Free Essays on The Cold War

The Cold War Cold War began in 1945, at the end of World War II. It is described the intense rivalry that has existed since this date between Communists and non-Communists nations. On one side are the Union of Soviet Socialist Republics and its Communists allies, often referred to as the Eastern bloc, which by the mid 1950’s included East Germany, Albania, Hungary, Poland Romania, China, Czechoslovakia, Poland, and Bulgaria. On the other side is the United States along with its democratic allies, including Canada, France, West Germany, the Philippines, Japan, Great Britain, and many other countries of Western Europe and Latin America. This group was usually referred to as the Western bloc. Such intense rivalry is known as the Cold War because it has not actually led to fighting, or â€Å"hot† war. Characteristics such as mutual distrust, suspicion, and misunderstandings by both the US and the Soviet Union, and their respective allies, describe the Cold War through the years. At times, such conditions have increased the probability of a third world war. Some issues that led to the Cold War are, that the US has accused the U.S.S.R. of seeking to expand Communism throughout the world. Meanwhile, the Soviets have charged the US with practicing imperialism and with attempting to sop revolutionary activity in other countries. Another contribution to the East-West tension is each bloc’s vision of the world. On one side, the US, wants a world of independent nations based on democratic principles. On the other, the Soviet Union, has tried to control areas it considers very important to its national interest, including much of Eastern Europe. In 1941, during WWII, Germany attacked the Soviet Union. For this reason, the Soviet Union joined the Western Allies in fighting Germany. For a time it seemed that some sort of union might develop between the Soviet Union and the US because of their wartime cooperation. But this wasn’t possible. ... Free Essays on The Cold War Free Essays on The Cold War After a century of friendship, Americans and Russians quarreled over Asian questions in the 1890s, and became enemies in 1917 when the Communists seized power, established the Soviet Union, and declared ideological war on the capitalist nations of the West. The United States intervened in the Soviet Union, sending some 10,000 troops between 1918 and 1920, and then refused to recognize the new state until 1933. The two countries fought against Germany during World War II, but this alliance began to dissolve in 1944-1945, when the Russian leader Joseph Stalin, seeking Soviet security, used the Red Army to control much of Eastern Europe. U.S. President Harry S. Truman opposed Stalin's policy and moved to unite Europe under American leadership. Mistrust grew as both sides broke wartime agreements. Stalin failed to honor pledges to hold free elections in Eastern Europe. Truman refused to honor promises to send reparations from the defeated Germany to help rebuild the war-devastated Soviet Union. U.S. officials, concerned over Soviet pressures against Iran and Turkey, interpreted a 1946 speech by Stalin as declaring ideological war against the West. In 1947 the president proposed the Truman Doctrine, which had two objectives: to send U.S. aid to anticommunist forces in Greece and Turkey, and to create a public consensus so Americans would be willing to fight the cold war. He achieved both goals. That same year, journalist Walter Lippmann popularized the term cold war in a book of the same name. In Congress there was a series of highly publicized inquiries into pro-Communist activity in the United States. The best-known investigator, Senator Joseph R. McCarthy, gave his name to an era of intense anticommunism. In 1948 the United States launched the $13 billion Marshall Plan to rebuild Western and Central Europe. When Stalin responded by extending his control over Eastern Europe and threatening the West's position in Germany, Truman helped to... Free Essays on The Cold War The Start of the Cold War The Cold War was a long drawn out conflict that began in 1947 between the Soviet Union and the United States. The struggle between the two powers had the many parts of the world in disarray. The western nations felt it necessary that the liberated states of Eastern Europe should be re-established with a democracy and a capitalist economy. They believed that these systems were more civilized and less violent than the nationalism of the preceding generations. Russia, under autocratic leader Joseph Stalin, felt that it had a right to the Eastern European nations it had occupied in World War II. After being invaded by Germany in two consecutive wars, the USSR felt it imperative that buffer states be created to protect the borders of the fatherland. With Communist regimes in place, the nations of Eastern Europe could be controlled by Russia and, by their location, protect it. Conflict between the two opposing victors of World War II was inevitable. Joseph Stalin, Winston S. Churchill and President Harry S. Truman were huge contributors to the Cold war. In the Following the discussion of Stalin’s reply to Churchill, Churchill’s Iron Curtain Speech, Stalin’s and the Truman Doctrine will reflect the thoughts of the three gentlemen. Britain Prime Minister Winston S. Churchill (1874-1965) delivered his Iron Curtain† speech at Westminster College, in Fulton, Missouri, this speech was notable as the beginning of the Cold War. Churchill called the â€Å"Iron Curtain† a separation of the European continent into competing political, military, and economic blocs and the area controlled by the Soviet Union. In his speech he speaks that war should not come to pass but it was near due to the tensions flaring between the two. Churchill also expressed that the Russians simply â€Å"desire the fruits of war and the indefinite expansion of their power and doctrines.† All in all Churchill feels that there is no need ... Free Essays on The Cold War The Cold War as it is called was a war that started because of tensions between the United States and its allies and the Soviet Union and its allies. The tensions that developed were primarily over military, political, cultural and social ideas that varied greatly between the two nations. Each Nation and its allies developed a distrust that would last for many years and introduce new military and political methods that would shape our future. The Cold War was not a war as we would think with destruction and loss of life. What the Cold War became was distrust between Nations that caused conflict and tension between these nations. The two major countries involved in the conflict were the United States and the Soviet Union. Both of these nations distrusted each other and were unable to negotiate the issues that were fostering the Cold War because of the distrust that they had for each other. The United States and its allies were concerned that Russia was a communist county, ruled by a dictator who cared little about human rights The United States accused the Soviet Union of seeking to expand their version of communism throughout the world. Brittan and the United States (Led by President Truman) wanted to help Germany recover and to prevent large areas of Europe from coming under Communist control. They did not trust USSR since Stalin had signed the Nazi Soviet pact in 1939.Russia believed America was a capitalist democra cy, which valued freedom. Stalin wanted reparations from Germany and a buffer of friendly states. From past history the USSR did not trust Britain and the USA because they had tried to destroy the Russian Revolution in 1918. Stalin thought the USA and Britain had not helped the USSR enough in World War II. They charged the United States with practicing imperialism and attempting to stop revolutionary activity in other countries. Both nations were somewhat correct in their fears. The United States was trying to enc... Free Essays on The Cold War The Cold War can basically be summed up by two statements, the first by Alexis de Tocqueville, â€Å"There are now two great nations in the world, which starting from different points, seem to be advancing toward the same goal: the Soviets and the Americans, each seems called by some secret design of providence one day to hold in its hands the destinies of half the world. The second statement by Fred Inglis, â€Å"They made it, of course; they drew the iron curtain across the middle of Europe, partly to stop us looking in, partly to stop their own poor wretches looking out enviously at the boundless goods and comforts on our side. Behind the iron curtain were the hapless peoples held captive by the grim-faced Russians and their stooges in office in the satellites; in front of it were ourselves, expressing sympathy for the captives but apologetically remaining very thoroughly armed, in however subdued a way. To pinpoint the factors that contributed to the Cold War, we must first start with World War II itself. America was fighting two wars on two different fronts, protecting itself from future attacks and at the same time promoting democracy. The Soviets fighting a war in Europe and their western borders, against Nazi Germany, were trying to expand their buffer zone against future attacks by claiming eastern European countries. Then transform them into communist controlled states, all loyal to Moscow. On February 4, 1945 Winston Churchill, Joseph Stalin and Franklin D. Roosevelt met for the Yalta Conference. What came out of the Yalta Conference was that the Soviets were to keep control of the territory it seized in 1939 from Poland, and that Europe was to be split up into four different zones. On July 25, 1945 the Potsdam Conference was held, by this time the U.S. could start seeing that Stalin had an agenda of his own. Stalin in violation of the Yalta Conference set up a pro Soviet government in Poland. On March 12, 1946 the... Free Essays on The Cold War In December of 1991, as the world watched in amazement, the Soviet Union disintegrated into fifteen separate countries. Its collapse was hailed by the west as a victory for freedom, a triumph of democracy over totalitarianism, and evidence of the superiority of capitalism over socialism. The United States rejoiced as its formidable enemy was brought to its knees, thereby ending the Cold War which had hovered over these two superpowers since the end of World War II. Indeed, the breakup of the Soviet Union transformed the entire world political situation, leading to a complete reformulation of political, economic and military alliances all over the globe. What led to this monumental historical event? The disintegration of the Soviet Union began on the peripheries, in the non-Russian areas. The first region to produce mass, organized dissent was the Baltic region, where, in 1987, the government of Estonia demanded autonomy. This move was later followed by similar moves in Lithuania and Latvia, the other two Baltic republics. The nationalist movements in the Baltics constituted a strong challenge to Gorbachev's policy of glasnost. He did not want to crack down too severely on the participants in these movements, yet at the same time, it became increasingly evident that allowing them to run their course would spell disaster for the Soviet Union, which would completely collapse if all of the periphery republics were to demand independence. Once this "Pandora's box" had been opened, nationalist movements emerged in Georgia, Ukraine, Moldova, Byelorussia, and the Central Asian republics. The power of the Central Government was considerably weakened by these movements; they could no longer rely on the cooperation of Government figures in the republics. Finally, the situation came to a head in August of 1991. In a last-ditch effort to save the Soviet Union, which was floundering under the impact of the political movements which had emerged... Free Essays on The Cold War The Cold War Cold War began in 1945, at the end of World War II. It is described the intense rivalry that has existed since this date between Communists and non-Communists nations. On one side are the Union of Soviet Socialist Republics and its Communists allies, often referred to as the Eastern bloc, which by the mid 1950’s included East Germany, Albania, Hungary, Poland Romania, China, Czechoslovakia, Poland, and Bulgaria. On the other side is the United States along with its democratic allies, including Canada, France, West Germany, the Philippines, Japan, Great Britain, and many other countries of Western Europe and Latin America. This group was usually referred to as the Western bloc. Such intense rivalry is known as the Cold War because it has not actually led to fighting, or â€Å"hot† war. Characteristics such as mutual distrust, suspicion, and misunderstandings by both the US and the Soviet Union, and their respective allies, describe the Cold War through the years. At times, such conditions have increased the probability of a third world war. Some issues that led to the Cold War are, that the US has accused the U.S.S.R. of seeking to expand Communism throughout the world. Meanwhile, the Soviets have charged the US with practicing imperialism and with attempting to sop revolutionary activity in other countries. Another contribution to the East-West tension is each bloc’s vision of the world. On one side, the US, wants a world of independent nations based on democratic principles. On the other, the Soviet Union, has tried to control areas it considers very important to its national interest, including much of Eastern Europe. In 1941, during WWII, Germany attacked the Soviet Union. For this reason, the Soviet Union joined the Western Allies in fighting Germany. For a time it seemed that some sort of union might develop between the Soviet Union and the US because of their wartime cooperation. But this wasn’t possible. ... Free Essays on The Cold War The Cold War was the term used to describe the intense rivalry that developed after World War II between groups of Communist and non Communist nations. It was called the cold war because it did not really result in fighting. According to the article on the cold war in the World Book 2000 encyclopedia , on compact disc, the cold war began at the end of the second world war. It was symbolized by mutual distrust suspicion and misunderstanding by the United States , the Soviet Union and their allies . At these instances these conditions increased the chances of a third world war. The Soviet Union was accused of attempting to diffuse communism throughout the world by united states . The soviets in turn a accused the United States with practicing imperialism and also trying to stop revolutionary activity in other countries the Soviets also accused the united states and other capitalist allies of the west of attempting to en circle the soviet union so that they could eventually over throw it’s communist for of government it is with this accusation that two great blocs came into being the united states led the western bloc it included by the early 1950’s Britain, Canada, France, West Germany, Japan, The Philippines and many other countries of Western Europe and Latin America. The soviet union led the eastern bloc , which included Albania, Bulgaria, Czechoslovakia, East Germany, Hungary, Poland and Romania . Following the communist take over of its government in 1949 , China joined the eastern bloc. Nations who were impartial and were not included in either bloc included India, Indonesia Cambodia and most of the African states. This was just the beginning. It is interesting that the east and west blocs both remained united amongst themselves . They challenged each other and their polices ,accusing them of betrayal. Even though they chose to join such blocs. It is obvious tha...

The Goliad Massacre - Texas Revolution

The Goliad Massacre - Texas Revolution The Goliad Massacre: On March 27, 1836, over three hundred rebellious Texan prisoners, most of them captured a few days before while battling the Mexican army, were executed by Mexican forces. The Goliad Massacre became a rallying cry for other Texans, who shouted Remember the Alamo! and Remember Goliad! at the decisive Battle of San Jacinto. The Texas Revolution: After years of antagonism and tension, settlers in the area of modern-day Texas decided to break off from Mexico in 1835. The movement was mainly led by USA-born Anglos who spoke little Spanish and who had migrated there legally and illegally, although the movement had some support among native Tejanos, or Texas-born Mexicans. The fighting broke out on October 2, 1835 in the town of Gonzales. In December, the Texans captured the town of San Antonio: on March 6, the Mexican army took it back at the bloody Battle of the Alamo. Fannin in Goliad: James Fannin, a veteran of the siege of San Antonio and one of the only Texans with any actual military training, was in command of about 300 troops in Goliad, about 90 miles away from San Antonio. Before the Battle of the Alamo, William Travis had sent repeated pleas for aid, but Fannin never came: he cited logistics as the cause. Meanwhile, refugees came pouring through Goliad on their way east, telling Fannin and his men of the advance of the massive Mexican army. Fannin had occupied a small fort in Goliad and felt secure in his position. Retreat to Victoria: On March 11, Fannin received word from Sam Houston, overall commander of the Texan army. He learned of the fall of the Alamo and received orders to destroy the defensive works at Goliad and retreat to the town of Victoria. Fannin lingered, however, as he had two units of men in the field, under Amon King and William Ward. Once he learned that King, Ward and their men had been captured, he set out, but by then the Mexican army was very close. The Battle of Coleto: On March 19, Fannin finally left Goliad, at the head of a long train of men and supplies. The many carts and supplies made the going very slow. In the afternoon, Mexican cavalry appeared: the Texans struck up a defensive position. The Texans fired their long rifles and cannons at the Mexican cavalry, inflicting heavy damage, but during the fighting, the main Mexican host under the command of Josà © Urrea arrived, and they were able to surround the rebel Texans. As night fell, the Texans ran out of water and ammunition and were forced to surrender. This engagement is known as the Battle of Coleto, as it was fought near Coleto Creek. Terms of Surrender: The terms of the Texans surrender are unclear. There was much confusion: no one spoke both English and Spanish, so negotiations were carried out in German, as a handful of soldiers on each side spoke that language. Urrea, under orders from Mexican General Antonio Là ³pez de Santa Anna, could not accept anything but an unconditional surrender. Texans present at the negotiations recall that they were promised that they would be disarmed and sent to New Orleans if they promised not to return to Texas. It may be that Fannin agreed to an unconditional surrender on the basis that Urrea would put in a good word for the prisoners with General Santa Anna. It was not to be. Imprisonment: The Texans were rounded up and sent back to Goliad. They thought they were to be deported, but Santa Anna had other plans. Urrea tried hard to convince his commander that the Texans should be spared, but Santa Anna would not be budged. The rebel prisoners were put under the command of Colonel Nicols de la Portilla, who received clear word from Santa Anna that they were to be executed. The Goliad Massacre: On March 27, the prisoners were rounded up and marched out of the fort at Goliad. There were somewhere between three and four hundred of them, which included all of the men captured under Fannin as well as some others that had been taken previously. About a mile away from Goliad, the Mexican soldiers opened fire on the prisoners. When Fannin was told he was to be executed, he gave his valuables to a Mexican officer asking that they be given to his family. He also requested not to be shot in the head and to have a decent burial: he was shot in the head, looted, burned and dumped into a mass grave. About forty wounded prisoners, who had been unable to march, were executed at the fort. Legacy of the Goliad Massacre: It is unknown how many Texan rebels were executed that day: the number is somewhere between 340 and 400. Twenty-eight men escaped in the confusion of the execution and a handful of physicians were spared. The bodies were burned and dumped: for weeks, they were left to the elements and gnawed on by wild animals. Word of the Goliad Massacre quickly spread throughout Texas, infuriating the settlers and rebel Texans. Santa Annas order to kill the prisoners worked both for and against him: it assured that settlers and homesteaders in his path quickly packed up and left, many of them not stopping until they had crossed back into the United States. However, the rebellious Texans were able to use Goliad as a rallying cry and recruitment soared: some no doubt signed on believing that the Mexicans would execute them even if they were not in arms when captured. On April 21, less than a month later, General Sam Houston engaged Santa Anna at the decisive Battle of San Jacinto. The Mexicans were taken by surprise by the afternoon attack and completely routed. Enraged Texans shouted Remember the Alamo! and Remember Goliad! as they slaughtered the terrified Mexicans as they tried to flee. Santa Anna was captured and forced to sign documents recognizing Texas independence, effectively ending the war. The Goliad Massacre marked an ugly moment in the history of the Texas Revolution. It led at least partially to the Texan victory at the Battle of San Jacinto, however. With the rebels at the Alamo and Goliad dead, Santa Anna felt confident enough to divide his force, which in turn allowed Sam Houston to defeat him. The rage felt by the Texans at the massacre manifested itself in a willingness to fight that was evident at San Jacinto. Source: Brands, H.W. Lone Star Nation: the Epic Story of the Battle for Texas Independence. New York: Anchor Books, 2004.

Review of Litterature Article Example | Topics and Well Written Essays - 500 words

Review of Litterature - Article Example The study is in such a design where the respondents get maximum benefits at minimum risk. Prompt introduction of the problem was done and developed and the purpose of the research has been relayed to the reader, however the significance to nursing has not been described. The research variables in the study are Rural Student Recruitment program and rural student numbers enrolled in medicine at University of Western Australia and the study explains them well. The article has a clear exposition of the hypothesis with two variables and deduces it from the research problem. Sampling was not done in the study as real figures of students enrolled into the Rural Student Recruitment Program were used allowing for generalization to future participants in the program. Data was derived from the RSR database with the rationale that the data shows all participants in the RSR program. Data analysis method used fits the measurement method used in the study and there is a logical and clear link between analysis and findings in the study. Numerical and text presentation of the statistical result as well as clear, simple and accurate graphs are used to present the findings. The assumption in the study is that the postal code of the addresses represents the participant’s area of residents and the assumption is not stated. A limitation is that it focuses on the western part of Western Australia; this limitation is not also stated. The results are well analyzed and further research recommended for a similar study to be made with a focus on the northern areas of Western Australia. This recommendation is supported by the data. Generalizations are made to include future student participants of the success of RSR program in improving the success of rural student recruitment for medicine at University of Western Australia. The article has a clearly stated title that gives the key area of study and states the problem clearly that builds a persuasive need for

Hospitality Management Essay Example | Topics and Well Written Essays - 500 words - 4

Hospitality Management - Essay Example This is to be able to understand how they make their workers committed to the organization. This will be useful in determining the appropriate methods for their organization. One way of increasing workers’ motivation is by building trust between the workers and the management. Also, there should be trust between the worker and the company as a whole. Enhancing both of these trusts leads to employees feeling secure about working for the organization and thus increasing their commitment. A manager can increase the commitment of employees by encouraging their motivation. Most of the workers enjoy working in an environment that is progressive and promotes personal innovations, as well as creative ideas. Employees, who have a feeling that they are contributors to the strategic direction of an organization may have a bigger ownership of their work. This always results to improved organizational commitment (Bulut, Cagri, and Osman, 311). A manager ought to communicate often with his employees. Many workers will appreciate a management that is transparent as it keeps them informed on the administrative decisions that may have an effect on their jobs. Consistent corporate communication helps in lowering rumors that are negative, which would lead to the damage worker loyalty (Filstad, 378). The manager should take steps that would lead to retaining of employees. He should let them know that he appreciates their efforts. This can be done by instituting organizational loyalty programs and visibly honoring and promoting workers who work hard and show commitment to the company. Term timetables can also be instituted and the rewarding the commitment of the old workers can also be used to these ends (Meyer, John and Natalie, 1). A manger can apply the history of the organization in instilling a corporate culture that is wanted. Some organizations have extensive history that is full of stories that are inspiring and add to the culture of the company and encourage

What is globalization Essay Example for Free

What is globalization Essay Globalization: The following will elaborate on globalization, and some theories on traditional trade. AlsoGlobalization as defined by Charles Hill, of the University of Washington†¦ refers to the shift toward a more integrated and interdependent world economy. Globalization has several facets, including the globalization of markets and the globalization of production. Free trade is an example of a situation where government makes no attempt to influence what its citizens can buy from other countries. Under the free trade system Smith, 2009 argued that †¦the in visible hand of the market mechanism, rather then government policy, should determine what a country imports and what it exports. When looking at globalization there are two major factors. The first is the decline in barriers that could have impeded the free flow of goods, services, and capital. This decline in barriers has been on going since the end of World War II. The second factor is the changes in technology. Technology has in recent years has allowed dramatic developments in communication, information processing, and an easy in transportation, that past businesses did not have. (Hill, 2009)One example of a declining barrier to international trade that occurred after World War II was the General Agreement on Tariffs and Trade (GATT). The goal of GATT was to remove the barriers to the free flow of goods, services, and capital between nations. Through eight rounds of negotiations among members of state this was accomplished. From GATT the World Trade Organization (WTO) was also founded. The WTO was established to police the international trading system. (Hill, 2009)The lowering of trade barriers made globalization of markets and production a theoretical possibility (Hill, 2009). Since the end of World War II the gains of technology have exploded. The world has seen major advances in communication, information processing, and transportation technology. Telecommunication gives even the smallest companies the ability to gain a global audience. When the computer was first introduced, the computer could easily fill a room and was capable of only a few hundred computations per minute, with a cost the put even the thought of owning a computer in the hands of the government. With the invention of the microprocessor the cost of computing was significantly reduced while the power of the computer increased dramatically. As a result the lower costs of  technology companies today can communicate with potential suppliers, retailers, consumers anywhere in the world at prices that were unheard up only 10 years ago. (Hill, 2009)Technological advances in the transportation have also improved rapidly. The commercial jet of today makes a trip from New York to Tokyo in less time then it would have taken someone to get from New York to Philadelphia in the Colonial days. Other advances such as containerization have help to reduce the cost of transportation while increasing efficiency. (Hill, 2009)Some effects of globalization found locally are in almost any store, from food to auto parts and most things in between, many items we use are not make in the United States as a whole or in part. With out globalization supply of many of these items would be lower due to an increased cost of production. The city of Jacksonville, Fl also offers appeal to global companies. The location of Jacksonville in relation to: an international air and shipping port, major highways, and easy access to rail terminals makes the city an ideal location for global companies such as Bridgestone. Bridgestone is a global company based in Japan with manufacturing facilities in Central, South, and North America, as well as Japan and Africa. The ability of Bridgestone to acquire supplies for production of a wide range of products from around the world allows the company to supply a product of the highest qualities while allowing the price to remain competitive. Globalization has become a reality for almost any company regardless of size. Reference: Hill, Charles W.L. (2009). International Business. [University of Phoenix Custom Edition e-Text]. New York: McGraw-Hill Irwin. Retrieved April 2, 209, from University of Phoenix, Mgt 448.

True Love and Unrequited Love in A Midsummer Night’s Dream Essay

In this play, A Midsummer Night’s Dream, true love plays a huge role in the play. Several relationships begin true love such as Hermia and Lysander’s and Hypolyta and Thesus’ but some that did not begin in true love, end as true love such as Helena and Demetrius’. Helena and Demetrius in my perspective were meant to love each other so that everyone may be able to love each other in harmony. The love potion was only the push Demetrius needed so that he could be happy forever True love is the most powerful love in this story as it is the sort that hurts no one and is really from the heart. It is demonstrated when Lysander says " There, gentle Hermia, may I marry thee, and to that place the sharp Athenian law cannot pursue us. If thou lovest me, then, Steal forth thy father's house tomorrow night" act 1 scene 1 161-164. It shows that during those harsh times their love was strong enough to even risk the anger of their parents. In my opinion unrequited love is the most painful type of love there is in this play. The main example of this is the sad situation of Helena and Demetrius during the early stages of the play. Helena is madly in love with Demetrius and would give her life for just one kind word from him. In this play, A Midsummer Night’s Dream, true love plays a huge role in the play. Several relationships begin true love such as Hermia and Lysander’s and Hypolyta and Thesus’ but some that did not begin in true love, end as true love such as Helena and Demetrius’. Helena and Demetrius in my perspective were meant to love each other so that everyone may be able to love each other in harmony. The love potion was only the push Demetrius needed so that he could be happy forever True love is the most powerful ... ...be able to love each other in harmony. The love potion was only the push Demetrius needed so that he could be happy forever True love is the most powerful love in this story as it is the sort that hurts no one and is really from the heart. It is demonstrated when Lysander says " There, gentle Hermia, may I marry thee, and to that place the sharp Athenian law cannot pursue us. If thou lovest me, then, Steal forth thy father's house tomorrow night" act 1 scene 1 161-164. It shows that during those harsh times their love was strong enough to even risk the anger of their parents. In my opinion unrequited love is the most painful type of love there is in this play. The main example of this is the sad situation of Helena and Demetrius during the early stages of the play. Helena is madly in love with Demetrius and would give her life for just one kind word from him.

Cutlass Olds

It was purchased a family car, as well as a dally driver to and from work. It rolled off the line from the factory with a turquoise vinyl Interior, bucket seats, a center console, head rests, as well as air conditioning and other accessories. Many stories have been told from the adventures endeavored from behind the driver's seat of the car. Now however, its two tone Cameo White body, and Glade green hardtop remain to be covered In dirt and paw prints. The cutlass' heartbeat is a 250 horsepower â€Å"Rocket† 350 VI Chevrolet small block tutor, producing 355 lbs. F torque at 2600 Revolutions per Minute (RPM), with a compression ratio of 9:1 (Oldsmobile Informational). It is naturally aspirated with a two barrel carburetor and Is coupled with the optional Hydra-Metal 3-speed turbo 350 transmission, together producing a 10:8 horsepower to weight ratio (Horsham). From there, the power is transferred to the rear axle. This axle is a four-link live axle type, with 3. 23:1 gears inst alled. This gear ratio was the â€Å"all-round† preferred set to meet somewhere In the middle of top economy and maximum performance (Oldsmobile Informational).With all that â€Å"GO,† this car weighing in at 3650 lbs, (while full of gals needs lots of â€Å"WHOA. † It has drum brakes with self-adjusting dual master cylinders, and 9. 5†³ cast-alloy drums installed on all four corners to bring everything to a stop. The body Is Just shy of 202†³ In length, 76†³ wide, and is mounted on a 112†³ wheel base chassis (Oldsmobile Cutlass). It Is composed of K-braced front cross members and frame torque boxes, which allow for a lower body floor. The rear axle is Informational). This features large coil springs and double-action shock absorbers. The front suspension carries 56. Of the overall car weight (Oldsmobile Cutlass), and is a double wishbone (A frame) design with coil springs and dual action shocks as was for the rear axle. Perhaps one of the mo st common and well known automatic transmission ever produced was General Motors' Turbo 350. The Turbo 350 is a fully automatic transmission made up of a 3-element hydraulic torque converter and two planetary gear sets. The planetary gear sets are used in conjunction with four multiple-disc clutches, two roller clutches, and an intermediate overrun band to obtain proper fiction elements necessary (350 Turbo).Weighing in at 120 lbs. ND being 21 – %† long (Novak), this cast aluminum transmission is much larger than the manual style it replaced and was left unpainted. It is easily distinguishable by its oil pan which is chamfered on the rear passenger side corner, and its integral bell housing. It holds 5 quarts of automatic transmission fluid. They are also identified by the transmission model and code numbers stamped on the side of the servo. This identification will include a prefix code letter(s), followed by a 5, the year of production, and the serial number of the tr ansmission itself (Former).The transmission itself offers three driving SE selections labeled â€Å"D,† â€Å"S,† and â€Å"L. † Normal driving is achieved by selecting the â€Å"S† range. This allows the car to start in first, shift to second and third. As speed decreases, it will automatically shift back down and provide small engine braking. In the â€Å"L† range, the transmission is not allowed to shift into any gear except 1st. This is designed to receive the most power for pulling or for steep inclines and heavy engine braking. The last selection is â€Å"D,† named for the forced detent downshifts.In this range, the transmission can be downshifted from fourth to third and third to second within a select speed range. Reverse is equally as important and is achieved through the use of a friction clutch through adequate oil pressure. This friction clutch is unable to engage after a speed of MPH in the forward motion by a blocker piston to prevent accidentally selecting reverse will moving forward. By putting the transmission in park, the output shaft is locked to the transmission case via a parking pawl that grabs lugs on the backside of the reverse planet carrier.A detent prevents accidental movement into park while still moving in either direction (Former). The power flow in the transmission begins with the torque converter. It uses oil to hydraulically multiply torque when needed. It consists of three major elements, the converter pump, the turbine, and the stator. As the engine turns, it powers the pump, which works as a centrifugal style (much like a water pump) and flings hydraulic oil away from the center. As the oil begins to flow, it pushes on the turbine blades, the turbine is connected to the transmission, which then begins to have torque applied to it and spin as well.The fluid is then forced to change direction by the stator, which directs the fluid from the turbine back to the pump. This increases the e fficiency of he torque converter greatly. See Figure 1 . Figure 1 From the torque converter, the power is transferred to two gear sets in the transmission. Each gear set is made up of six major components, the sun gear (the main internal gear), four planetary gears, and an outside ring gear. Each one of these components can either be driven by the engine, or locked in place by a band clutch. Possibilities is what makes it possible for the transmission to shift.It is also equipped with one overrunning clutch. This is a one-way roller that allows engine braking to occur in first, second, and third gear. It achieves this by allowing the input shaft to spin faster, but never slower than the output shaft. Each of these actions are controlled by many different parts and materials working together. To begin is the valve body. This is the brain of the transmission, and ironically represents the looks of one. It is filled with many passages for oil to flow, each controlled by individual valv es. These valves may be controlled by many things, including the governor or manual linkages.The governor is attached to the output shaft of the transmission and senses the speed of the vehicle. As the speed increases, the governor weights egging to fly out, much like the governor setup of older tractor engines. As the weights fly out, the governor allows more oil to flow, as well as higher pressure. As certain pressures are reached, the valves in the valve body release, performing a function, such as releasing or contracting a band brake. See Figure 2. To begin in neutral, all clutches and overrun bands are released, allowing no power transfer from the torque converter to the output shaft.Oil flows from the pump to the regulator valve. When this pressure exceeds necessary line pressure, the excess is diverted to fill the converter. If the transmission is put into drive, or first gear, this engages the forward clutch set. It also locks the intermediate overrun roller clutch. The fro nt gear set receives clockwise power to the ring gear, while transmitting power via the sun gear to the rear unity, producing a converter torque ratio of approximately 2:25 at stall. The rear set receives power via the sun gear, and while the planetary gears are held, transmits the power to the ring gear.This produces The manual linkage directs line pressure to the Reverse, Neutral, and Drive ports, 2-3 shift line pressure is also increased to cushion when the next shift takes lace. The rear roller clutch freewheels in first gear and oil is directed to the gear set and is regulated by governor pressure. This pressure increases with vehicle speed, and acts as a cushion for the 1-2 shift valves. When the governor pressure reaches 46 Pounds per Square Inch (AS'), the oil pressure over powers the 1-2 valve spring which opens the valve.This shifts the transmission by directing drive oil to apply the intermediate clutch. The front gear set continues to receive power at the outer ring gear , however the inner sun gear is held, and the planetary gears provide the output power. This reduction ratio is approximately 1. 52 to 1. Everything else remains the same. This shift into second gear will happen between 42-49 MPH at full throttle, or 9-12 MPH at minimum throttle. As governor pressure continues to increase yet again, the 2-3 shift valve begins to become overpowered by the oil pressure.Once 77 SSI is reached, the direct clutch is engaged by the new oil, this shift is cushioned by the Reverse, Neutral, Drive oil pressure on the other side of the piston. At this point, the intermediate, direct, and forward clutch are now all engaged at once, and the overrun roller clutch is allowed to freewheel. Power is distributed to the front gear set through the sun gear drive shell and turn with a ratio of 1 . This shift into third gear typically happens between 70-79 MPH at full throttle, or approximately 20 MPH at minimum throttle.When reverse is engaged, the forward clutch is di sengaged, the direct clutch and low/reverse clutches are both engaged, and the intermediate roller allows oil pressure to enter the reverse valve circuit. Oil flows to the outer area of the direct clutch piston, to the outer area of the low and reverse clutch piston, and to both the 1-2 and 2-3 shift valves. It also acts on the reverse boost valve to increase line pressure to a maximum of 250 SSI at stall. This allows the vehicle to move in reverse by applying torque to the front gear sun gear drive shell and the sun gear.The reverse clutch is applied, which then prevents the carrier from turning. This reverses the rotation of the ring gear, causing reverse and a 1. 93:1 ratio. Much like manual transmissions, these turbo 350 transmissions are equipped with detente to hold each shift in place. Instead of the typical ball and spring, these detente act as valves to hold oil pressure on the downshift valves. These detente are activated by the downshift cable. Each of these valves (manua l control, shift, and detent), each act as a piston in a valve-less 2 stroke engine.As they move forward or back, they slowly open or close ports (or valves) for oil flow. See Figure 3. One of the only ways to check all of these functions in the transmission is to run a pressure test. With the brakes applied and the engine running at 1000 RPM, the SSI should be between 60-90 when in drive, between 85-150 SSI while in reverse, and between 55-70 SSI while in neutral. While in drive and the engine at idle, operating SSI should rest between 60 and 85 AS'. Other issues may be caused by worn clutches, bands, or shims. Correct input shaft end play should be between 0. 033†³ and . 064. Correcting this end play is done by adding or removing thrust washers located between the main oil pump and the direct clutch drum. Three thicknesses of pressure plates are used within the transmission. These are . 245†³-. 255†³, . 275†³-. 285†³, and . 305†³-. 315†³. A clear ance of 0. 010†³- 0. 080†³ should be obtained between the top faced plate and pressure plate. Each internal shaft is supported by bronze bushings. Each should be installed 0. 010†³ above flush (350 Turbo). After the power has exited the transmission through the output shaft, it has to transfer the torque to the axle, via a drive shaft.The drive shaft on the 1969 Oldsmobile Cutlass begins with a universal slip yoke that slides onto the output shaft of the transmission. This also doubles as a seal for the transmission tail housing and is installed with one once of lubrication and provided with a small vent hole on the back side of the slip yoke. The shaft itself is made of steel, and welded to cast iron yokes. The rear yoke is unique in the fact that it actually consists of a coupling yoke and two set of ball stud yokes. Each half of the yoke takes one half of the angle pitch.Whenever removing these ball stud Joints, be sure to reference disassembly of the connecting yo ke and both flanges to retain proper shaft balance. Each set of universal Joints have 25 roller bearings per cap, and have external retaining rings which hold them in place on the internal side of the yoke. The coupling yoke has two sets of ball yokes for the C. V. Joint. These are also held by retainer clips. Once the propeller shaft is installed in the car, it must meet runabout specifications. Being measured at 5†³ from the front weld, in the center of the shaft, and at 2†³ from the rear led, the shaft must be equal to or less than 0. 24†³ of runabout. Flange runabout must not exceed 0. 008†³ Transmission angle should be set at % degrees, and shims should be added or removed to obtain proper setting. Differential nose angle should be set at 10 % degrees, and is corrected by adding or removing shims at the axle. CAUTION: The four point live axle is driven from the propeller type drive shaft. This axle allows the engine torque to be transmitted into a perpendicu lar direction. This Cutlass is equipped with A 10 bolt differential (referring to the number of bolts in the differential cover) and 3. 3:1 gears.It is easily spotted by the ribs on the side of the housing and is commonly known as a â€Å"P† style rear axle. The pinion gear stem is 1. 625†³ in diameter and uses 30 spines to connect to the yoke of the drive shaft and drives an 8. 5†³ ring gear. The ring gear itself has 42 teeth, and the pinion has 13 in total (Former). Each axle is machined with 28 spines and use two sealed ball bearings on the end of the axle with an oil seal located inside the axle tube behind the sealed bearings. They have a bolt-in design and do not use c-clips to stay in place (Rolling).The rear axle has a removable carrier. The pinion is mounted by two tapered roller bearings that are preloaded by a collapsible spacer. The pinion depth is set using a shim between the pinion head and the rear pinion bearing. Two tapered roller bearings also supp ort the differential itself. These are preloaded and the differential backlash is set using two threaded sleeves between the bearings and pedestals. This preloaded should be set using inch pounds, and should be 8-12 in/lbs. Using used bearings, or 24-32 in/lbs. Using new ones.The side gears and pinions mounted in the differential are held in place by a lock screw and are backed with thrust washers. Backlash for the pinion to ring gear must be set between 0. 005-0. 009†³, and variation over the entire ring gear backlash must not exceed 0. 002†³. Pinion depth is achieved using cast iron production shims and vary from 0. 210-0. 272†³ in increments of 0. 002†³. Pinions depth will be marked on the pinion gear face. Once proper depth is achieved, the front pinion nut should have been marked before disassembly, then tightened to 1/16†³ past the mark made before.The axles should be bolted into place and have no more than 0. 020†³ end play. If more end play is p resent, the sealed roller bearings should be replaced. The differential should be filled to within 3/8†³ of the filler hole, or roughly around 4 h Pits. Of S. A. E. 90 GAL.-5 Gear lubricant. Parts for this Cutlass are very readily available as it is a fairly common terrain as well as one that is fairly new as well. Many local parts stores such as Scarcest, Nap, or Advance Auto Parts would carry much of what any restoration would ask for.For those hard to find parts, many salvage yards such as CT Auto Ranch out of Denton TX has many salvaged cutlass' in stock and parts ready to ship. Other resources may include magazines and blobs such as Hemming Motor News, or Olds Club of America. Naturally, many internet sources exist as well such as Rocket. Com, Illiterateness. Com, Summit Racing, or even Pops. Com. Anything related to the transmission can be found quite easily as it is one of the most common transmissions out there. The detersives yoke however, may be a different story as i t is a strange set up with the double rear yoke.If one is not available at a salvage yard, there are many companies around who make custom drive shafts such as Anta's, or Dyne's Detersives companies. Technical information is also available quite easily and quickly for this car and Just about anything on it. To start is the Olds Club of America. This club is dedicated to Oldsmobile only and has connections to people who have the answers, they have classified ads, and even Judging guidelines. Another very good source for information MI, the center has many original service manuals, brochures, and catalogues available in person, or on their website.Any original manual is a great place to start. The â€Å"Motor's Automatic Transmission Manual† is a 740 page volume that includes 240 pages of oil circuit diagrams of which the majority are in color. This book is mentioned in one of my sources. Original pamphlets or brochures are a great source or technical information or selling poi nts of these cars and their components. If all else fails, many blobs and posts are out there on car geek sites to help those tech savvy restorers out there to find the information they need. The research of this paper really taught me a lot.The Olds Cutlass used to be Just a car parked in the back of the shed, and as I grew older it slowly began to mean more and more to me, however I have never taken the time to really look into it. It's one of those things that you see or walk by every day, but never step back and actually look at it. This paper gave me a new perspective on an old car, my father's old car. I was shocked with how much information is out there for the Cutlass, and not Just any cutlass, for whichever make or model you may have. Information, brochures, pictures, and clubs are fairly abundant for the Oldsmobile, which is something that I am definitely not used to.Naturally, I learned a lot about the car, all the options available, trim packages, and where to find this kind of information. I also learned a lot about automatic transmissions, which is something I have never looked at in depth before. It took a while to get my head wrapped around it all, but it makes sense now that it has had the time to sink in. It is amazing how much can go into such a small item, let alone an entire car. The amount of specifications, dimensions, tolerances, and other information is absolutely endless. At least for a car of this era.

Level 3 Child Development

Child Development Project CYP Level 3 Main principles of development: The main principles of development are: * Physical development – gross and fine motor skills * Communication development * Social development * Emotional development * Intellectual development * Moral development Sequences of development: Sequences of development are the order in which children develop; all children follow the same sequence of development but at different rates.For example the sequence of physical development starting from birth will start with a baby turning his/her head towards a sound – then able to hold their head up independently – sit up with support and reach for objects – start to crawl and sit up independently – begins to stand up holding onto objects and walking around holding onto things. The sequences carry on throughout life and there are different areas of development in which sequences occur. How development and learning are interconnected:Babies an d children are learning from you all the time, a good example to explain this would be if a baby isn’t spoken to often then that baby will lack in their communicational skills in the future were as a baby who is interacted with frequently will learn words and develop communicational skills quicker than a child who isn’t. Also a child will progress in their moral skills by learning that we don’t snatch toys when they are told that it is wrong to snatch and that we wait until that child is finished playing with it then you are welcome to have it.And if you turn it round a child will learn it is right to wait for their turn with a toy instead of snatching when they are praised for doing so. Rate of development: All children will follow the same sequence of development but not all at the same time, all children are different. For example not all children will walk before their 1st birthday and not all children will be able to use the potty independently by the age o f 2.A child may be developing at a steady rate in one area of development but may be struggling with another area, that is where adults step in and support them in furthering their development in that area. Different areas of development can affect other areas for example physical can affect emotional, a child will learn to manage their emotions by having the experience, a child will experience that if there is only one balancing beam then they will have to be patient if there are other children on it at the same time as him/her.Development is holistic means that each area of development can be affected by another area of development for example if a child can’t identify the colour red and cannot deal with the emotion of being wrong (emotional development) then his level of resilience will drop and won’t have the confidence to try new things which will affect his intellectual development. How and why variations occur in rate and sequence of development and learning: Th ing that could cause variations in the rate and sequence of development and learning are: * Culture * Health Genetics * Wealth * Disabilities * Environment and surroundings 3 examples: Culture – some cultures are stricter than others which may mean the expectations of the child are higher than another child who has a different background. A child from a strict culture and who is expected highly of will most probably develop quicker than a child who is expected to do what they can and challenged when they are ready to move on. Health – a child with asthma who cannot join in all sports and physical activities could cause a delay in their physical development.Wealth – a child who lives in a house with a garden and a bike with no stabilisers to practice on will most probably be able to ride a bike with no stabilisers before a child who lives in a block of flats who is only able to go and practise when someone can take him out. Explanations of the pattern of developm ent in the first 3 years and skills typically acquired at each stage: Personal factors influencing development, including; Health could delay a child’s physical development if they are not able to join in physical activities because they won’t get the experience they need to develop their gross motor skills further.Disability could delay a child’s social development if they feel left out, it may lower their self-esteem and their confidence in making friends therefore they won’t be getting the experience they need to develop their social skills and their emotional development because they won’t be learning to wait their turn and share. Also they may lack in a ‘can do’ attitude which could stop them from trying new things and trying again if they fail the first time. Genetic inheritance Sensory impairments usually result in the other senses becoming stringer.Although it could delay the child’s development if it isn’t diagno sed early, the earlier it is diagnose the earlier the child can be supported and be taught relevant things in a way that suits them. Learning difficulties could affect the way the child interacts with other children which could delay their social and emotional skills because they could either not interact enough or interact in an angry way because they are frustrated with themselves which in that case the child doesn’t know how to handle their emotions.External factors which influence child development, including: Motivation is very important, for a child to progress their development they need motivation to try new things and to try again if they aren’t able to do it the first time. Without motivation a child is likely to lack in resilience and self-esteem because they don’t have that person telling them it’s okay, to keep practising, sometimes there are things we are not able to do but sometimes we can do things that other cant. Economic, social, cultur al and environmental. Family environment and backgroundBullying: if a child is being bullied or discriminated against then it will lower their self-esteem, they won’t want to socialise and make friends and they will withdraw themselves from groups which will not benefit their development because they won’t have a ‘can do’ attitude towards learning and trying new things. Adult expectations: if the child is expected highly of then it could end in the child being well developed or the child not managing the pressure and struggling to manage their feelings and behaviour. If the adults expectations are reasonable to the child then they should develop at their own rate.Education: The potential effects of pre conceptual, pre-birth and birth experiences on development The impact of current research into the development and learning of babies and young children: How learning takes place in different ways: The Importance of play in children’s development; Phy sical Development Gross Motor Skills and Fine Motor Skills to include development of locomotion, balance and co-ordination 0 – 3 YEARS| 4 – 7 YEARS| 8 -12 YEARS| 13 – 19 YEARSOnset of Puberty and adolescence| Activities to promote development:|

Tourette Syndrome essays

Tourette Syndrome essays How would you feel if you were diagnosed with a disease that has baffled scientists for centuries? If your entire social life was destroyed due to this disease which may worsen as time goes by. But worst of all about being diagnosed with this disease is the fact that there is no cure. My guess is you wouldnt be too happy. You would probably become very depressed, violent, and cut yourself out from any social activities. If you felt this way, you would now be able to understand the lives and feelings of those diagnosed with Tourette syndrome (TS). Tourette Syndrome is a neurological disorder; therefore it affects the nervous system. The nervous system consists of the brain, spinal cord, nerve cells, and fibers that extend throughout the body. When healthy, the nervous system reacts and responds to nerve impulses that allows us to maintain homeostasis. The nervous system can be broken down further into its three basic functions: sensory functions, integrative functions, and motor functions. In sensory functions, your bodys sensory receptors detect many different stimuli in and outside of your body. For example, your sensory receptors may detect a change in your blood temperature, or a change outside of your body such as a touch on the arm. Your body then goes through a process know as its integrative function. This is when your nervous system processes information sent via your sensory neurons and in a way makes decisions regarding appropriate responses. When all is said and done during this process a decision is made and sent through interneurons that act as a postman and deliver the decision to the motor function part of your nervous system. The motor function involves responding to the decision delivered by the interneurons by using efferent neurons that obtain the decision and send it to the effector to finally carry out the response. An effector can be anything in your body such a muscle fi...

Authorpreneurs and VC Publishers

Authorpreneurs and VC Publishers Authorpreneurs and VC Publishers The WannabesI was listening to Joanna Penn talk at an Apple event in Covent Garden a few days ago, and I was surprised that the sentence she repeated the most was: â€Å"Writing is hard! It’s extremely hard. If it was easy, everyone would be doing it.†I immediately drew a parallel to starting a company. Everyone knows it’s hard, but keeps forgetting it. Why? Because, technically, anyone can do it. You sit down and write. You fill out a form and incorporate your company. No special skills required.What does that mean? Well, you end up with thousands of â€Å"wannabes†. The I’ll-write-someday-you’ll-see-ers, the I’ve-had-this-great-startup-idea-for-awhile-and-I’m-working-on-it-ers. I don’t have the numbers, but I guess less than 10% of these â€Å"wannabes† become authors, or entrepreneurs.The AuthorpreneursThis took me back to an article by the same Joanna Penn that I read a few weeks ago: The Arc Of The Indie Autho r Journey. From First Book To CEO Of Your Global Media Empire. Penn writes: â€Å"You don’t have to know everything now. You can learn on the job. We all have to. None of us are born with the knowledge of how to do these things – we just find out along the way.† That’s what I do every day at Reedsy. I learn along the way.Indie authors are entrepreneurs in addition to being authors. This is what makes independent authorship particularly difficult, and definitely thrilling for some. â€Å"Taking control† is a dream for many; some are even incredibly good at it. But success takes a lot of self-discipline, a business mentality, boldness and a natural (or very well-trained) ability to promote yourself.Oh, and money. Editing and cover art, if done well, are not cheap (nor should they be). So either you keep your day job for a while, or you try your luck on Kickstarter (the former is highly recommended).That’s a lot of requirements. The good thing is, if you’re committed, you â€Å"learn along the way†. But what if you’re not? What if you just want to write?The Future of traditional publishingIf you don’t have an entrepreneurial mentality, you don’t start your company and you don’t self-publish. It’s as simple as that. Many people don’t want to take control, don’t want to have to choose their editor, cover designer, publicist, etc. They excel at writing, and at that only.In my opinion, that’s what publishers are (or should be?) for. Not to pin down those who want to fly with their own wings, but to help those who can’t.If we keep the parallel to entrepreneurship, we can consider that a few decades ago, it was impossible to start your own company without a lot of money. You shopped your idea around until you found a partner to finance your operation and in return you gave up a hefty majority of your company’s equity. Only as technology has adva nced, most startups are able to prove their concept with almost $0. You can raise millions in the early stages of your company without giving massive chunks of equity away.The emergence of self-publishing is a very similar phenomenon. Technology has lowered the barrier to entry, and authors are able to â€Å"show traction† (i.e., sell thousands of books) without support from publishers.You can only ask 80% of a company when the company has no choice. Today, startups and authors have a choice.But let’s be honest. These successful â€Å"indies† would sell ten times more if they had a publisher backing them and opening bookstores to them. Hugh Howey and the whole self-publishing community know it. Publishers are slow to realize it.Some are starting to offer print-only deals. Some others offer 50% net royalties instead of 25%. â€Å"Exceptions†, some might say. Well, the future is made of today’s exceptions.We’re also on Twitter!   Follow  R icardo  and  Reedsy!

Exam qusetion Essay Example | Topics and Well Written Essays - 750 words

Exam qusetion - Essay Example Laws in common law however can be repealed and amended by parliament. Duress is a defence against all crimes with the exception of murder and attempted murder. The prevailing circumstances matter and determine when duress can be used to exonerate one of their wrongdoings. The threat must: be to death or serious injury, be directed against the defendant or his immediate family or someone close to him, neither emanate from actions the defendant voluntarily did nor circumstances that the defendant voluntarily put himself in and inescapable by any reasonable means. The crime against which one seeks to use duress as a defence must be a directly caused by the threats to the person. The above criteria present a lot of problems to the defence of duress. First is the subjective nature of most of the criteria. The perception of the actor is key to the actions they commit and what accounts as serious injury to one person may not be so to another. Levels of fortitude, self-sacrifice, altruism and perception of danger vary from individual to individual and have no reasonable measure or an objective benchmark. The requirement that the threat be of serious injury is of essentially ambiguous and thus may be valid or invalid depending on the individual under duress. This ambiguity and subjectivity also apply most of the other criteria and thus denying the defence of duress to any and all individuals without appealing to the prevailing circumstances is clearly unfair. The courts do not recognise duress if the court determines that the harm done is superior to the perception of harm to be caused by threats and this is tested in two ways; questioning whether the defendant acted as they did because they honestly believed the harm of the threat to be serious and questioning whether a reasonable person of typical courage and having similar characteristics to the defendant would have acted in the same manner. Clearly these two criteria do not