blown its largest investment abroad. Iranians on the contrary were keen to achieve independence nationally and politically.Although they were well aware of the fact that this may lead to serious economic adversity in Iran, they wanted the British dominance abolished to be treated as a sovereign nation. Therefore Prime Minister Mohammad Mossadeq stressed upon full control over Iran’s internal and financial affairs. The increasing tension between Britain and Iran and the wavering issues led the United States (US) jump in the situation. For US however the main goal was not the interests of either party that is Iran or Britain but it had its own underlying concern.Thus this can be said that this was the first time that US was seriously involved in the internal affairs of Iran, marking the beginning of their relationship. The nationalism which the Iranian governments were emphasizing upon was very closely related to communism, in a sense that it could have given rise to autocracy, which at that time was not at all acceptable to US. As this movement by the Iranians could have led to open paths for the Soviet Union to the oil fields of Middle East, America did not want to jeopardize its position along with its power. Moreover this oss of oil industry would have led to serious economic setbacks in US. In her paper, â€Å"The United States and Great Britain Navigate the Anglo-Iranian Oil crisis† the author Mary Ann Hiess explains the US-Iran relations in three phases during the oil crisis. The first phase named â€Å"benevolent neu trality† lasted almost from 1950 till the mid of 1951. The US officials acted as responsible negotiators and reconciled with the idea of nationalization as well as also recognized the rights of the contract of AIOC. Escorting to the second phase which is known as’ â€Å"Era of Anglo-American Partnership†.This phase propagated accelerating ideological and policy empathy mainly between Washington and London. The third phase however was that of US interest, that is US was somewhat getting successful in its goals, termed as the era of US domination this phase highlights Eisenhower ‘s (president of US 1953) negotiations which led to the formation of international association that replaced AIOC with the nation’s own oil industry in 1954. Now that the US domination prevailed in Iran, the American officials along with the British bureaucrats decided to overthrow Mossadeq for harming Iran’s stability.Therefore mainly Britain decided to pursue an operat ion commonly known as the Coup. However the Coup ultimately turned to operation AJAX which was organized and financed by US. According to International relations theories America in this particular situation acted quite like the classical realists. As it is obvious that the development of US interest in the whole situation is due to the fact that it was being flawed, selfish, competitive and ambitious due to its own goals, rather to solve the dispute for the betterment of Iran and Britain.The coup which occurred in august 19th 1953, basically aimed at overthrowing the government of Prime Minister Mohammad Mossadeq to remove the dictatorship from Iran and pursue democracy. Mark J. Gasiorowski in his article, â€Å"The 1953 Coup D’etat in Iran† gives the account of the takeover. While US and the British officials were already considering overthrowing mossadeq from power, the situation in Iran was not a favourable as well. Many opponents of mossadeq had already started to take actions against him. Anti-mossadeq mobs were arranged to kill him.Iran already was facing huge economic turmoil now had to face political unrest as well. Looking at the situation the new American government of Eisenhower also began to consider the operation and finally decided to organise and aid the coup along with Britain. Mossadeq already was facing hostility from the citizens of Iran therefore it made even easier for US to propagate masses against him. With the help of BEDAMN-a political action- uprising was arranged along with continued disputes. Government offices, buildings of pro-mossadeq newspapers were attacked.Air force general along with the forces attacked mossadeq’s house killing around three hundred people. The very next day mossadeq surrendered to Zahedi, marking the end of the coup. This revolution undoubtedly had a long and deep affect on the US-Iran relationships. The question which arises here is that, was America’s interest in Iran’s i nternal affairs genuine? Well America as I discussed above is a realist approach led country which ranks its own personal interest on the top. Then being sincere towards Iran itself becomes a futile question.Most of the studies highlight that the main aim US had out of this coup was to get significant share in the oil industry. Moreover this can be proven accurate to some extent by if we notice the fact that immediately after coming into power Zahedi government granted almost 40% of the total oil industry’s share to American oil companies (Gasiorowski, 1987). However a contradicting fact that most of the American oil producing countries were not interested in the share basically due to nimiety of oil in the world market- mainly in Saudi Arabia and Kuwait- proves that this might not be the sole or the most imperative reason.Another perspective of the situation is the American fear of communist takeover. At the time of coup Cold war between Soviet Union and US was at its peak a nd of course America being governing in nature would not allow soviet’s expansion to become a threat to US dominance, power and sovereignty. Although this coup proved beneficial for Iran, as it gave birth to democracy but the fact that this triumph was not experienced solely on the basis of internal struggle. In reality Iran was made a subject of constant US intervention, thus somewhat abusing its decision making ability.After the coup Mohammad Raza Pahlavi was reinstated as the Shah of Iran. Many authors state Pahlavi was long supported by the US government, although they were aware of the malpractices and the corruption which prevailed in his regime. The shah was forced to flee out of Iran when widespread unrest originated on the part of civilians and a new, more religious leader, Ayatollah Ruhollah Khomeini was granted the power. However this offense motivated the Iranian students to take revenge from the US. On November 4th 979, the Iranian students drizzled into the US e mbassy situated in Tehran and took almost 52 American officials as hostages on the demand that the shah who fled away should come back to Iran for trial of the crimes he committed against Iranians. The situation lasted for about 444 days as the US administration driven by Jimmy Carter was doomed by the failed attempts in 1980. However the hostages were released on the day Ronald Reagan was sworn as the new US president on January 20th 1981. This incident however changed the diplomatic, economic and political landscape between Iran and US for the years to come.By capturing hostages Iranians proved their anger against American’s negligence over Iranians as well as the power which they could use against US to advance their welfare. Another episode of varying US-Iran relations begun in 1986,when Iran secretly asked US for help while it was at war with Iraq. Iran requested US to sell weapons, however Reagan wanted Iran to release seven of the US hostages which Iranian terrorists h eld. This however did not remain confidential for long, instead soon people discovered this Iran-Contra.US emphasized that this was an arms for hostages deal as well as tried to stress upon the fact that it will improve US-Iran relations. This improvement in the relationships of the two countries was not long lived as in 1988 the tragic incident of Iran’s airplane shot down shrunken the trust between US and Iran. On the morning of July 3rd 1988, commercial flight operated by Iran Air took off for Tehran-Bandar Abbas-Dubai route however it was its bad luck that it never reached Dubai. At the same time another plane or more generally a Missile cruiser of US navy known as the US Vincennes would pass over this commercial flight.The US Vincennes was at the Persian Gulf during the Iraq-Iran war. Vincennes saw another airplane flying towards the Persian Gulf however it thought that it identified it as a possible Iranian F-16 issuing various warnings and civil distress frequencies wh ich of course never reaches the Iran Air. Thus after waiting for a bit the commander of Vincennes Captain Rogers ordered to fire two missiles at it. The Airbus was hit and soon it tumbled into flames killing around 290 innocent people in the flight. After the tragic incident the deterioration of the relations deepened as no severe action was taken against Captain Roger’s folly decision.Moreover it was just named a â€Å"mistake† by Pentagon. George W. Bush, vice president of US at that time declared a bold remark in Newsweek, â€Å"I will never apologize for the United States of America, ever. I don’t care what the facts are. † Thus this boldness highlights the rigidity that prevailed in American’s attitude. 1990’s a new decade, was begun with another policy implementation by the US. â€Å"dual containment† as it was known was a policy set up by Americans to isolate Iran and Iraq both economically and militarily mainly to achieve its own regional ambitions.US did not want any other countries to be in power and with the increasing influence of both Iran and Iraq; it saw its own position jeopardizing. US banned all trade, financial loans and services with Iran as it thought that the regime in Iran promoted terrorism and assassinations throughout the world. The beginning of a new millennium also marked a beginning of new tensions between the countries. US alleged Iran for expanding its nuclear activities and developing missile-related technology. It was threatening to the survival of US. Thus Iran was termed as the â€Å"axis of evil† by George W.Bush who by then was the president of US as according to them it enhanced terrorism. Ambitious in developing its nuclear base Iran continued to seek help from Russia and China despite US discontent. Throughout early 2000’s UN inspected Iran’s nuclear facilities. The reports said that there was no evidence of Iran producing atomic bomb but US considered it, â€Å"impossible to believe†. US kept on forcing Iran to suspend any of its nuclear progressions however Iran acted very firmly as proved by president Katami’s statement that its country will never give up its nuclear project and stressed its peaceful usage.The relations kept on becoming hostile, although America provided Iran with a humanitarian aid in 2003 because of the earthquake, it emphasized that this does not mark any thaw in their relationships. Throughout 2005 Iran’s nuclear program and uranium dispute remained a problem for US. For Americans it was of immense importance that Iran withdraws it activities as US secretary of state Condoleezza Rice explained , â€Å"US faces no greater challenge than Iran’s nuclear program†( BBC NEWS).However the new, more conservative president of Iran Ahmadinejad clearly stated that Iran has the right for peaceful progression of the nuclear project along with its announcement of successful enrichment of uranium. This prompted US to take strong steps against Iran. As for analysis purposes this can be considered that US and Iran were on a kind of cold war from the beginning of 2000. US major discontent was Iran’s nuclear program after all it was the prime threat to US continued existence. And for this reason US several times along with UN tried to impose sanctions over it. When nothing helped, President Bush accused Iran with Al-Qaeda.Thus stating that extremism prevailing in Iran could lead to adverse effects if nuclear program is continued. This brought huge military confrontation from Iran. Tensions prevailed as both countries accused one another either for spying or encouraging terrorism. To date the most destructive problem which prevails between the two countries is the Iran’s nuclear program. Several discussions have been held between the new presidents that is Barrack Obama and Ahmadinejad but no intelligent conclusion has been reached. This can be concluded that US interests had been objective in terms of truly helping Iran.US initially got interested in Iran due to the fact that it did not want Soviet Union to get advantage over the Iranian Oil industries. It wanted to achieve its own regional advantages over the most fertile country in the Middle East. However when Iran began to retaliate against US it posed great threat to their survival. The most significant example of this is the current tensions because of nuclear progression in Iran. Thus it can be concluded that US who undoubtedly follow the realists’ paradigm proved to be quite selfish when it came to their sovereignty.They made use of the dominance principal on several occasions as it did not want any other country to become a greater power. Iran on the other hand acted differently. It was basically on the leaders of Iran which determined its behavior towards America. Those who were pro American acted exactly as America wanted them too for example Zahedi, Pahlavi. Othe rs contradicted its policies and behaviour. They acted the way they thought was better for Iran, moreover stood strong in front of America for their rights such as Khomeini, Ahmadinejad.Thus the relations varied and contoured during different phases of US-Iran history. References about. com. (n. d. ). The Iran-Contra Affair. Retrieved from http://usforeignpolicy. about. com: http://usforeignpolicy. about. com/gi/o. htm? zi=1/XJ&zTi=1&sdn=usforeignpolicy&cdn=newsissues&tm=7117&f=11&tt=2&bt=1&bts=1&zu=http%3A//www. pbs. org/wgbh/amex/reagan/peopleevents/pande08. html Anthony Cordesman, S. F. (n. d. ). DUAL CONTAINMENT: SLOGAN OR POLICY? Bernard Gwertzman, C. E. (2012, March 6). Crisis-Managing