4 Senses Animals Have That Humans Dont

4 Senses Animals Have That Humans Don't Radar guns, magnetic compasses, and infrared detectors are all man-made inventions that enable humans to stretch beyond the five natural senses of sight, taste, smell, feel, and hearing. But  these gadgets are far from original. Evolution equipped some animals with these extra senses millions of years before humans evolved. Echolocation Toothed whales (a family of marine mammals that includes dolphins), bats, and some ground- and tree-dwelling shrews use echolocation to navigate their surroundings. These animals emit  high-frequency sound pulses, either very high-pitched to human ears or completely inaudible, and then detect the echoes produced by those sounds. Special ear and brain adaptations enable these animals to build three-dimensional pictures of their surroundings. Bats, for example, have enlarged ear flaps that gather and direct sound toward their thin, super-sensitive eardrums. Infrared and Ultraviolet Vision Rattlesnakes and other pit vipers use their eyes to see during the day, like most other vertebrate animals. But at night, these reptiles employ infrared sensory organs to detect and hunt warm-blooded prey that would otherwise be completely invisible. These infrared eyes are cup-like structures that form crude images as infrared radiation hits a heat-sensitive retina. Some animals, including eagles, hedgehogs, and shrimp, can also see into the lower reaches of the ultraviolet spectrum. Human beings are unable to see either infrared or ultraviolet light with the naked eye. Electric Sense The omnipresent electric fields produced by some animals function like senses. Electric eels and some species of rays have modified muscle cells that produce electric charges strong enough to shock  and sometimes kill their prey. Other fish (including many sharks) use weaker electric fields to help them navigate murky waters, home in on prey or monitor their surroundings. For instance, bony fish (and some frogs) possess lateral lines on either side of their bodies, a row of sensory pores in the skin that detect electrical currents in the water. Magnetic Sense The flow of molten material in the earths core and the flow of ions in the earths atmosphere generate a magnetic field that surrounds the planet. Just as compasses point humans toward magnetic north, animals possessing a magnetic sense can orient themselves in specific directions and navigate long distances. Behavioral studies have revealed that animals as diverse as honey bees, sharks, sea turtles, rays, homing pigeons, migratory birds, tuna, and salmon all have magnetic senses. Unfortunately, the details about how these animals actually sense the earths magnetic field are not yet known. One clue may be small deposits of magnetite in these animals nervous systems. These magnet-like crystals align themselves with the earths magnetic fields and may act like microscopic compass needles.   Edited by Bob Strauss

English Essay

English Essay What Is an English Essay? The term English Essay doesnt necessarily imply that this should be some special kind of an essay. English essay signifies that the essay is going to be related to either English language/literature or will require you to show good command of English, including your ability to analyze, critically evaluate the problems presented and express your thoughts clearly. An English essay, therefore, is a very general term, which should meet the essential requirements of the essay writing process. You will need to do some research, plan, draft and proofread your essay. Anyone reading your essay will expect to find some kind of introduction, they will expect to follow a logical argument, and will expect there to be a conclusion. More about Essay Writing How to Write an English Essay? If you follow the methods and structure suggested below your English essay should be easier to write, easier to read, and score higher. Your essay writing process will become a much more enjoyable and valuable exercise than it was in the past. The Stages of Writing Your English Essay Stage 1. Research: Read your class notes, texts, and other books. Stage 2. Plan: Think about the title of your essay and what is expected of you. Stage 3. Theme/Ideas: Decide what the essay is about. Stage 4. Structure: Introduction, text, and conclusion. Stage 5. Drafting: Start  to do the writing. Stage 6. Proof-reading: Check spelling and grammar. Stage 7. Bibliography: List your sources. If you need more information or any kind of academic assistance in the process of writing your English essay, there are always professional writers who will be able to assist you in order to ensure a top-notch result and make your writing experience enjoyable. Order any kind of English Essay on our order page.

The European Union is often referred to as an international Essay

The European Union is often referred to as an international organisation sui generis (of its own kind). What makes the European - Essay Example Therefore the EU is primarily regarded as a supranational organization since it requires the transfer of some measure of sovereignty to the organs of the EU. Moreover, many decisions made by the EU are enforceable irrespective of member state cooperation and coordination.4 For example, in Cassis de Dijon the European Court of Justice ruled that a member state could not impose qualitative restrictions on goods from another member state.5 Moreover, in Kramer, it was held that where the EC had competence in a policy area, the member state could not act on its own accord.6 Thus the ECJ has ruled against the exercise of state sovereignty in giving force to the idea of a supranational EU. It has also been argued however, that the EU is nothing more than an example of regional integration since much of the political and economic integration networks within the EU, like all other regional organizations, depend on Member States’ voluntary compliance.7 In this paper it is argued, that a lthough the EU may share some similarities with regional and international organizations, it is substantively different and can best be described as a supranational organization and is the only one of its kind. The most important differences between the EU and other international organizations is the concept of shared sovereignty. From its inception, with the implementation of the Treaty of Rome 1957, the founding of the European Economic Community which only constituted 6 states, was an agreement in which each of the states â€Å"agreed to limit, but not totally transfer national sovereignty† in terms of â€Å"economic policy to a set of common institutions†.8 By virtue of the Treaty of Rome 1957, Member States agreed to common economic policies and the removal of trade barriers.9 While this alone would have made the founding arm of the EU similar to the World Trade Organization, the Treaty of Rome went farther requiring the establishment of a European Bank, policies for increasing employment and an amalgamation of transport and agricultural policies.10 In addition, sovereignty was transferred from among the Member States in terms of keeping with the common market principles to a Council of Europe, a Commission and a Court of Justice.11 With more states joining the Community, the Treaty of the European Union 1993 was signed in 1992 and is also known as the Maastricht Treaty which â€Å"absorbed the former† Community.12 The new Treaty (which has been amended to further clarify the functioning of the EU, by the Treaty of Lisbon 2007) went beyond economic union and added a pillar of political and legal union among the Member States.13 The Maastricht Treaty established a European Parliament and a Court of Auditors which expanded on the institutions developed by the Treaty of Rome 1957.14 In addition, the Maastricht Treaty established citizenship of all citizens of Member States.15 This aspect of citizenship not only cedes some measure of sove reignty to the EU, but also sets the EU apart from any other

Information Communication Technology in the developing countries Essay

Information Communication Technology in the developing countries - Essay Example This paper will discuss countries labeled "developing countries" in selected areas of the world, such as Ghana in Africa, Vietnam in Asia, Afghanistan in the Middle East, and Ecuador in Latin America and the way in which these countries are trying to develop their technology, economy, and society to meet the demands of a fast-growing global population. In trying to determine how to define a "developing" as opposed to a "developed" country, it is necessary to look at a country's economy and to research how that economy works. Most developing countries have always been dependent on agriculture, but the boundaries between developed and developing countries are apt to blur at present as a growing middle class in some developing countries have a life-style similar to the more wealthy countries. In the 21st century, information technology and the Internet have created a global economy that has spread throughout the world. In countries dependent on a local economy with exporting of goods their main source of income, it is evident that they are becoming more dependent on imports as the population moves away from agriculture. With more education and implementation of electronics and computers offering increased communication for the poorer countries, their economy is improving. However, the bottom line is rising prices in an improved econo my. and poverty remains for a percentage of the population who cannot afford the rising prices. This paper will study four different areas of the world in which a changing culture is very much affecting their economy-Ghana in Africa, Vietnam in Asia, Afghanistan in the Middle East, and Ecuador in Latin America. In addition, countries moving into a "developed" category, such as China and Mexico, will be evaluated, with a further discussion of previously labeled developing countries such as India, Philippines, Czech Republic, and Ireland, and finally the present economic difficulties being faced in developed or wealthy nations, such as the United States. By researching the technological, economical and social development of developing countries in terms of the improvements that are being brought about through ICT, the effectiveness of the electronic age for these areas can be determined. In addition, the effort to alleviate poverty, as the line between the wealthy and the poor widens, must be addressed. VIETNAM The latest "buzz word" to describe the goal of developing countries is "knowledge society." According to Nguyen & Johanson (2007, pp. 1-2): A knowledge society is assumed to have at least two important features: information and communications technologies (ICTs) and a critical mass of knowledge which forms the basis of a significant portion of a national society. Vietnam, presently labeled a developing country, could in time become a knowledge society, but changing traditional values have brought about tension and adjustment problems in this ancient culture. In a knowledge society, economic, social and cultural activities combine with government to foster learning. As noted by Nguyen and Johanson,

Oral Presentation on Drink Driving Essay Example for Free

Oral Presentation on Drink Driving Essay Intro: The topic I will be discussing today is a problem that occurs not only on Australian roads, but on roads worldwide. It is the topic of drink driving. I will be arguing why the Australian government should lower the Blood Alcohol Concentration limit to at least 0. 02 for full licenced drivers. Drink Driving is a serious offence that has MANY negative outcomes to it. Not only are you at risk of losing your licence, affecting day to day tasks and also receiving a heavy fine, but you are also putting yourself, your passengers and any person’s life, who is on the road, in DANGER. Paragraph 1: Each year on Victorian roads, approximately a quarter of drivers are killed or injured from drink driving related incidents where the driver has had a Blood Alcohol Concentration level of at least 0. 05 or greater. According to the Transport Accident Commission, with a blood alcohol concentration limit of 0. 05, the driver is already doubling their chance to be involved in an accident. At 0. 08 it is seven times the risk. At 0. 15, it is 25 times the risk. Statistics from the Transport Accident Commission have also shown that drink driving is most common between the ages of 17 to 25, promoting my main ARGUMENT that a person’s Blood Alcohol Concentration level should be at least 0. 02 which would significantly reduce the chance of an accident. Paragraph 2: Drinking Alcohol has a serious effect on our bodies. Drivers who drink alcohol before driving can be left with a loss of memory, blurred vision, slow reflexes, and lack of concentration and can also lead to dizziness. Drinking alcohol also increases self-confidence, which can lead the driver to feeling strong and invincible (LIKE SUPERMAN) . Look more:Â  problem solution speech essay Do you really want to be in a car with someone that can’t perform simple tasks such as reciting the alphabet or walking in a straight line? Each year Victoria Police breath tests over one point five million people. The government also exposes the public to many advertising campaigns through television about drink driving and its effects. An example includes the Transport Accident Commission advertisements that are shown regularly on television. Here is an example of one. [Drink Driving Advertisement 1 minute] Paragraph 2: In the commercial just shown, we witness some of the serious consequences that can take place as a result of drink driving, being serious injury, imprisonment, paraplegia and death. It goes to show a mother who has lost a son to drink driving, a woman killed by a drink driver, a man left paralysed after his drunk mate crashed the car he was in, and a drink driver entering jail. It shows the grief and loss families are left with, a sort of grief that no one should have to endure, especially because of one such reckless decision one decided to make, leading to the end of a life. Paragraph 3: I myself have lost a family member who was hit and killed by an intoxicated driver. He was not only a good and funny kid; he was a brother, a son, a nephew, a grandchild. I remember as a young child never seeing John again, I remember my family going through the grief, the in-denial, the anger, that someone so close to my family had died from such a careless and preventable act. It is hard to comprehend that someone you cared so much about has taken their last breath, smiled for the last time and is never coming back. It is something that no one should ever have to suffer. To see a mother and a father say goodbye to their young child is heartbreaking and inhumane to watch. Once again I hope that you understand that this is why the blood alcohol concentration limit should be lowered down to at least 0. 02. Many Australian experts and scientists believe that a blood alcohol concentration limit of 0. 05 is perfect and there is no need for it to be lowered. Experts argue that lowering it less than 0. 05 will do nothing in lowering deaths related to drink driving. But this is not the case. In two of the most developed and wealthy countries in the world, Sweden and Norway, the blood alcohol concentration limit is 0. 02. Drink driving is considered a very serious crime in Sweden and there is very little tolerance for alcohol. Laws where introduced in 1995 and 2001 in Sweden and Norway respectively which lowered the legal blood alcohol concentration limit to . 02 from the previous level of . 05. Since the blood alcohol concentration limit was changed, both Sweden and Norway have seen a dramatic reduction in deaths related to drink driving, some of the lowest rates in the world. I believe that by following the same lead set by Sweden and Norway we too in Australia can lower the amount of deaths related to drink driving significantly. Conclusion: Drink driving is something that takes place every day. Every day someone is involved, every day we are informed of it on the news, the radio, and through other various media outlets. Every day someone cries themselves to sleep, knowing they will never see that person again. I believe that by lowering the limit we can significantly reduce road trauma and the number of deaths related to drink driving. So, think, is that last glass really that important?

A Normal Way of Life Essay example -- Family Normality Culture Essays

A Normal Way of Life What is "normal" in American culture? I believe my family is "normal" and my friends believe that of their families, too. Yet, our families are so different. How can that be? Everyone has an ideal image of a "normal" family according to the way they live. I believe "normal" to be a mother, a father, and kids living in the same house with three cars and a pool to be normal. My family has a strong set of beliefs, traditions, and artifacts that compile into my ideal image of "normal". I am of French, German, and Polish decent. My parents, grandparents, and great-grandparents lived in Michigan their entire lives. My mother's side was from Warren and my father's from Pontiac. Growing up my parents went to a Catholic school and became high school sweethearts. My mother and father were not very well off growing up and it seemed to stay that way early into their marriage. My father became a builder at the young age of twenty-three. My mother once told me that after they moved into their first home, they couldn't even afford a dishwasher. My mother was a medical assistant up until I was three and she hasn't worked since. I was fortunate enough to have my mother home with me when I was younger. A lot of children I went to elementary school with weren't as lucky. Growing up my brother, parents, and I all lived in a small, ranch-style home in Sterling Heights. We had a nice yard, two cars, and a basketball hoop. This was typical if you looked down our street. Once I hit f ifth grade our house went up for sale and we moved to Washington Township. Our home was bigger now and the people in the neighborhood were fairly different also. They thought that we lived on Rodeo Drive. We moved again when I was in ninth grade... ...her siblings, and my grandparents grew up living in. I love that house. It reminds me of my grandma. After she died my grandfather moved out, but my uncle moved in. He and his family now live in it, so it is still part of our family. My "normal" has been declared as a loving mother and father with kids and a nice home in American culture. Still there are many extremes in American families today which others believe to be "normal". One-day kids will believe having parents of the same sex is "normal". Our America is ever changing as is our ideas of American normalcy. So, compared to children who don't have two parents and a car to drive or food in their cupboards my family is "normal". Works Cited Alvarez, Louis and Andrew Kolker, directors. People Like Us: Social Class in America. PBS.WDET, Detroit. 23 September 2001. 26 October 2001. Online Transcript.

4th Grade Speech on Hockey Essay

Did you know that there are over 1.6 million people playing organized hockey around the world? Hockey is a team sport played on ice, where skaters use wooden or composite sticks to shoot a hard rubber puck into the other team’s net. Each team usually has 5 players and 1 goalie on the ice at a time. The first organized game was played on March 3rd, 1875 in Montreal, Quebec. In 1902, the Western Pennsylvania Hockey League was the first to pay their players. In 1910, the National Hockey Association was formed in Montreal. They would changed the rules, splitting the game into three, 20 minute periods, introducing a system of minor and major penalties, where the player would spend time in the penalty box, leaving their team short one player. Trust me when I tell you, that it is one place you don’t want to be! The penalty box is like when you’re really bad at home and your parents send you to your room for a time out. It’s basically the same thing, but now it is a STRANGER in a weird zebra shirt called a referee giving you the time out. How weird is that? See more: Homelessness as a social problem Essay In 1917, the league became the National Hockey League known today as the NHL. I think hockey is the most fascinating sport in the world. At the age of three, I played my very first real hockey game. I scored the FIRST goal, on my FIRST shift of my very FIRST game. I was SO small, I couldn’t even see over the boards! Hockey is also about having fun and making friendships. There are five boys on my team that I have played with for 7 years!! We aren’t just team mates, we are the best of friends. Everything revolves  around hockey with my friends and I. If we aren’t playing a league game, we are playing NHL 12 on Xbox, playing mini sticks or a scrimmage on my backyard rink. I currently play on 2 hockey teams, the Mississauga Jets and my school team, the Queen of Heaven Crusaders. I spend about 8-12 hours a week on the ice, which includes games, practices and my backyard rink. My favourite player is Steven Stamkos. His birthday is February 7th, 1990. That would make him 22 years old in just 3 days. Not only was he the first overall in the OHL draft, but he was also first overall in the NHL draft by the Tampa Bay Lightning. In his second year, he was the league’s leading goal scorer and in his third year, he was named to the All-Star team. Steven Stamkos is living his dream in the NHL. My dream is winning the Stanley Cup. What’s YOUR’S?

Block Scheduling vs Periods Essay

A small debate has always been discussed when talking about block scheduling and traditional class periods. Some people like the longer classes while others prefer the traditional six shorter class periods. Everyone has their own opinions about block scheduling. Block scheduling can be really helpful to high school students in many ways. Although, block scheduling is a longer time spent in one class, it should be mandatory in all high schools rather than traditional class periods. Block Scheduling is more like college classes, rather than traditional six period classes. There are many ways to schedule with using the block method. One option is the alternating block schedule. Classes meet each day for ninety minutes. Four classes meet on A days, and four meet on B days, with days of the week alternating as A or B. The second method is the semester block scheduling. This allows students to attend just four classes for ninety minutes each day for an entire semester. The following semester students enroll in another four classes. These two methods are the most like college classes. It is good for high school students to experience and get used to the longer time spent in classes to prepare them for college. Block scheduling allows students to take more subjects and cover more material in one class. High school students need to prepare for the future and get used to the way college classes are organized and with the block scheduling they are sure to do that. With the six traditional class periods students only have forty-five to sixty minutes in each class before the bell signals for the next. By the traditional six classes they stay in the same subject all year around. Block scheduling gives two more extra classes to take because of the extra time (Schroth). Many high school students are involved in extracurricular activities at the school they attend. By using the block method, teachers can get most of everything they had planned finished in one class allowing extra time to do class work and students will not have as much homework. Only having four classes cut down on homework rather than six classes all year around. Block scheduling allows teachers to teach less students and can have relationships and get to know each student very well. Students can get direct help from the instructor and can learn more easily (Ediger). This is good for at risk students because it gives them a chance to just focus on a few subjects each semester rather than all year long. In some schools, block scheduling allows students to take dual enrollment at their local community college. By doing this, high school students can get a head start on college classes if they are able (Childers). Many opportunities to help academics can come from the block scheduling method. Block Scheduling allows students who fail a subject the first semester, to retake it the second semester. Many schools have seen test scores increase (Wilson). While students have more time to do daily work instead of homework, teachers have more time for their planning period. It allows more time for more in class projects and individual work between students and the instructor. Many teachers have said that with block scheduling, more discipline problems have decreased. Because traditional scheduling requires changing classes six times a day, students get more chances to start trouble between those classes. With block scheduling you’re only changing three times and there is a less chance of problems between classes (Wilson). Block scheduling does have its disadvantages just like traditional scheduling. Since students will not be going to class daily, some subjects might require drill and practice to stay refreshed on a student’s mind (Schroth). With classes being ninety minutes, students might get tired or bored with the subject they are in and ready to go to the next class. A bad instructor could cause students to not want to go to class for that long of a time. Block scheduling advantages outweighs its disadvantage. It prepares high school students for college. College classes are completely different than high school. Teachers have more time to prepare, teach and individually help each student in class. Discipline issues have decreased because of the less time spent in the hallways. The block method is great for all high schools and preparing students for the future.

Free Essays on Scott Vs Stanford

The Dredd Scott Decision INTRODUCTION United States Supreme Court case Scott v. Sanford (1857), commonly known as the Dred Scott Case, is probably the most famous case of the nineteenth century (with the exception possibly of Marbury v. Madison). It is one of only four cases in U. S. history that has ever been overturned by a Constitutional amendment (overturned by the 13th and 14th Amendments). It is also, along with Marbury, one of only two cases prior to the Civil War that declared a federal law unconstitutional. This case may have also been one of the most, if not the most, controversial case in American history, due simply to the fact that it dealt an explosive opinion on an issue already prepared to erupt - slavery. Thus, many scholars assert that the Dred Scott case may have almost single-handedly ignited the ever growing slavery issue into violence, culminating ultimately into the American Civil War. It effectively brought many aboliti onists and anti-slavery proponents, particularly in the Nor! th, "over the edge". BACKGROUND Dred Scott was a slave born in Virginia who early in life moved with his owner to St. Louis, Missouri. At this time, due to the Missouri Compromise of 1820, Missouri was added as a slave state, but no state may allow slavery if that state falls above the 36 degree 30 minute latitudinal line. Later, in 1854 under the Kansas-Nebraska Act, states were allowed to vote on whether they will allow slavery or not, known commonly as popular sovereignty. In St. Louis, Scott was sold to an army surgeon named Dr. John Emerson in 1833. A year later, Emerson, on a tour of duty, took Scott, his slave, to Illinois, a free state. In 1836, Emerson's military career then took the both of them to the free Wisconsin territory known today as Minnesota. Both of these states, it is important to recognize, where both free states and both above the 36 degree 30 m... Free Essays on Scott Vs Stanford Free Essays on Scott Vs Stanford The Dredd Scott Decision INTRODUCTION United States Supreme Court case Scott v. Sanford (1857), commonly known as the Dred Scott Case, is probably the most famous case of the nineteenth century (with the exception possibly of Marbury v. Madison). It is one of only four cases in U. S. history that has ever been overturned by a Constitutional amendment (overturned by the 13th and 14th Amendments). It is also, along with Marbury, one of only two cases prior to the Civil War that declared a federal law unconstitutional. This case may have also been one of the most, if not the most, controversial case in American history, due simply to the fact that it dealt an explosive opinion on an issue already prepared to erupt - slavery. Thus, many scholars assert that the Dred Scott case may have almost single-handedly ignited the ever growing slavery issue into violence, culminating ultimately into the American Civil War. It effectively brought many aboliti onists and anti-slavery proponents, particularly in the Nor! th, "over the edge". BACKGROUND Dred Scott was a slave born in Virginia who early in life moved with his owner to St. Louis, Missouri. At this time, due to the Missouri Compromise of 1820, Missouri was added as a slave state, but no state may allow slavery if that state falls above the 36 degree 30 minute latitudinal line. Later, in 1854 under the Kansas-Nebraska Act, states were allowed to vote on whether they will allow slavery or not, known commonly as popular sovereignty. In St. Louis, Scott was sold to an army surgeon named Dr. John Emerson in 1833. A year later, Emerson, on a tour of duty, took Scott, his slave, to Illinois, a free state. In 1836, Emerson's military career then took the both of them to the free Wisconsin territory known today as Minnesota. Both of these states, it is important to recognize, where both free states and both above the 36 degree 30 m...

Mustafa Kemal Atatürk, Republic of Turkey Founder

Mustafa Kemal Atatà ¼rk, Republic of Turkey Founder Mustafa Kemal Atatà ¼rk (May 19, 1881–November 10, 1938) was a Turkish nationalist and military leader who founded the Republic of Turkey in 1923. Atatà ¼rk served as the countrys first president from 1923 to 1938. He oversaw the passage of numerous reforms that were responsible for transforming Turkey into a modern nation-state. Fast Facts: Mustafa Kemal Atatà ¼rk Known For: Atatà ¼rk was a Turkish nationalist who founded the Republic of Turkey.Also Known As: Mustafa Kemal PashaBorn: May 19, 1881 in Salonica, Ottoman EmpireParents: Ali RÄ ±za Efendi and  Zubeyde HanimDied: November 10, 1938 in Istanbul, TurkeySpouse: Latife Usakligil  (m. 1923–1925)Children: 13 Early Life Mustafa Kemal Atatà ¼rk was born on May 19, 1881, in Salonica, then part of the Ottoman Empire (now Thessaloniki, Greece). His father Ali Riza Efendi may have been ethnically Albanian, though some sources state that his family was made up of nomads from the Konya region of Turkey. Ali Riza Efendi was a minor local official and a timber-seller. Mustafas mother Zubeyde Hanim was a blue-eyed Turkish or possibly Macedonian woman who (unusually for that time) could read and write. Zubeyde Hanim wanted her son to study religion, but Mustafa would grow up with a more secular turn of mind. The couple had six children, but only Mustafa and his sister Makbule Atadan survived to adulthood. Religious and Military Education As a young boy, Mustafa reluctantly attended a religious school. His father later allowed him to transfer to the Semsi Efendi School, a secular private school. When Mustafa was 7, his father died. At the age of 12, Mustafa decided, without consulting his mother, that he would take the entrance exam for a military high school. He then attended the Monastir Military High School and in 1899 enrolled in the Ottoman Military Academy. In January 1905, Mustafa graduated and began his career in the army. Military Career After years of military training, Atatà ¼rk entered the Ottoman Army as a captain. He served in the Fifth Army in Damascus until 1907. He then transferred to Manastir, now known as Bitola, in the Republic of Macedonia. In 1910, he fought to suppress the Albanian uprising in Kosovo. His rising reputation as a military man took off the following year, during the Italo-Turkish War of 1911 to 1912. The Italo-Turkish War arose from a 1902 agreement between Italy and France over dividing Ottoman lands in North Africa. The Ottoman Empire was known at that time as the sick man of Europe, so other European powers were deciding how to share the spoils of its collapse long before the event actually took place. France promised Italy control of Libya, then comprised of three Ottoman provinces, in return for non-interference in Morocco. Italy launched a massive 150,000-man army against Ottoman Libya in September 1911. Atatà ¼rk was one of the Ottoman commanders sent to repel this invasion with only 8,000 regular troops, plus 20,000 local Arab and Bedouin militia members. He was key to the December 1911 Ottoman victory in the Battle of Tobruk, in which 200 Turkish and Arab fighters held off 2,000 Italians and drove them back from the  city of Tobruk. Despite this valiant resistance, Italy overwhelmed the Ottomans. In the October  1912 Treaty of Ouchy, the Ottoman Empire signed away control of the provinces of Tripolitania, Fezzan, and Cyrenaica, which became Italian Libya. Balkan Wars As Ottoman control of the empire eroded, ethnic nationalism spread among the various peoples of the Balkan region. In 1912 and 1913, ethnic conflict broke out twice in the First and Second Balkan Wars. In 1912, the Balkan League (made up of the newly independent Montenegro, Bulgaria, Greece, and Serbia) attacked the Ottoman Empire in order to wrest away control of areas dominated by their respective ethnic groups that were still under Ottoman suzerainty. Through suzerainty, a nation maintains internal autonomy while another nation or region controls foreign policy and international relations. The Ottomans, including Atatà ¼rks troops, lost the First Balkan War. The following year during the Second Balkan War, the Ottomans regained much of the territory of Thrace that had been seized by Bulgaria. This fighting at the frayed edges of the Ottoman Empire was fed by ethnic nationalism. In 1914, a related ethnic and territorial spat between Serbia and the Austro-Hungarian Empire set off a chain reaction that soon involved all of the European powers in what would become World War I. World War I and Gallipoli World War I was a pivotal period in Atatà ¼rks life. The Ottoman Empire joined its allies (Germany and the Austro-Hungarian Empire) to form the Central Powers, fighting against Britain, France, Russia, and Italy. Atatà ¼rk predicted that the Allied Powers would attack the Ottoman Empire at Gallipoli; he commanded the 19th Division of the Fifth Army there. Under Atatà ¼rks leadership, the Turks held off a British and French attempt to advance up the Gallipoli Peninsula, inflicting a key defeat on the Allies. Britain and France sent in a total of 568,000 men over the course of the Gallipoli Campaign, including large numbers of Australians and New Zealanders. Of these, 44,000 were killed and almost 100,000 were wounded. The Ottoman force was smaller, numbering about 315,500 men, of whom about 86,700 were killed and over 164,000 were wounded. The Turks held on to the high ground at Gallipoli, keeping the Allied forces pinned to the beaches. This bloody but successful defensive action formed one of the centerpieces of Turkish nationalism in the years to come, and Atatà ¼rk was at the center of it all. Following the Allied withdrawal from Gallipoli in January 1916, Atatà ¼rk fought successful battles against the Russian Imperial Army in the Caucasus. In March 1917, he received command of the entire Second Army, although their Russian opponents withdrew almost immediately due to the outbreak of the Russian Revolution. The sultan was determined to shore up the Ottoman defenses in Arabia  and prevailed upon Atatà ¼rk to go to Palestine after the British captured Jerusalem in December 1917. He wrote to the government, noting that the situation in Palestine was hopeless, and proposed that a new defensive position be established in Syria. When Constantinople rejected this plan, Atatà ¼rk resigned his post and returned to the capital. As the Central Powers defeat loomed, Atatà ¼rk returned once more to the Arabian Peninsula to supervise an orderly retreat. The Ottoman forces lost the Battle of Megiddo in September 1918. This was the beginning of the end of the Ottoman world. Throughout October and early November, under an armistice with the Allied Powers, Atatà ¼rk organized the withdrawal of the remaining Ottoman forces in the Middle East. He returned to Constantinople on November 13, 1918, to find it occupied by the victorious British and French. The Ottoman Empire was no more. Turkish War of Independence Atatà ¼rk was tasked with reorganizing the tattered Ottoman Army in April 1919  so that it could provide internal security during the transition. Instead, he began to organize the army into a nationalist resistance movement. He issued the Amasya Circular in June of that year, warning that Turkeys independence was in peril. Mustafa Kemal was quite right on that point. The Treaty of Sevres, signed in August 1920, called for the partition of Turkey among France, Britain, Greece, Armenia, the Kurds, and an international force at the Bosporus Strait. Only a small state centered around Ankara would remain in Turkish hands. This plan was completely unacceptable to Atatà ¼rk and his fellow Turkish nationalists. In fact, it meant war. Britain took the lead in dissolving Turkeys parliament and strong-arming the sultan into signing away his remaining rights. In response, Atatà ¼rk called a new national election and had a separate parliament installed, with himself as the speaker. This was known as the Grand National Assembly of Turkey. When the Allied occupation forces tried to partition Turkey as per the Treaty of Sevres, the Grand National Assembly (GNA) put together an army and launched the War of Turkish Independence. Throughout 1921, the GNA army under Atatà ¼rk registered victory after victory against the neighboring powers. By the following autumn, Turkish nationalist troops had pushed the occupying powers out of the Turkish peninsula. Republic of Turkey On July 24, 1923, the GNA and the European powers signed the Treaty of Lausanne, recognizing a fully sovereign Republic of Turkey. As the first elected president of the new Republic, Atatà ¼rk would lead one of the worlds swiftest and most effective modernization campaigns ever. Atatà ¼rk abolished the office of the Muslim Caliphate, which had repercussions for all of Islam. However, no new caliph was appointed elsewhere. Atatà ¼rk also secularized education, encouraging the development of non-religious primary schools for both girls and boys. In 1926, in the most radical reform to date, Atatà ¼rk abolished the Islamic courts and instituted secular civil law throughout Turkey. Women now had equal rights to inherit property and divorce their husbands. The president saw women as an essential part of the workforce if Turkey was to become a wealthy modern nation. Finally, Atatà ¼rk replaced the traditional Arabic script for written Turkish with a new alphabet based on Latin. Death Mustafa Kemal became known as Atatà ¼rk, meaning grandfather or ancestor of the Turks, because of his pivotal role in founding and leading the new, independent state of Turkey. Atatà ¼rk died on November 10, 1938, from cirrhosis of the liver due to excessive alcohol consumption. He was 57 years old. Legacy During his service in the army and his 15 years as president, Atatà ¼rk laid the foundations for the modern Turkish state. While his policies are still debated today, Turkey stands as one of the success stories of the 20th century- due, in large part, to Atatà ¼rks reforms. Sources Gingeras, Ryan. Mustafa Kemal Atatà ¼rk: Heir to an Empire. Oxford University Press, 2016.Mango, Andrew. Atatà ¼rk: The Biography of the Founder of Modern Turkey. Overlook Press, 2002.

Access how governments have used decentralization to make public Essay

Access how governments have used decentralization to make public services more responsive - Essay Example re which must be taken into account while assessing the significance and incidence of decentralization is that whether the proposed decentralization is in the favor of the public interest or not. The intellectual discussion regarding the success and failure of decentralization of public institutions largely focus on this main issue. Viewed in that perspective it is then decided whether public services would be more responsive to the decentralization or whether they should be centralized. Further, the decentralization and centralization of any government and public sector services is done based on two perspective i.e. Efficiency values and Government values. â€Å"Efficiency Values comprise the public choice justification for decentralization, where efficiency is understood as the maximization of social welfare whereas the Governance values comprises of (i) responsiveness and accountability, (ii) diversity, and (iii) political participation.†(Wolman, 1990). Assessing within these two perspectives, we will now attempt to analyze the decentralization that took place in UK. Starting with the industrial relations, it has been largely argued that the decentralization of industrial relations would not yield results without providing a due thought to the local contexts within which these processes take place. Decentralization especially within the context of industrial relation has been largely viewed as an attempt to weaken the workers unions. Unions are often seen as protectors of the labor rights and decentralization of the collective bargaining power of the unions have further dented the morale of the public sector employees. It is probably because of this reason that despite initiating decentralization, UK is considered as a strong bureaucracy with strong administrative lacunas to hinder the smooth operations of the public sector services. (Katz, 1993). The shift in the locus of power within the public services therefore created strong administrative problems and