Iran History and Facts

The Islamic Republic of Iran, formerly known to outsiders as Persia, is one of the centers of ancient human civilization.  The name Iran comes from the word Aryanam, meaning Land of the Aryans. Sited on the hinge between the Mediterranean world, Central Asia, and the Middle East, Iran has taken several turns as a superpower empire and been overrun in turn by any number of invaders. Today, the Islamic Republic of Iran is one of the more formidable powers in the Middle East region—a land where lyrical  Persian poetry vies with strict interpretations of Islam for the soul of a people. Capital and Major Cities Capital: Tehran, population 7,705,000 Major Cities: Mashhad, population 2,410,000 Esfahan, 1,584,000 Tabriz, population 1,379,000 Karaj, population 1,377,000 Shiraz, population 1,205,000 Qom, population 952,000 Irans Government Since the Revolution of 1979, Iran has been ruled by a complex governmental structure. At the top is the Supreme Leader, selected by the Assembly of Experts, who is Commander-in-Chief of the military and oversees the civilian government. Next is the elected President of Iran, who serves for a maximum of two 4-year terms. Candidates must be approved by the Guardian Council. Iran has a unicameral legislature called the Majlis, which has 290 members. Laws are written in accordance with law, as interpreted by the Guardian Council. The Supreme Leader appoints the Head of Judiciary, who appoints judges and prosecutors. Population of Iran Iran is home to approximately 72 million people of dozens of different ethnic backgrounds. Important ethnic groups include the Persians (51%), Azeris (24%), Mazandarani and Gilaki (8%), Kurds (7%), Iraqi Arabs (3%), and Lurs, Balochis, and Turkmens (2% each). Smaller populations of Armenians, Persian Jews, Assyrians, Circassians, Georgians, Mandaeans, Hazaras, Kazakhs, and Romany also live in various enclaves within Iran. With an increased educational opportunity for women, Irans birth rate has declined markedly in recent years after booming in the late 20th century. Iran also hosts over 1 million Iraqi and Afghan refugees. Languages Not surprisingly in such an ethnically diverse nation, Iranians speak dozens of different languages and dialects. The official language is Persian (Farsi), which is part of the Indo-European language family. Along with the closely related Luri, Gilaki and Mazandarani,  Farsi is the native tongue of 58% of Iranians. Azeri and other Turkic languages account for 26%; Kurdish, 9%; and languages like Balochi and Arabic make up about 1% each. Some Iranian languages are critically endangered, such as Senaya, of the Aramaic family, with only about 500 speakers. Senaya is spoken by Assyrians from the western Kurdish region of Iran. Religion in Iran Approximately 89% of Iranians are Shia Muslim, while 9% more are Sunni. The remaining 2% are Zoroastrian, Jewish, Christian and Bahai. Since 1501, the Shia Twelver sect has dominated in Iran. The Iranian Revolution of 1979 placed Shia clergy in positions of political power; the Supreme Leader of Iran is a Shia ayatollah, or Islamic scholar and judge. Irans constitution recognizes Islam, Christianity, Judaism, and Zoroastrianism (Persias main pre-Islamic faith) as protected belief systems. The messianic Bahai faith, on the other hand, has been persecuted since its founder, the Bab, was executed in Tabriz in 1850. Geography At the pivot point between the Middle East and Central Asia, Iran borders on the Persian Gulf, the Gulf of Oman, and the Caspian Sea.  It shares land borders with Iraq and Turkey to the west; Armenia, Azerbaijan and Turkmenistan to the north; and Afghanistan and Pakistan to the east. Slightly larger than the US state of Alaska, Iran covers 1.6 million square kilometers (636,295 square miles).  Iran is a mountainous land, with two large salt deserts (Dasht-e Lut and Dasht-e Kavir) in the east-central section. The highest point in Iran is Mt. Damavand, at 5,610 meters (18,400 feet). The lowest point is sea level. Climate of Iran Iran experiences four seasons each year. Spring and fall are mild, while winters bring heavy snowfall to the mountains. In the summer, temperatures routinely top 38 °C (100 °F). Precipitation is scarce across Iran, with the national yearly average at about 25 centimeters (10 inches). However, the high mountain peaks and valleys get at least twice that amount  and offer opportunities for downhill skiing in the winter. Economy of Iran Irans majority centrally-planned economy depends upon oil and gas exports for between 50 and 70% of its revenue. The per capita GDP is a robust $12,800 US, but 18% of Iranians live below the poverty line and 20% are unemployed. About 80% of Irans export income comes from fossil fuels. The country also exports small amounts of fruit, vehicles, and carpets. The currency of Iran is the rial. As of June 2009, $1 US 9,928 rials. History of Iran The earliest archaeological findings from Persia date to the Paleolithic era, 100,000 years ago. By 5000 BCE, Persia hosted sophisticated agriculture and early cities. Powerful dynasties have ruled Persia, beginning with the Achaemenid (559-330 BCE), which was founded by Cyrus the Great. Alexander the Great conquered Persia in 300 BCE, founding the Hellenistic era (300-250 BCE). This was followed by the indigenous Parthian Dynasty (250 BCE - 226 CE) and the Sassanian Dynasty (226 - 651 CE). In 637, Muslims from the Arabian Peninsula invaded Iran, conquering the whole region over the next 35 years. Zoroastrianism faded away as more and more Iranians converted to Islam. During the 11th century, the Seljuk Turks conquered Iran bit by bit, establishing a Sunni empire. The Seljuks sponsored great Persian artists, scientists, and poets, including Omar Khayyam. In 1219, Genghis Khan and the Mongols invaded Persia, wreaking havoc across the country and slaughtering entire cities. Mongol rule ended in 1335, followed by a period of chaos. In 1381, a new conqueror appeared: Timur the Lame or Tamerlane. He too razed entire cities; after just 70 years, his successors were driven from Persia by the Turkmen. In 1501, the Safavid dynasty brought Shia Islam to Persia. The ethnically Azeri/Kurdish Safavids ruled until 1736, often clashing with the powerful Ottoman Turkish Empire to the west. The Safavids were in and out of power throughout the 18th century, with the revolt of former slave Nadir Shah and the establishment of the Zand dynasty. Persian politics normalized again with the founding of the Qajar Dynasty (1795-1925) and Pahlavi Dynasty (1925-1979). In 1921, the Iranian army officer Reza Khan seized control of the government. Four years later, he ousted the last Qajar ruler and named himself Shah. This was the origin of the Pahlavis, Irans final dynasty. Reza Shah tried to rapidly modernize Iran but was forced out of office by the western powers after 15 years because of his ties to the Nazi regime in Germany. His son, Mohammad Reza Pahlavi, took the throne in 1941. The new shah ruled until 1979  when he was overthrown in the Iranian Revolution  by a coalition opposed to his brutal and autocratic rule. Soon, the Shia clergy took control of the country, under the leadership of the Ayatollah Ruhollah Khomeini. Khomeini declared Iran a theocracy, with himself as the Supreme Leader. He ruled the country until his death in 1989; he was succeeded by Ayatollah Ali Khamenei.

Analysis Of Ray Bradbury s Fahrenheit 451 - 1241 Words

Listen You Moron â€Å"The world is a dangerous place to live; not because of the people who are evil, but because of the people who do not do anything about it† (Albert Einstein). In Ray Bradbury’s novel Fahrenheit 451, the novel explores censorships role as a hindrance on individuality, and the severe toll it takes on society’s self-awareness. Academia has widely argued the reason behind Bradbury’s dystopian themed work of art. Most interpretations of the novel suggest the work resembles anti-censorship propaganda. On the other hand, Bradbury himself stated: â€Å"I wasn’t worried about censorship-I was worried about people being turned into morons by TV† (Smolla, The Life of the Mind and a Life of Meaning: Reflections on Fahrenheit 451). Through†¦show more content†¦As the novel begins, the reader’s thrown into the twenty-first century following the post-apocalyptic life of Guy Montag. Montag’s presented as an all American citizen; at thirty-years-old, he is a hardworking married fireman who takes pride in his work. However, not by any means is the definition of firemen the same as it is in today’s culture. The actual nature of firemen s jobs in this twisted reality is one where they are sworn to burn all literature. It could be suggested that Bradbury must have been a closet pyromaniac or he had an underlying message to convey about what â€Å"Fire† symbolizes in the novel. In Farheninet 451 the destruction of books by fire seems to represent the destruction of civilization through throttling the amount of useful information available. The novel explores the concept of how censorship limits one s cognizance and ideas, therefore, choking the intellectual thinking process. Censorship takes place across the globe today in many forms and fashions; countries such as Iran and North Korea suppress creativity to the point where artist and musicians have created underground movements to spread the message of the importance of freedom and expression to others. â€Å"Artists are seen as a â€Å"suspect group† that can be targeted at any point. Creativity has become their chosen weapon† (Rigot, Iran: And The Evolution Of Art). In Part one Bradbury describes how society’s become o ver stimulated to the pointShow MoreRelatedAnalysis Of Ray Bradbury s Fahrenheit 451 Essay2089 Words   |  9 PagesThe analysis of Ray Bradbury s dystopian novel, Fahrenheit 451, shows that literature as books, education and alike is abused and criminalized in the hero’s reality, who is Guy Montag. The novel’s setting is when new things seem to have totally replaced literature, fire fighters set flames instead of putting them out, the ownership of books is deserving of the law and to restrict the standard is to court demise. The oppression of literature through innovation and technology can be analyzed throughRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511743 Words   |  7 PagesIn Fahrenheit 451, by Ray Bradbury, the protagonist, Guy Montag, suddenly realizes his overwhelming discontent with life when he meets Clarisse McClean, a seventeen year old girl who introduces him to beauty of the world and the notion of questioning ones surroundings. This novel, hav ing been released shortly after the Second Read Scare, a time when fear of communism lead to the baseless accusation of political figures by Senator McCarthy, was received with mixed reviews. However, today more so thanRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511722 Words   |  7 Pagesthem†. Morrison’s claim can be interpreted as meaning that heroes, whoever they may be, are people who have the courage to revolt against injustices that are viewed by most as fixed or unchangeable parts of their societies. In Ray Bradbury’s acclaimed 1953 novel Fahrenheit 451, the protagonist Guy Montag certainly qualifies as a hero as he rebels against the dystopian society he lives in, which has completely eschewed critical thinking and reading books. Montag begins to realize that this society isRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511633 Words   |  7 PagesBradbury’s Fahrenheit 451: Dissecting the Hero’s Journey to Dystopic World Each person has a perception of the world. People are capable of judging the place they live in, human beings often find it either satisfactory or not. Creative writers have displayed similar, albeit different worlds in their works. They are similar in the way they portray societies with varied amounts of good and evil which may be reflective of how we view our own. On the other hand, they can also be different, as creativeRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4511193 Words   |  5 Pagestrue today? In Ray Bradbury’s Fahrenheit 451, ideas such as dystopian society, the dulling of emotions, personal freedom, and government censorship are utilized to illustrate how technology, the advancement of society, and government control has blindfolded the population from the creativity, knowledge, and truth of the past. Bradbury employs each of these ideas frequently throughout the novel to further enhance the deeper meaning behind his masterpiece. When one looks at Fahrenheit 451 like a workRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1486 Words   |  6 Pagesthe story. The novel Fahrenheit 451 concludes with a corrupt censored society in which hundreds of oppressed individuals are killed by an atomic bomb leaving Guy Montag and a few others to rebuild humanity. Many will propose that the ending was not appropriate because there were too many questions left unanswered. For example, â€Å"What happened to Professor Faber?† or â€Å"How will a couple of homeless men survive post from a nuclear war?† The conclusion of Ray Bradbury’s Fahrenheit 451 leaves the readerRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 Essay1311 Words   |  6 PagesAuthored by Ray Bradbury in 1953, Fahrenheit 451, a descriptively written science fiction, presents its readers with his bitterly satirical view of the foreboding future and the consequences that may come with it. The novel depicts a dystopian society in whi ch freedom of expression and thought is limited and books are outlawed. Written after WWII, when book burning and the blacklisting or censorship of films was a common threat. Technological advances were beginning to spread and therefore, influencingRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 1815 Words   |  8 PagesRay Bradbury was a well-known author who happened to write several novels, books, and short stories. He was very famous and I have never read anything that he wrote, until I read this book. I wasn’t sure what to expect because I had no idea what it was about and what kind of story it told. Fahrenheit 451 told a breathtaking adventure, was relatable, and it was almost as if I was submerged in this dystopian society, who was forced to live without imagination, books and a sense of wonder. Mr. BradburyRead MoreAnalysis Of Ray Bradbury s Fahrenheit 4512341 Words   |  10 Pagesrecognizable and typical patterns of behavior with certain probable outcomesâ⠂¬ . While in Ray Bradbury’s Fahrenheit 451, water is used to represent death and rebirth, showing that our experiences can change us, and we can be re-birthed as a totally new person, while in Homer’s Odyssey, water is used to show that life is full of vast trials and adventures to overcome. The archetype of fire is also used in both novels. In Fahrenheit 451, it is used to show that even through destruction can emerge good; while inRead MoreAnalysis Of Ray Bradbury s Fahrenheit 451 875 Words   |  4 PagesGiridhar Batra Ross-1 Aug 29. 2014 Fahrenheit 451 Essay The Role of Technology as a Theme in Ray Bradbury’s Fahrenheit 451 The average person in our society spends 7-8 hours a day(The Washington Post) using technology; that is stuff like television, video games, surfing the web, etc. Let that set in; that’s a long time. Our society procrastinates also is constantly distracted by technology like no other. We are practically glued to technology; before we become slaves of technology we must change

Financial Industry Regulatory Authority Free Essays

The report analyses the process of â€Å"expungement† in detail and does so in a critical manner. The process essentially allows the brokers in the stock market to wipe out any related evidence to their history of financial misconduct from the records that are kept for public access by FINRA (Financial Industry Regulatory Authority). The analysis proceeds on the premise that the expungement process that is available as a resort to the brokers is one of the primary reasons why the financial misconduct is not being able to be curbed. We will write a custom essay sample on Financial Industry Regulatory Authority or any similar topic only for you Order Now The analysis cites statistics that the brokers who obtain an order of expungement and have their record wiped are more susceptible to be accused of financial misconduct in the future. FINRA makes available to the public, that is investing in the Stock market, the information related to the brokers online, and an expungement order tends to remove the evidence or traces of infractions in the behavior and conduct of the brokers. This analysis entails the three significant aspects of the way that FINRA functions in respect to the expungement process – firstly, the fact that the expungement process only furthers the infractions that occur, and that the users of this process only tend to deviate more readily in the future; Secondly, the usage of the expungement process is increasingly gender-based since these differences tend to affect the market reputation accordingly significantly; and thirdly, the analysis shifts towards the online website BrokerCheck which makes available the data related to broker misconduct online, and how the investors react to that data. These points have been analyzed in depth by the analysts, and their related literature has been reviewed. Undoubtedly, the first aspect that has been analyzed is done concisely and perfectly. The analysis is balanced as it highlights the pros and cons of the data that has been made available to the public by the FINRA via the website BrokerCheck. It is notable that the data available on BrokerCheck was not accurate which necessitated the process of expungement for the brokers since earlier, due to the inaccuracy of the data, they were unfairly penalized. The analysts made use of data that was available on BrokerCheck in order to conclude as to whether prior misconduct and the expungement lead the premise to further misconduct in the future. However, it is notable that even though the data that has been used is vast and variable, it does not guarantee the accuracy of the results since the data itself is uncertain as to its verifiability. Besides, the report contradicts itself in one way as it states at one point that the expungement process is what will cause misconduct in the future, while on Page 15 of the report, it states that in several of the cases, prior successful expungement contributes to success in the future since those who undergo the successful expungement process tend to learn the process and the procedures. The analysis has strongly suggested at many points within the study that the broker recidivism and the process of expungement go hand in hand, and that the statistics show that the unsuccessful expungements happen because the arbitrators are becoming a tad bit better at guessing whether granting expungement is likely to result in more misconduct in the future in any given case. Besides, the assumption that following a successful expungement, the broker with the expunged record is likely to conduct financial misconduct in future is not entirely correct since there are a variety of other considerations as well that take part in deciding it and play a significant role in the decision. Factors such as gender of the broker and the political considerations also play a significant role, and thus, the outcome may differ depending upon the way these factors play out in the life of the broker. Hence, it is not safe to associate a successful expungement with the tendency of recidivism for the brokers since the circumstances may force an altered outcome to present itself. There are a variety of other factors in this analysis that make the inferences drawn uncertain. One of the primary ones is that the data that has been used is incomplete. Majority of the data that has been made use of in this analysis is only of the registered brokers. However, a minimal consideration has been given to the unregistered brokers. The conclusions have only been generalized for both the registered and the unregistered brokers. This makes the accuracy of the inference to be doubted. Another instance where the analysis contradicts itself is the inference from the initial phase of the analysis that either the expungement be successful or unsuccessful, the inferences as to the future misconduct can be drawn. However, at the later stages of the analysis in Panels D and E, it was found that the financial market did not make any differentiation between the brokers who had clean records or the ones who got their records expunged over time, but who had, at one point of time, one or more instances of financial misconduct. Further, BrokerCheck aptly does not show the records that have been expunged since that would defeat the purpose of the expungement process. It is also to be noted that one of the brokers has had his/her records updated falsely, thereby causing their record to be tarnished. In situations like these, the expungement process is what helps these brokers. Thus, it cannot be said absolutely that the process itself is worth scrapping. All needs to be done is to grant expungement in as limited cases as possible. However, it is notable that the conclusion that has been drawn by the analysts in this paper may not be entirely up to the mark. Although the inferences have been drawn from pure statistics, it is not without a grain of salt that these inferences should be adopted. Further, the process of approval of an expungement by the arbitrators is not an easy task since the process has set standards of an expungement being granted to a broker who has committed an act that counts as financial misconduct. No expungement is granted unless those standards are fulfilled, and further reforms are also suggested to be implemented in order to make the expungement process stricter than it earlier was. It also forces the broker to incur high costs when he/she is seeking expungement relief, and that the expungement will not be granted until and unless the panel has been satisfied that the concerned broker deserves the order of expungement to be passed. Thus, the inferences that have been drawn in this analysis may prove to be incorrect once these proposed amendments to the Expungement rules have been permitted and implemented. These proposed reforms may significantly reduce the number of expungement cases that will come before the Arbitrators. How to cite Financial Industry Regulatory Authority, Papers

Philosophy of Law free essay sample

PHL 612 Philosophy of Law [Calendar Description]: What is law? What makes something a legal norm? Should citizens always obey the law? What is the relationship between law and morality? This course will explore competing theories of law, such as natural law and positivism, and touch on crucial debates over civil disobedience, purposes of punishment, and interpretation of legal texts. It will deal with contemporary controversies over the legal regulation of human behaviour, for instance in matters of sexual morality. Grading Scheme: Course Evaluation: Grades will be determined in the following manner: Task Value Date Midterm Test 25% Week 7 Essay Assignment* 30% Week 11 (March 28) Final Exam 45% TBA *Essay Assignment will be 1750 2250 words (Approximately 7 9 pages) OR Alternative Community-based/ Service Learning Opportunity Marks for assignments will be posted on Course Website on Blackboard Any alterations in any of the above will be discussed in class prior to being implemented. The usual process for making alterations to the grading scheme includes: (a) discussing the changes with the class; (b) making such revisions as early as possible in the course; and (c) confirming the changes both orally and in writing (handout or posting to course website). We will write a custom essay sample on Philosophy of Law or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page NOTE: Faculty Course Surveys will be administered online Readings and Resources: There will be a Course Website on Blackboard. Course readings will be comprised of selected journal articles and court cases as specified in the Course Schedule. The readings are itemized and numbered in the Course Schedule below. All course readings can be accessed electronically. Many are available through links found in the Course Readings area of the course website on Blackboard (through Ryerson University Library electronic holdings). Court cases can be accessed through the CanLII website. NOTE: The full references and citations for the readings follow under the heading â€Å"Sources/ References for Course Readings†. Powerpoint Presentations and Instructors Supplemental Notes will be posted in the Documents area of the course website on Blackboard. Other documents will be posted in the Documents area, and figures and charts are posted in the Information area. Please note: A variety and diversity of readings on the issues are included in order to give students choices for the essay topics; only specified readings will be the focus of the questions on the mid term test and final exam. ELABORATION ON COURSE CONTENT: In this course we will focus on the conceptual issues arising from philosophical questions about law: What is law? What makes law valid? How do moral norms and legal norms overlap, and yet ultimately, differ from each other? How do moral perspectives impact upon and influence the articulation and interpretation of legal norms? In what ways do particular interpretations of legal documents and legal rulings provide reasons for acting or deciding (if one is a judge)? What are judges disagreeing about when they disagree about how to decide a particular case what the law is, or what it ought to be? Does what the law is sometime depend on what it ought to be? Are we morally obligated to obey each and every law, even when the content of a particular law is contrary to justified morality? Theories and principles to be explored throughout the course include several variants of Natural Law, Legal Positivism, and Interpretivism, as well as Feminist Theory and Critical Race Theory. Course materials will also engage with debates over the role of the Harm Principle, Moralism and Paternalism, especially in the context of Criminal Law. In order to bring these often very abstract issues to life, we will examine a selection of high profile and prominent decisions (mainly from Canadian courts, and frequently from the Supreme Court of Canada) which can be said to have changed the law, and in which the judges of the court have disagreed among themselves. Cases to be covered concern controversial issues such as Battered Woman Syndrome, Euthanasia/ Physician Assisted Suicide, Hate Speech, Marijuana Use, Obscenity/ Pornography, Prostitution, or topics in human rights (i. e. , freedom of expression, national security and the right not to be tortured, or religious freedom). Analysis of cases will include exploration and examination of the philosophical aspects of crucial terms and concepts that appear in Canadian law, such as in the Criminal Code of Canada, or in the Canadian Charter of Rights and Freedoms. PLEASE NOTE: Philosophical theories of punishment, such as deterrence (based on the ethical theory of utilitarianism), retributivism (based on the ethical theory of deontology), denunciation, and restorative justice are covered comprehensively in a different course, PHL 449, Philosophy of Punishment. Throughout the course, there will be an iterative process for learning, one in which philosophical theories and perspectives on the nature of law are scrutinized in the context of the reasoning of the judges in real world cases, in order to make more sense of what was at stake, philosophically as well as legally. Finally, at the culmination of the course, there should be an opportunity to delve into the debates over the justification of civil disobedience and the theoretical foundations of the rule of law, topics that can help to bring together many of the themes of the course as a whole. Our goal in this course is to think more critically about our concepts of law, and the values and principles reflected and represented in our laws. Course materials deal with topics and issues that can evoke strong moral reactions and raise sensitive issues. The goal of subjecting the topics to philosophical scrutiny and analysis to articulate, clarify and elaborate on the insights to be gleaned from reliance upon logical reasoning and critical argumentation. Philosophers believe that significant progress can be realized through efforts made to examine and explore the conceptual and theoretical convergences and divergences between competing and contrasting positions in public policy debates. Classroom discussions can be expected to be full of argument and debate, and yet we should all expect of ourselves and each other that the discussions will be conducted in a spirit of inquiry, exemplifying respect, civility, courtesy and goodwill. Course Schedule: Course Schedule: Wednesdays from 11:10 am to 2:00 pm, East Kerr Hall, Room 225 Week One Classes begin Friday January 10 *NOTE: Please see Sources and References below (following the Course Schedule) for information on the course readings (available through the Blackboard course website or on the internet) Week One/ Wednesday January 15: TOPIC – Introduction to Philosophy of Law; Conceptualizing Law And Reading a Case (1) Riggs v. Palmer [Link in Course Readings] Week Two/ Wednesday January 22: TOPIC – Cluster Concepts of Law READINGS: (2) Brian Tamanaha, â€Å"Law† [Link in Course Readings] Week Three/ Wednesday January 29: TOPIC – Legal Theory: Classical and Modified Legal Positivism READINGS: (3) H. L. A. Hart, â€Å"Positivism and the Separation of Law and Morals† [Link in Course Readings] *NOTE: The key portions of the article by H. L. A. Hart are the following: section I, pages 594 (middle) 605, plus pages 614 (middle, beginning with We can now return to the main point ) and section IV, pages 615 (middle) to 621 top. The Grudge Informer case is discussed on pages 618-619. Week Four/ Wednesday February 5: Legal Theory: Classical Natural Law Theory READINGS: (4) Lon Fuller, â€Å"Positivism and Fidelity to Law: A Reply to Professor Hart† [Link in Course Readings] *NOTE: The key portions of the article by Lon Fuller are the following: section I, pages 633-638, plus section V. pages 648 (middle) 661 (middle). The Grudge Informer case is discussed on pages 652-653. Week Five/ Wednesday February 12: Legal Theory: Procedural Natural Law Theory PLUS Riggs v Palmer AND Review for Mid Term Test READINGS: Review (3) and (4) Week Six/ February 17 – February 21: No Classes; Study Week/ Winter Break Week Seven/ Wednesday February 26: TOPIC – MID TERM TEST Week Eight/ Wednesday March 5: TOPIC – Paternalism and Moralism AND Charter Jurisprudence, Prostitution and Feminist Legal Theory READINGS: (5) and (6) John Stuart Mill, Excerpts from On Liberty, Chapter 1 and Chapter 2 [Link in Course Readings] (7) Gerald Dworkin, â€Å"Paternalism† [Link in Course Readings] (8) Bedford v. Canada [Available online through CanLII] Week Nine/ Wednesday March 12: TOPIC – TOPIC – Charter Jurisprudence and Marijuana Use READINGS: (9) R. v. Malmo? Levine; R. v. Caine (combined decision, excerpts) [Available online through CanLII] Week Ten/ Wednesday March 19: TOPIC – Charter Jurisprudence and Euthanasia READINGS: (10a) Rodriguez v. Attorney-General of B. C. (SCC) (excerpts) [Available online through CanLII] (10b) Rodriguez v. Attorney-General of B. C. (BCCA) (excerpts) [Available online through CanLII] Week Eleven/ Wednesday March 26: Guest Speaker, Nicole Bernhardt on Critical Race Theory PLUS TOPIC – Charter Jurisprudence and Pornography READINGS : (11) Carol Aylward, â€Å"Critical Race Theory† [Link in Course Readings] (12) Martha Fineman, â€Å"Feminist Legal Theory† [Link in Course Readings] (13) R. v. Butler (excerpts) [Available online through CanLII] *ESSAY DUE (Friday March 28) Friday March 28, 2014: Final Date to Drop Without Academic Penalty Week Twelve/ Wednesday April 2: TOPIC Battered Woman Syndrome and Feminist Legal Theory READINGS: (14) R. v. Lavallee (excerpts) [Available online through CanLII] Week Thirteen/ Wednesday April 9: TOPIC Religious Freedom PLUS Review for Final Exam READINGS: (15) Multani v. Commission scolaire Marguerite-Bourgeoys (16) Trinity Western University v. British Columbia College of Teachers OR TOPIC – Interpretivism READINGS: (17) Ronald Dworkin, â€Å"Law as Interpretation† [Link in Course Readings] (18) Ronald Dworkin, â€Å"Laws Ambitions for Itself† [Link in Course Readings] Thursday April 10, 2014: Classes End Final Examination Period: Monday April 14, 2013 to Monday April 28, 2013 Sources/ Citations for Course Readings: (1) Riggs v. Palmer 115 NY 506, Court of Appeals of New York (1889). Link in Course Readings and Available online: http://www. courts. state. ny. us/reporter/archives/riggs_palmer. htm (2) Tamanaha, Brian. 2008. â€Å"Law†, Oxford International Encyclopedia of Legal History, St. Johns Legal Studies Research Paper No. 08-0095. Link in Course Readings and Available online: http://papers. ssrn. com/sol3/papers. cfm? abstract_id=1082436rec=1srcabs=1012051 (3) Hart, H. L. A. 1958. (1958) â€Å"Positivism and the Separation of Law and Morals† Harvard Law Review, Volume 71, Number 4 (Feb. , 1958), pages 593-629. Link in Course Readings and Available online through Ryerson University Library; URL: http://www. jstor. org/stable/1338225 (4)Fuller, Lon. 1958. â€Å"Positivism and Fidelity to Law: A Reply to Professor Hart†, Harvard Law Review, Volume 71, Number 4 (Feb. , 1958), pages 630-672. Link in Course Readings and Available online through Ryerson University Library; URL: http://www. jstor. org/stable/1338226 (5) Mill, John Stuart. 1869. On Liberty, Chapter One, â€Å"Introductory†. Link in Course Readings and Available online: http://www. utilitarianism. com/ol/one. html (6) Mill, John Stuart. 1869. On Liberty, Chapter Two, â€Å"Of the Liberty of Thought and Discussion†. Link in Course Readings and Available online: http://www. utilitarianism. com/ol/two. html (7) Dworkin, Gerald. 2010. â€Å"Paternalism†, Stanford Encyclopedia of Philosophy. Link in Course Readings and Available online: http://plato. stanford. edu/entries/paternalism/ (8) Bedford v. Canada, 2013 SCC 72 (Supreme Court of Canada). Available online: CanLII: http://www. canlii. org/en/ca/scc/doc/2013/2013scc72/2013scc72. html (9) R. v. Malmo? Levine; R. v. Caine, [2003] 3 S. C. R. 571 (Supreme Court of Canada, combined decision); 2003 SCC 74 (CanLII). Available online : CanLII: http://www. canlii. org/en/ca/scc/doc/2003/2003scc74/2003scc74. html; http://www. canlii. org/en/ca/scc/doc/2003/2003scc74/2003scc74. pdf (10a) Rodriguez v. Attorney-General of B. C. [1993] 3 S. C. R. 519 (Supreme Court of Canada); 1993 CanLII 75 (SCC). Available Online: CanLII: http://www. canlii. org/en/ca/scc/doc/1993/1993canlii75/1993canlii75. html; http://www. canlii. org/en/ca/scc/doc/1993/1993canlii75/1993canlii75. pdf (10b) Rodriguez v. Attorney-General of B. C. [1992] 4 W. W. R. 109 (British Columbia Court of Appeal); 1993 CanLII 1191 (BC CA). Available Online: CanLII: http://www. canlii. org/en/bc/bcca/doc/1993/1993canlii1191/1993canlii1191. html; http://www. canlii. org/en/bc/bcca/doc/1993/1993canlii1191/1993canlii1191. pdf Excerpts Available in Canadian Cases in the Philosophy of Law, edited by Jerome Bickenbach, Third Edition, pages 160-166. Available Electronically through Ryerson University Library; Call Number: KE427. A7 C36 1998eb (11) Aylward, Carol. 1999. â€Å"Critical Race Theory†, Chapter 1 from Canadian Critical Race Theory: Racism and the Law, pages 19-49. Fernwood Books. Available through Ryerson University E Resources. Call Number: KE4410 . A94 1999eb (12) Fineman, Martha Albertson. 2005. â€Å"Feminist Legal Theory†, Journal of Gender, Social Policy and the Law, Volume 13, Number 1, 2005, pages 13-23. Link in Course Readings and Available online: http://www. wcl. american. edu/journal/genderlaw/13/fineman. pdf? rd=1 (13) R. v. Butler [1992] 1 S. C. R. 452 (Supreme Court of Canada), 1992 CanLII 124 (SCC). Available online: CanLII : http://www. canlii. org/en/ca/scc/doc/1992/1992canlii124/1992canlii124. html; http://www. canlii. org/en/ca/scc/doc/1992/1992canlii124/1992canlii124. pdf Excerpts in Canadian Cases in the Philosophy of Law, edited by Jerome Bickenbach, Third Edition, pages 87-95. Available Electronically through Ryerson University Library; Call Number: KE427. A7 C36 1998eb (14) R. v. Lavallee [1990] 1 S. C. R. 852 (Supreme Court of Canada). Available Online: CanLII: http://scc. lexum. org/en/1990/1990scr1-852/1990scr1-852. html; http://scc. lexum. org/en/1990/1990scr1-852/1990scr1-852. pdf Excerpts in Canadian Cases in the Philosophy of Law, edited by Jerome Bickenbach, Third Edition, pages 239-246. Available Electronically through Ryerson University Library; Call Number: KE427. A7 C36 1998eb (15) Multani v. Commission scolaire Marguerite-Bourgeoys, [2006] 1 S. C. R. 256, 2006 SCC 6 Available online: CanLII: http://www. canlii. org/en/ca/scc/doc/2006/2006scc6/2006scc6. html http://www. canlii. org/en/ca/scc/doc/2006/2006scc6/2006scc6. pdf (16) Trinity Western University v. British Columbia College of Teachers, [2001] 1 S. C. R. 772, 2001 SCC 31 Available online: CanLII: http://www. canlii. org/en/ca/scc/doc/2001/2001scc31/2001scc31. html http://www. canlii. org/en/ca/scc/doc/2001/2001scc31/2001scc31. pdf (17) Dworkin, Ronald. 1982. â€Å"Law as Interpretation†. Critical Inquiry, Volume 9, Number 1, The Politics of Interpretation (September 1982), pages 179-200. (18) Dworkin, Ronald. 1985. â€Å"Laws Ambitions for Itself†. Virginia Law Review, Volume 71, Number 2 (March 1985), pages 173-187. ADDITIONAL: (19) King, Martin Luther. â€Å"Letter from a Birmingham Jail†. Available online: http://www. africa. upenn. edu/Articles_Gen/Letter_Birmingham. html (20) Brownlee, Kimberley. 2007/ 2009. â€Å"Civil Disobedience†. Stanford Encyclopedia of Philosophy. Available online: http://plato. stanford. edu/entries/civil-disobedience/ AND Canadian Charter of Rights and Freedoms, Part I of the Constitution Act, 1982 being Schedule B to the Canada Act 1982 (U. K. ), 1982, c. 11. Sections 1, 2, 3, 7, 9, 10, 11, 12, and 15. Available Online: CanLII: http://www. canlii. org/en/ca/const/const1982. html ********************************** Recommended Resources for Future Learning: NOTE: There are links in course readings to some of these items. Christman, John. 2003/ 2009. â€Å"Autonomy in Moral and Political Philosophy†. Stanford Encyclopedia of Philosophy. Available online: http://plato. stanford. edu/entries/autonomy-moral/ Crenshaw, Kimberle, Neil Gotanda, Gary Peller, and Kendall Thomas, editors. 1995. Critical Race Theory: The Key Writings That Formed the Movement. Available through Ryerson University Library; Call Number: KF4755. A75 C7 1995 Delgado, Richard and Jean Stefancic. 2012. Critical Race Theory: An Introduction. Second Edition. New York University Press. Delgado, Richard and Jean Stefancic, editors. 1999. Critical Race Theory: The Cutting Edge. Second Edition. Temple University Press. Available through Ryerson University Library; Call Number: KF4755 . C75 2000 Devlin, Patrick. 1971. â€Å"Morals and the Criminal Law†. In Morality and the Law, edited by Richard Wasserstrom (Wadsworth, 1971), pages 24-48 Dworkin, Gerald. 1971. â€Å"Paternalism†. In Morality and the Law, edited by Richard Wasserstrom (Wadsworth, 1971), pages 107-126 Dworkin, Ronald. 1971. â€Å"Lord Devlin and the Enforcement of Morals†. In Morality and the Law, edited by Richard Wasserstrom (Wadsworth, 1971), pages 55-72 Finnis, John. 2007. â€Å"Natural Law Theory†, Stanford Encyclopedia of Philosophy. Available online: Fish, Stanley. 1982. â€Å"Working on the Chain Gang: Interpretation in Law and Literature†. Critical Inquiry, Volume 9, Number 1, 201-216. Reprinted in 60 Texas Law Review, 1981-1982, 551-567. Fuller, Lon. 1964/ 1969. The Morality of Law. Revised Edition. Yale University Press. Green, Leslie. 2003. â€Å"Legal Positivism†, Stanford Encyclopedia of Philosophy. Available online: Hart, H. L. A. 1961/ 1994. The Concept of Law. Second Edition. Oxford University Press. Hart, H. L. A. 1971. â€Å"Immorality and Treason†. In Morality and the Law, edited by Richard Wasserstrom (Wadsworth, 1971), pages 49-54. Lefkowitz, David. 2007. â€Å"On a Moral Right to Civil Disobedience†. Ethics, Volume 117 (2), pages 202-233. Menkel-Meadow, Carrie. 2005. â€Å"Portia Redux: Another Look at Gender, Feminism and Legal Ethics†. In Susan Carle, editor, Lawyers’ Ethics and the Pursuit of Social Justice: A Critical Reader, 274-281. New York University Press. Available online: http://jay. law. ou. edu/faculty/jmaute/lawyering_21st_century/menkel-meadow. pdf Shapiro, Scott. 2007. â€Å"The ‘Hart-Dworkin Debate’: A Short Guide for the Perplexed†, University of Michigan Public Law Working Paper No. 77. Available online: http://ssrn. com/abstract=968657 Tamanaha, Brian. 2007. â€Å"A Concise Guide to the Rule of Law†, Florence Workshop on the Rule of Law, edited by Neil Walker, Gianluigi Palombella, St. Johns Legal Studies Research Paper No. 07-0082, Hart Publishing Company, 2007. Available online: http://ssrn. com/abstract=1012051 Tushnet, Mark. 2005. â€Å"Survey Article: Critical Legal Theory (without Modifiers) in the United States†. The Journal of Political Philosophy, Volume 13, Number 1, pages 99-112. Link in Course Readings and Available through Ryerson University E Resources. Waldron, Jeremy. 2008. â€Å"The Concept and the Rule of Law†, Georgia Law Review, NYU School of Law, Public Law Research Paper No. 08-50, 2008. Available online: Wasserstrom, Richard, editor. Morality and the Law. Wadsworth. Available through Ryerson University Library; Call Number: BJ55 . W3 1971 West, Robin. 1988. â€Å"Jurisprudence and Gender†. University of Chicago Law Review, Volume 55, Number 1, Winter, pages 1-72 (selected excerpts). Link in Course Readings and Available online: http://scholarship. law. georgetown. edu/cgi/viewcontent. cgi? article=1642context=facpub West, Robin. 1993. â€Å"Natural Law Ambiguities†, Georgetown Public Law and Legal Theory Research Paper No. 11-75, Connecticut Law Review, Volume 25, 1993, pp. 831 ff. ; Available online through Ryerson University Library; URL: http://papers. ssrn. com/sol3/papers. cfm? abstract_id=1846852 Recommended Additional Cases: Bedford v. Canada, 2010 ONSC 4264 (Ontario Superior Court of Justice) [Prostitution]; Available online: CanLII: http://www. canlii. org/en/on/onsc/doc/2010/2010onsc4264/2010onsc4264. html Bedford v. Canada, 2010 ONCA 814 (Ontario Court of Appeal) [Prostitution]; Available online: http://www. ontariocourts. ca/decisions/2012/2012ONCA0186. htm Carter v. Canada (Attorney General) 2012 B. C. S. C. 886; [Euthanasia/ Physician Assisted Suicide]; Available online: http://www. courts. gov. bc. ca/jdb-txt/SC/12/08/2012BCSC0886. htm R. v. Clay [2003] 3 S. C. R. 735, 2003 SCC 75 (CanLII) [Marijuana Use]; Available online: CanLII http://www. canlii. org/en/ca/scc/doc/2003/2003scc75/2003scc75. html; http://www. canlii. org/en/ca/scc/doc/2003/2003scc75/2003scc75. pdf Little Sisters Book and Art Emporium v. Canada (Minister of Justice), 2000 SCC 69, [2000] 2 S. C. R. 1120 [Obscenity/ Pornography]; Available Online: CanLII: http://www. canlii. org/en/ca/scc/doc/2000/2000scc69/2000scc69. html; http://www. canlii. org/en/ca/scc/doc/2000/2000scc69/2000scc69. pdf R. v. Malott [1998] 1 S. C. R. 123 (Supreme Court of Canada); 1998 CanLII 845 (SCC) [Battered Woman Syndrome]; Available Online: http://www. canlii. org/en/ca/scc/doc/1998/1998canlii845/1998canlii845. html; http://www. canlii. org/en/ca/scc/doc/1998/1998canlii845/1998canlii845. pdf; Excerpts in Fourth Edition ofCanadian Cases in the Philosophy of Law, edited by Jerome Bickenbach, pages 280-281. R. v. Zundel [1992] 2 S. C. R. 731 [Hate Speech]; Available online: CanLII: http://csc. lexum. org/en/1992/1992scr2-731/1992scr2-731. html; http://csc. lexum. org/en/1992/1992scr2-731/1992scr2-731. pdf Syndicat Northcrest v. Amselm [2004] 2 S. C. R. 551 Available online: CanLII: http://www. canlii. org/en/ca/scc/doc/2004/2004scc47/2004scc47. html http://www. canlii. org/en/ca/scc/doc/2004/2004scc47/2004scc47. pdf RECOMMENDED RESOURCES (General): Orin Kerr, â€Å"How To Read A Legal Opinion†, The Green Bag, Second Series, Volume 11, Number 1, Autumn 2007; Available online: Jim Pryor, â€Å"Guidelines on Reading Philosophy†, 2006 Jim Pryor, â€Å"Guidelines on Writing a Philosophy Paper†, 2006 Jim Pryor, â€Å"Philosophical Terms and Methods† Zachary Seech, Writing Philosophy Papers, Fifth Edition (Wadsworth, 2008) Lewis Vaughn and Jillian Scott McIntosh, Writing Philosophy: A Guide for Canadian Students (Oxford University Press, 2009) ************************************* Learning Objectives: Learning Objectives: This course will address issues in the Philosophy of law, as well as philosophical theories and principles which arise in law, specifically in the context of Charter jurisprudence. Thus, we will be examining what philosophers have to say about law, along with the influence of philosophical ideas on legal arguments and judgments. Through this course with its combination of lectures, discussions and assigned readings it is hoped that students will have opportunities to realize many of the following course objectives: I Appreciation of the philosophical implications of diverse conceptions of the meaning of law; IIComprehension of the salient features of, and differences between (i) natural law theory (classical and procedural variants); (ii) legal positivism (classical and modified variants); (iii) interpretivism; (iv) legal realism; (v) critical race theory; and (vi) feminist legal theory, and their respective contributions to conceptualizing and theorizing about law; III Insight into the relevance and significance of principles and theories including: (vii) the Harm Principle; (viii) Paternalism; (ix) Legal Moralism; (x) Quality of Life, (xi) Sanctity of Life, and (xii) Wrongness of Killing, as principles underlying legal measures, and especially criminal law; IVRecognition of the crucial dimensions of validity, normativity and justification, for assessing and analysing diverse perspectives on law; VInsight into the distinctions between moral norms and legal norms, along with their overlapping and enduring influence upon each other; VIComprehension of the salient distinctions between factual issues, value issues, and matters of interpretation, and insight into diverse theories about interpretation of legal language and legal rules. VIIAppreciation of principles, values and norms which are fundamental to liberal, democratic societies, such as autonomy, equality and liberty; VIIIInsight into the range and scope of arguments in favour of freedom of expression/ speech, such as the Argument from Truth, the Argument from Democracy and the Argument from Self-Realization, and the criticisms frequently raised against those arguments; IXAppreciation of philosophical aspects of diverse conceptions of the term â€Å"justice†, such as Compensatory Justice, Corrective Justice, Criminal Justice, Distributive Justice, Procedural Justice and Substantive Justice, and the relevance of these distinctive concepts for issues pertaining to philosophy of law; XInsight into the philosophical significance and salience of the conceptual framework for Charter jurisprudence, and selected passages of Charter cases that illustrate and illuminate the pervasive influence of philosophy on law. XIAbility to apply the general moral and legal principles and theories covered in the course to cases concerning contemporary controversies, such as abortion, adultery, advertising, battered woman syndrome, euthanasia, hate speech, marijuana use, pornography, prostitution, or to topics in human rights (i. e. , national security and the right not to be tortured, or religious freedom) in a perceptive and fruitful manner. XIIAppreciation of the relevance and significance of critical thinking skills for analysing, evaluating, and crafting arguments, including those found in the course materials. XIIIEnhancement and optimization of essay writing skills, including explication and interpretation of complex ideas, analysis, evaluation and development of arguments, including setting out a position and defending it, identifying and addressing criticisms and objections to one’s own position. Other Important Course Specific Information: *Notes on Assignments (General): Writing Assignments (including Essays, Case Studies, and Reflective Papers) are judged primarily on the basis of QUALITY, and SELECTION. Considerations include the ways in which the written work evidences a thoughtful, cogent and insightful articulation of ideas, as well as a coherent and consistent principle of selection used to decide what to include and what to leave out, and in what order/ sequence to present ideas, information and analysis, along with the writing style and optimal communication practices. Factors of optimal communication practices include: thoughtful, cogent and insightful articulation of ideas, coherent and effective sequencing of points, word choice, and development of ideas within an effective organizing framework. Factors of writing style include: grammar, punctuation, sentence structure, and paragraph demarcation. Tests and exams are judged primarily on the basis of QUANTITY and RELEVANCE how much information (as modified by interpretive significance) can be provided, that is relevant to the specific questions being asked in the time available. Word choice, cogent and coherent sequencing of points, and development of ideas within an effective organizing framework are important for tests and exams, as well as for essays. Less important for evaluating answers on tests and exams are matters of writing style, grammar, punctuation, sentence structure, and paragraph demarcation (which are all crucial for evaluating essays). The Mid-Term Test and the Final Exam will be comprised of a variety and combination of short answer and medium length questions (on terms and concepts, and theories and perspectives from course materials), and some longer essay type of questions, which call for integration and assimilation of course materials. There will likely be some choice of questions, and study questions will be provided beforehand to indicate the general format, the types of questions which will be asked, and the specific materials to be covered. The Mid-Term Test and the Final Exam can be expected to address topics, themes, issues, terms, concepts, theories, perspectives, information and ideas presented in the following: class lectures and discussion; assigned readings; powerpoint presentations; and other course documents (available on Blackboard). Late Penalties: A late penalty of 2 percent per day will apply to late papers. The penalty will not be applied where there is a medical situation or family emergency, with documentation. Late essays will normally not be accepted after the Final Examination period. Requests for extensions, accommodations or considerations should be made in person, over the telephone (voicemail), during drop in office hours or during a scheduled visit with a pre-arranged appointment time. **Instructors Email Policy: Email communication is NOT intended to supplant, or substitute for contact in person, or telephone communication, but rather to supplement them. Email is appropriate as a last resort, and for brief transmissions of crucial, time sensitive information. Email should not be used to try to replace telephone discussions, or exchanges of information which could happen during any of the following: in class; before or after class; drop in office hours; or a scheduled office visit with a pre-arranged appointment time. Assignments can be submitted electronically ONLY in order to meet a deadline (there will be an electronic record that the work was in on time), BUT a hard copy must also be provided to the instructor/ tutorial leader for the purposes of grading. QUOTATION, REFERENCING and CITATION One of the main purposes/ objectives/ goals of a written assignment is for students to demonstrate their own perspectives on the knowledge and insights gained from course materials, and to develop their own arguments and positions in relation to the course materials. Be sure to read the relevant course materials, and to make use of them – assimilate them, analyze them, and integrate arguments and points from them into your essay. Writing assignments can present fruitful and stimulating opportunities to find your own voice, to develop your own interpretations and come to your own understanding of the materials. You should endeavour to present your arguments and your ideas in your own words, and not to rely too heavily on quotation. To the extent that you will be relying upon ideas and information of others, be mindful that direct quotation or close paraphrasing without proper citation, and without giving proper credit, is plagiarism. Writers are expected to show respect for the ideas and information provided by others through proper, scholarly citation and referencing. This is the ethical and scholarly standard. It is crucial that information and ideas that you have not come up with on your own should be properly cited and referenced. You may use any style you wish to do so – whether in text citation (brackets) with reference list, or endnotes, or footnotes, and bibliography. You need to make your best efforts to document your sources, for any and all quotations or close paraphrases, especially including material taken from the internet. ACADEMIC INTEGRITY ***NOTE on Turnitin The Ryerson Student Code of Academic Conduct defines plagiarism and the sanctions for those who plagiarize. Courses at Ryerson University are able to make use of Turnitin’s integration for Blackboard Users, a process designed to help prevent and detect plagiarism. Ryerson University has subscribed to the Turnitin service which helps professors identify plagiarism and helps students maintain academic integrity. Turnitin’s products and services are designed with the aim of ensuring originality of student work, and providing efficient mechanisms for upholding the value of academic integrity. Turnitin is relied upon with the aspiration of helping to ensure that students whose work exemplifies academic integrity get proper recognition for their efforts, talents and abilities. The Turnitin. com service provides an advanced search technology that checks student papers (submitted to the system) against in-house copies of archived content, a proprietary database of previously submitted student papers, and materials found on the internet. Turnitin’s software provides an â€Å"Overall Similarity Index† and â€Å"Originality Report† which can provide the basis for further evaluation and investigations. http://www. turnitin. com/static/plagiarism. html PHL 612 will b

Top 10 Low Stress Jobs that Pay Well

Top 10 Low Stress Jobs that Pay Well every job comes with a certain amount of stress. even some of the ones on this list. stress is unavoidable- and often seasonal. certain times of year, or certain crises, can catapult a low-key job into an uncharacteristically high stress bracket. but, in most jobs, that peak will fade and the rest of the year and your career can be spent in relative calm. low stress jobs that pay well do not come by easily. the following 10  jobs have been deemed - based on travel, potential for growth, intensity of deadlines, public scrutiny, competition, physical demands, environmental factors and hazardous conditions, risk- yours and others’- and public presence/speaking- to be the least stressful options on the market. some of these jobs will have a high stress time of year, or require some high stress interactions, but overall they strike a gentler balance than, say, wall street trader or neurosurgeon.if high-stress and high-stakes aren’t for you, consider trying for one of the f ollowing careers.information security analystthe growth rate here is about 18% and the median income is almost $89k per year.diagnostic medical sonographerthis position has a high growth rate (24%) and decent median income (~$62,5k).(tenured) university professorgranted, you’ll have to go through tons of stress to actually get to this position, but once there, the tension eases up considerably. good money (~$70k/year) as well.hair stylistthe money isn’t that high (around $23k/year median), but it’s flexible and relatively low stakes.medical records techthis position comes with good growth (15%) and good median income (~$36k). you get all the perks of being in the healthcare field, none of the life or death situations.medical laboratory techthis certainly comes with higher stress than working in records, but the money is better (almost $50k/year median) and there is still good potential for growth.jewelerthis isn’t a fast-growing field (-11%), but it comes with decent money ($36,870 median) and relatively low stress.audiologistthis field comes with  great growth (29%) and almost $75k per year. we hear that!dieticianhere’s another field with good growth and good pay ($56,950k/year median).librarianyou wouldn’t expect a librarian to have more stress than most of the previous positions, but believe it or not there are cycles of higher stress that makes this career rate a bit higher than even laboratory techs and professors. there’s low growth (2%), but the pay is around $56k per year.

Parsing Text Files With Perl

Parsing Text Files With Perl Parsing text files is one of the reasons Perl makes a great data mining and scripting tool. As youll see below, Perl can be used to basically reformat a group of text. If you look down at the first chunk of text and then the last part at the bottom of the page, you can see that the code in the middle is what transforms the first set into the second. How to Parse Text Files As an example, lets build a little program that opens up a tab separated data file, and parses the columns into something we can use. Say, as an example, that your boss hands you a file with a list of names, emails, and phone numbers, and wants you to read the file and do something with the information, like put it into a database or just print it out in a nicely formatted report. The files columns are separated with the TAB character and would look something like this: Larry larryexample.com 111-1111 Curly curlyexample.com 222-2222 Moe moeexample.com 333-3333 Heres the full listing well be working with: #!/usr/bin/perl open (FILE, data.txt); while (FILE) { chomp; ($name, $email, $phone) split(\t); print Name: $name\n; print Email: $email\n; print Phone: $phone\n; print -\n; } close (FILE); exit; Note:Â  This pulls some code from the tutorial on how to read and write files in Perl. What it does first is open a file called data.txt (that should reside in the same directory as the Perl script). Then, it reads the file into the catchall variable $_ line by line. In this case, the $_ is implied and not actually used in the code. After reading in a line, any whitespace is chomped off the end of it. Then, the split function is used to break the line on the tab character. In this case, the tab is represented by the code \t. To the left of the splits sign, youll see that Im assigning a group of three different variables. These represent one for each column of the line. Finally, each variable that has been split from the files line is printed separately so that you can see how to access each columns data individually. The output of the script should look something like this: Name: Larry Email: larryexample.com Phone: 111-1111 - Name: Curly Email: curlyexample.com Phone: 222-2222 - Name: Moe Email: moeexample.com Phone: 333-3333 - Although in this example were just printing out the data, it would be trivially easy to store that same information parsed from a TSV or CSV file, in a full-fledged database.

Humanitarian Cases in Africa Essay Example | Topics and Well Written Essays - 1000 words

Humanitarian Cases in Africa - Essay Example Several different causes may have played a vital role in the stimulation of this famine, most prominent being lack of rain and inability of the Government officials to provide sufficient funds to the agricultural and irrigation schemes of the country. Out of the four countries majorly affected, the most affected one is Somalia, where at least 6 out of 10,000 children are dying everyday due to inadequate amount and poor quality of edible material. (BBC News 2011) The question here rises as to why is Somalia most affected by this nature’sdisaster? According to senior journalists and analysts, Somalia had become a failed state since its establishment collapsed in the earlier 1990s. Adding to the situation, the major areas of the country including Southern, Central and the famine affected areas are under the control of a militant group called â€Å"al-Shabab† which is said to have links with â€Å"al-Qaeda†. People of Somalia, after two decades of non-stop struggle for their land, were already in astate where they fought for their very existence everyday. And when one thinks that what would be worse than this, the al-Shabab group forces out most of the Western Agencies from the areas under their control in 2009, which were mostly working for the aid of the aboriginals.(BBC News 2011; Ross 2011) A major portion of the people living in countries of Somalia, Ethiopia and Kenya, are pastoralists and nomads. They are mostly dependent on earning from livestock. But the intensity of the famine is so severe that even their drought-resistant camels also could not bear this famine and died. And their farms will now take many years of rain to recover to their previous state. The famine-hit areas of Somalia mostly receive rain in the month of November and the people who fled the famine are unlikely to return any time soon to plant crops in their fields. A prediction has been made by The Famine Early System Network that thewhole of Somalia is likely to experience a famine in the upcoming months.The area of Lower Shebelle which was considered as the bread-basket of Somalia has also been affected severely by the drought which forced many of the famers and businessmen to find an alternate for their home. (BBC News 2011) It has been reported that some 10,000 people have entered in the city of Mogadishu during the last two months with the plans of aiding the natives by several methods possible. While at the same time, danger and the fear of the al-Shabab group has made it difficult for the aiding agencies to perform their functions effectively. However it has been said that al-Shabab group has been escorted out of this city but still some armed members of this group can be seen patrolling certain areas. (Ross 2011) African pastoralists are among the most famine-vulnerable groups in the modern world. The long-term results of the famine crisis can be great or small, depending, in part, the form of relief. When famine strikes, the first problem which may arise is related to the transportation of food to the affected people. Can ways be found to offer relief to the pastoralists who discourage the formation of camps? For pragmatic reasons, donors or governments must institute food-for-work projects, how well can these involve the affected people in decisions regarding the o bjectives and beneficiaries of work? Where the traditional political leadership is credible and respected, can relief be administered in a manner which is more sensitive to such structures, even to the point of simply giving the relief food to the elders to distribute in a local fashion? The types of long-term development into which agencies and governments often drift