Google and its Evil Face Essay Example | Topics and Well Written Essays - 1500 words

Google and its Evil Face - Essay Example The world declares the search engine as a mine for information, but fails to look at the down side to it since in reality Google is a corruption of the world in relation to information, privacy and security. Google states its mission as the organization of the world’s information so that it can be reached by anyone in the world. However, even when it provides plenty of information to the reader, this search engine is the worst thing to have happened to our society in relation to worsening of peoples’ reading habits, where there is no more reading in books. This is affecting comprehension of content acquired from reading books and read from Google search results. Google is a great tool to get any form of information; however, it is creating negative tendencies in our society. This is concerning Google users becoming careless on the information they search for and the safety concerns on privacy (Staff and Agencies). For this reason, searching for information on Google sho uld involve allocation of enough time in order to search for adequate information and resources, while putting into consideration privacy and security concerns. In fact, what society gets by using Google is quantity information, and not quality, which is what people instinctively want. Therefore, the public gets into a comfort zone, which it does not intend to leave due to the ease of operation for humans in that level. For instance, on a five-year research program the British Library and one by a U.K. educational consortium, they found out that people get obsessed with looking for information once they log on (Carr). In such cases, the users search for articles and journals that they do not necessarily read or intend to read, but instead keep searching. After this, the focus lies in skimming through the articles without taking the time to understand the concept. Consequently, people do not go to libraries to find information in books or from the periodicals rooms. As a result, Goog le is affecting the society through giving them quantity and by that, people stop reading books because; with only typing in Google search what they need, it would be an instant when they get the answers and all the necessary information requested. Google as any other social network wants to control what the users do. Therefore, they would not go and join other search engines, which provide email and the location where they are. Google is controlling the users by buying new markets and expanding in new areas, they get new features, a faster search and there is no one that can compete with this search engine (Rooketix Ltd). Similarly, bringing of Chrome for Android into the market has revealed how Google is potential of remembering all our browsing history and their capacity to transfer it into the cloud (Moreni). Therefore, if anyone is logged into a Google account, it is stated in the Google privacy policy that any service used will be able to track universally by using the e-mail address and your current location. Moreover, they are able to track everything you search for, and as long as you look for that same topic repeatedly, advertisements will start to appear on the sides according to the most current topics every user searches (Davies). Google based on its mission statement has gone as far as attempting to collect as much information as it can. This is in relation to creating a form of online storage the documents and other files that people have. Following the mission statement of Google, it seeks to create a database of all the knowledge that exists in the world and place it in a central place for all to access free of charge. In light of this, Google has come up with Google Drive, which saves up to five gigabytes of user documents;

Geopolitics and the role of energy security in the global level and Thesis Proposal

Geopolitics and the role of energy security in the global level and its impacts and challenges withen middle east and gulf cooperation council - Thesis Proposal Example There has been a change in the world order since the break-up of the Soviet bloc: America now is the only superpower in the world and this gives the West the ability to dominate by a combination of military and economic strength (Nye, 2011). One result of this is that the term â€Å"global security† is increasingly defined by America and its allies, at least until China reaches its full economic potential (Calabrese, 1998). There is a danger that GCC countries, who hold the key to future energy supplies will be caught up in any eventual rivalry between these two great powers. Military strength cannot solve problems on its own – other forms of power such as soft power or smart power draw in political and economic negociations as well (Smith, 2006). American foreign policy directed towards aligning countries like Saudi Arabia with American objectives, in order to secure stable supply of oil and gas (Brown and Hawthorne, 2010). The very term â€Å"energy security† is defined as â€Å"the provision of reasonably priced, reliable and environmentally friendly energy† (Mà ¼ller-Kraenner, 2008) but this is from the perspective of western states who generally lack substantial energy deposits, and have renewable technology which does not meet all their needs. Economic objectives in GCC countries are increasingly towards diversification from oil, gas and other natural resources, in order to avoid the so-called â€Å"resource curse† of over-dependence on a few products. There are major implications for all GCC countries because membership of the WTO involves signing up to GATT agreements which â€Å"involves dramatic and profound changes in the way trade was conducted in these countries† (Michalopoulos, 1998). These changes include measures like the removal of export subsidies and the introduction of Western-style laws, institutions and methods of governance. Most

Things Fall Apart by Chinua Achebe Analysis Essay Example for Free

Things Fall Apart by Chinua Achebe Analysis Essay In the book, Things Fall Apart, written by Chinua Achebe, A man named Okwonko is desperate to avoid being what his father was like: lazy and undetermined. He is dominated by anger, fear, and impatience which get him in many situations. The tribe of Umoufia represents a civilization that is strictly based off male dominance. Men are only required to be strong, and have a title within the clan; while the women must cook, clean, and take care of the children, and are beat if they do not do so. Umoufia is a tribe that is based off of stereotypes and sexism. Women are looked down upon as objects instead of people. When they are old enough to get married, they do not get to choose, nor does the father choose. The women are bought and sold with sticks, like an animal and not a human being. This shows that the women are not appreciated, nor given any respect or dignity. They are treated more like slaves, and are not seen as important. When in reality, without women, the tribie of Umoufia would be nothing. A man gains respect and popularity in the tribe of Umoufia, is a strong, masculine man with a wife, a strong son, and a tough warrior. All men share the same goal, which is to become one of the lords of the clan. To do this, he is a warrior who is strong, brave, and fearless. Unofia, Okwonko’s father was lazy, poor, and a failure. He hated his father and wanted to be nothing like him. Okwonko has no desires for the pleasures in life, such as: dancing, music, and celebrations. Instead he hungers for power and wealth. This means he must run a strong family and house hold; with multiple wives, and many children. Another part of his masculinity is his duty of a solider. He wants to be physically strong in defending his village from incoming threats. Another way that Okwonko wants to show masculinity is through his children. He wants to pass down all he knows to his kids, and have them do the exact same. The boys shall have their own households and will be strong and proud. When the women shall be good wives, clean, cook, and give birth to many children. Okwonko only wants his kids to have the same traditions as he did, and for it to never change. Some elders believe that it is not right, and that it is right to have change. Okwonko wants his legacy to be kept alive by his children keeping on the same traditions. The women cook and clean, when the men own the household and are in charge. The women are given less credit then they deserve. Okwonko wants his wife to bare him a son, so that he can keep his family strong once he passes away. He depends on the wife to give him a son, and will beat her if she does not do so. When the child is born the wife must raise him and do all of the work. But the child is born to the husband and always owned by the man. Women are very important to the Umoufia tribe, but are treated inhumanly and not seen as a contributing factor of the tribes surviving and thriving. They are beaten regularly if they do not clean, cook, and take care of the house. They are sold as brides, and not given the right to do what they want.

Impact of Bullying on Child Personality

Impact of Bullying on Child Personality Munira Minaz Ali This paper discovers the bullying behavior as a common feature and, a nightmare in schools and colleges throughout the world. It is a troublesome repetition in school that infringes on child’s wellbeing, dignity and, security. The physical, academic and, psychosocial consequences of bullying can never be underrated. Therefore this paper will give insight about the meaning, extent and, causes of bulling through various theories and literature. The characteristics of bullies their victims and the effects of bullying on physical psychological health were also discussed. Finally intervention strategies that involved school system, family and children can be implemented and evaluated for both bullies and their victims. We do know that school age is a time in which a young child continues to shape up and undergo many physical and psychological developments. However during this time if the child development is disturbed by any violence and ferocity it can lead to long lasting physical, mental and emotional harm. Bullying is one of the common forms of violence that has a significant and long lasting effect. It is spacious area of interest due its negative psychological outcomes and academic performance of children. It is acknowledged as a serious problem which has an adverse effect on wellbeing of a child.This paper attempts to elucidate the causes of bullying with respect to different theories, characteristics of bully and victim, effects of bullying on victim and bully itself and at the end possible strategies would be discussed to control the act of bullying. Catherine Rothon (2011) defines bullying as â€Å"Bullying is broadly defined as a desire to hurt and the execution of a harmful action; it is characterized by repetition and either a physical or a psychological power imbalance† (p.579). In the report of anti-bullying working group, (2013) Professor Olweus regarded bullying as negative behaviors that are done deliberately and repeatedly against individuals who has trouble defending themselves (p.16). James (2010) reported that on the survey of bullying around the world, the rate of victimization is 9% -32% and rate of bullying is 3% 27%. In addition, the report of anti-bullying working group, (2013) reported the international comparison of 39 countries and showed percentage of bullied children as 39.2%. Moreover, boys are more likely to be involved in bullying and become target of physical aggression whereas girls are comparatively less involved in bullying and usually involved in spreading rumors and gossips (Moseley, 2011). This is also supported by (Boyle, 2005; James, 2010; Hanif, Nadeem Tariq, 2011). In Pakistan there is no proper statistics available about bullying but the cases of bullying are escalating every year. Bullying is characterized by a multi-factorial approach of causation. Moseley, (2011) highlighted that family life is one of the cause of bullying for instance, if authoritarian parents create a harsh and restricted environment, it can increase the chances of adopting negative behaviors. Adding to this, many children feel unloved therefore they use bullying as an opportunity to make them feel happy and stronger than victim. Besides, many children want to appear themselves dominant on others and, pretend to be tough. Gottfredson and Hirshi (1990) proposed low self-control theory as a cause of bullying. This theory elucidate that low self control is the main source of aggressive behaviors. Also, the child is insensitive to others and, likes to hunt for instant gratification (Darmawan, 2010). Another theory highlighted by Darmawan, (2010) is differential association theory which suggests that individuals associated with felonious peers or living in an offending environment are involved in unsociable behaviors and often attracted towards bullying. In regards to this, Darmawan (2010) referred social learning theory of bandura (1977) and, describe three conditions that increase the likelihood of child’s hostile behavior i.e. when the model is persuasive enough or he/she is rewarded on bad deeds rather than punishment and has comparable features with child. Furthermore, Robert Angrew (2001) proposed general strain theory which explains negatives feelings created by strain can put the child at risk of adopting delinquent behaviors and it’s a coping strategy to release their stress (Erikson, Nielsen Simonsen, 2012). Many studies found that children who suffered from physical or emotional abuse, maltreatment and, rejection are usually involved in bullying (Espelage et al., 2000). Most of the bullies resemble in their characteristics. Smokowski Kelly, (2005) stressed that they are aggressive and likes to dominate themselves. Moreover, they tend to scare others because of their physical strength and disobedient attitude. Research suggests that their families are often unfriendly and indifferent towards them (Smokowski Kopasz, 2005). Additionally, Carla Bennett, (n.d.) and Brown Patterson (2012) enlightened that they are energetic, impulsive and have high self-esteem. They use their violence to get what they want and Lack sense of empathy for their victims. They are bad-tempered and cannot tolerate frustration (Blazer, 2005; Smokowski Kopasz, 2005). In contrast, victims address peer abuse, more quiet, anxious and sensitive. They lack communication skills, problem solving ability and are unconfident. (Smokowski Kopasz, 2005).Likewise Bennett, (n.d.); Boyle (2005) identified that they are physically weak, lack interpersonal skills and, hesitate to go to school. Such children have over protective family and their Parents fail to teach conflict resolution skills (Bennett, (n.d.); Smokowski Kopasz, 2005). Psychologically bullying dispose devastating effects on child’s personality for both, victim and bully. This includes physical, academic, and psychosocial effects that have prodigious impact on individual’s life. Aluedeet al (n.d.) highlighted physical effect on victim that includes headaches, migraine, panic attacks, sweating, palpitation and frequent illness. Brown Patterson (2012) and report on anti-bullying (2013) highlighted academic effects of bullying such as poor performance and, feeling reluctant in attending school. Studies suggest that such students fail to achieve excellence academically due to inability to concentrate (Darmawan, 2010; Adams Lawrence, 2011). Besides, literature indicated that such children suffer from attention deficit disorder (Smokowski Kopasz, 2005). Furthermore, according to Fekkeset al., (2014), the chances of developing psychosocial problems are relatively higher in victims as compare to non-victims. These individual faced great diff iculty in building relationships and social adjustment. They are poor in making friends, group gathering and tends to remain alone most of the time due to the fear of getting hurt (Adams Lawrence, 2011). In regards to this, they feel isolated and, have poor sense of belonging to groups and families. Adams Lawrence, (2011) further elucidate that their insecurity has been compromised and, they go for safer and restricted areas. They usually experience estrangement and find difficulty to intermingle in a positive manner. Researchers found that these children more vulnerable to depression, anxiety disorder and in the extreme cases have suicidal ideations (Noret et al, 2009; Fekkes et al., 2014). Moreover, Smokowski Kopasz, (2005) proposed that most of the victims are likely to have sense of inferiority complex, and consider them as failures. Likewise these children also experience misperception, rage and, low self-esteem (Boyle, 2005). Apart from these effect, bullying possess long lasting distresses in later life of these young ones. When they reached adulthood, they encountered trouble in making personal relationships and adjustment in their marital life. Besides they may overreact on unimportant situations (Smokowski Kopasz, 2005). Studies indicated that in adulthood, male victims may experience shyness with women and have complications in sexual relationships. Similarly they may take part in vengeance including murder and other criminal acts (Smokowski Kopasz, 2005). However bullying does not only distress victims but it also has undesirable consequences on bully itself. Bullying also cause academic and psychosocial effects on bullies. Studies suggest that bullies have negative consequences in later life if they are allowed to bullying without any interference (Boyle, 2005). Noret et al, (2009) concluded that bullies are pervasively involved in negative behaviors. Smokowski Kopasz, (2005) highlighted that academically they achieve low grades in school and do not like school environment. They usually show low potential in employment settings in their later life. From social aspect James, (2010) elucidate that as these children grow older they develop undesirable social skills and involved in acts that are against societal norms. Additionally, they are usually involved in the acts that include vandalism, burglary and truancy (Boyle 2005; Blazer 2005). Longitudinal studies found that they are hostile and usually have few friends. They are poor in m aintaining good relationships. From Psychological aspect Smokowski Kopasz, (2005) highlighted that most of the bullies are involved in substance abuse and drug addiction. They are hyperactive and unable to control their aggression. Besides they have high self-esteem and usually fight with others to satisfy their own desires (Erikson, Nielsen Simonsen, 2012; Boyle, 2005). In regards to this, â€Å"emotional and developmental scars can persist into adolescence and beyond† (Mosley, 2011). Bullies also suffers from long lasting effects throughout their life. Patterson, (2012) regards bullying as a gateway toward the juvenile crime and criminal activities for bullies. Smokowski Kopasz, (2005) further explains that adults who were bullies as children, they generally express violent behaviors towards their spouse and use severe physical punishment on their own kids. Moreover they are unsuccessful in their life and are unable to work in corporation with others. Smokowski Kopasz, (2005) also suggested that they have increase tendency to develop mental disorders such as conduct disorder and depression in their later life. Therefore certain steps are essential to control bullying. Many schools neglect the act of bullying and consider it as a part of child’s life. James, (2010) suggested that schools and collages should take strict measures against such acts. From my point of view this can be done by developing zero tolerance policy in schools. Cohen Freiberg (2013) emphasized that school is a place of developing healthy and positive relationships therefore, I suggest that it is essential to improve school environment in such a way that it can support the weak students and prevent them to become a victim of bully. This can be done by giving professional training to staff members, limited entry exits in schools and supports the children emotionally and academically both, the victim and bully. Besides, Seeley et al., (2011) emphasized that teachers should increase the supervision of students at school settings. I recommend that it can be done by monitoring attendance, calling parents when the stu dent is absent and checking student’s activities. Moreover,in my opinion counseling should be done with both bully and victim. The bully should be counseled to control their bad conduct and victim should be counseled to strengthen them and solve their problems assertively. Moreover, blazer (2005) highlighted that many parents consider bulling as normal and it would make their children tough. Lawner Terzian (2013) suggested that parental involvement is effective in dealing with bullying. Therefore, I advise that awareness should be given to parents, to understand the seriousness of this problem so that they can reinforce positive behavior and appropriate interpersonal interaction. Moreover, the attitude of bullies can be changed by cognitive restructuring that challenges the dysfunctional thoughts. From my point of view modeling, social skills training and role play can help to change these dysfunctional thoughts. Furthermore, I understand that through short moralizing storie s and activities, student can be betrothed in the discussion related to bullying. This would help the bully in realizing their bad deed and attempts in changing their behaviors. On the other hand, this would make victims confident enough to respond assertively and to overcome their fears. Moreover, expressive art therapy needs to be made for such children. Those victims who cannot report bullying or disclose their victimization can express their feelings through writing, drawing and other activities and for bullies it’s a good way to ventilate their aggressive thoughts and feelings through drawings and writings. Other than that, I would suggest that there is a need to explore the prevalence of bullying in Pakistan due to unavailability of statistics to provide the baseline data for planning the interventions. In conclusion, bullying is a pervasive behavior. It is a complex emotional and social trend that has significant negative consequences for all. It should be addressed properly and affords should be made at both, individual and system level. As it left psychological scars on child’s personality, its prevention is essential to safe child from suffering and emotional trauma. Therefore interventions should be done appropriately and its evaluations carry intense importance. References: Adams, F. D. Lawrence,, G. J. (2011). Bullying Victims: The Effects Last Into College Authors.  American Secondary Education, 40 (1), pp. 4-13. [Accessed: 19 Mar 2014]. Aluede, O. A., Adeleke, F., Omoike, D. Afen- Akpaida, J. (n.p.). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools.  Journal Of Instructional Psychology, 35 (2), pp. 151-157. [Accessed: 19 Mar 2014]. Bennett, C. (n.p.).  Literature Review of Bullying at Schools. [e-book] pp. 1-20. [Accessed: 19 Mar 2014]. Blazer, C. (2005).  Literature Review on Bullying. [e-book] florida: Research Services Office of Accountability and Systemwide Performance. pp. 1-20. [Accessed: 19 Mar 2014]. Boyle, D. J. (2005).  Youth Bullying: Incidence, Impact, and Interventions. [e-book] Newark,: Violence Institute of New Jersey at the University of Medicine and Dentistry of New Jersey. pp. 1-11. [Accessed: 19 Mar 2014]. Brown, C. Patterson, S. T. (2012). Bullying and School Crisis Intervention.  International Journal Of Humanities And Social Science, 2 (7), pp. 1-5. [Accessed: 19 Mar 2014]. Bullying and Mental Health. (2005). [e-book] Australia: Commonwealth of Australia. pp. 1-6. [Accessed: 19 Mar 2014]. Bullying in school: A study of Forms and Motives of Aggression in Two Secondary Schools in the city of Palu, Indonesia. (2010). [e-book] norway: Centre for Peace Studies. pp. 1-111. [Accessed: 19 Mar 2014]. Bullying in Schools: Attitudes of Children, Teachers and Parents. (2011).  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. Cohen, J. Freiberg, A. (2013).  SCHOOL CLIMATE AND BULLYING PREVENTION. [e-book] pp. 1-5. [Accessed: 19 Mar 2014]. Copeland, W. E., Wolke, D., Angold, A. Costello, J. (2013). adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescene.  JAMA Psychiatry, 504 pp. 1-8. doi:10.1001/jamapsychiatry.2013.504 [Accessed: 19 Mar 2014]. Eriksen, T. L. M., Nielsen, H. S. Simonsen, M. (2012).  The Effects of Bullying in Elementary School. [e-book] Germany: pp. 1-47. [Accessed: 19 Mar 2014]. Fekkes, M., Pijpers, F. I., Fredriks, A. M. Vogels, T. (2014). Do Bullied Children Get Ill, or Do Ill Children Get Bullied? A Prospective Cohort Study on the Relationship Between Bullying and Health-Relatedsymptoms.  Pediatrics, 117 (5), pp. 1568-1574. doi:10.1542/peds.2005-0187 [Accessed: 19 Mar 2014]. Hanif, R., Nadeem, M. Tariq, S. (2011). Bullying in Schools: Attitudes of Children, Teachers and Parents.  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. James, A. (2010).School bullying. [e-book] London: NSPCC. pp. 1-21. [Accessed: 19 Mar 2014]. Kelly Holland Kopasz, P. R. S. (2005).  Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies. [e-book] USA: BNualtliyoinnagl Ainss oSccihatoiooln: oAfn S oOcivael rWvoierwkers. pp. 1-10. [Accessed: 19 Mar 2014]. Lawner, E. K. Terzian, M. A. (2013).  What Works for Bullying Programs: LESSONS FROM EXPERIMENTAL EVALUATIONS OF PROGRAMS AND INTERVENTIONS. [e-book] pp. 1-9. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). [e-book] pp. 2-6. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). pp. 1-6. doi:Walden University/SOCI-4080-12 [Accessed: 19 Mar 2014]. Rivers, I., Poteat, V. P., Noret, N. Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status.  American Psychological Association, 24 (4), p. 211–223. doi:10.1037/a0018164 [Accessed: 19 Mar 2014]. Rothon, C., Head, J., Klineberg, E. Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.  Journal Of Adolescence, 34 p. 579–588. doi:10.1016/j.adolescence.2010.02.007 [Accessed: 19 Mar 2014]. Ruairà ­ Quinn T.D. (2013).  Action Plan On Bullying. Report of the Anti-Bullying Working Group to the Minister for Education and Skills. [report] pp. 1-126. Seeley, K., Tombari, M. L., Bennett, L. J. Dunkle, J. B. (2011).  Bullying in Schools: An Overview. [e-book] U.S: U.S. Department of Justice. pp. 1-12. [Accessed: 19 Mar 2014]. Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., Winter, A. F. D. Verhulst, F. C. (2007). The Dyadic Nature of Bullying and Victimization: Testing a Dual-Perspective Theory.  Child Development,, 78 (6), p. 1843 – 1854. [Accessed: 19 Mar 2014].

Martin Luther Kings Shattered Dream Essay -- Dr. Martin Luther King J

Martin Luther King's Shattered Dream "I have a dream" is a phrase heard by more than 200,000 Americans on August 28, 1963, and since then, Martin Luther King, Jr.'s "I have a dream" has resonated through millions of heads and thoughts in the world. Eyes search for the reality of his dream, ears search for the freedom bells ringing, hands search for a brother's hand, and mouths search for the songs of freedom. Martin Luther King, Jr. dreamed of a utopia where the colors of black and white would become so intertwined that shades of gray would appeared. Martin Luther King, Jr. charged the American people to go out and create a perfect place, and many people have tried, but as long as antiquated moral values remain, America will never fully wake up from the nightmare of racism and enter into the dream of equality. Of course, not all race relations today are a nightmare; Americans have risen above some of their petty prejudices and biases. During the sixties, black people were forced to ride in the back of busses, black people were forced to stay apart from white people, black people were forced to step out of the way of white people, and black people were commonly disrespected and thought of as inferior. Because of segregation, there were different schools, different water fountains, different restaurants, and different housing areas. A black man was not encouraged to elevate in society but instead had the words "you are inferior" constantly beaten into him by the white man. Because of these practices, Civil Rights movements began to take place and people like Martin Luther King, Jr. began speaking out against the injustices toward black people. The Civil Rights movement accomplished several things: in today's society segre... ...intentionally been taught; however much I try to scrub the dark soot out of my brain, the spot remains. These spots remain on all of society as long as these thoughts and feelings remain in people's minds. King dreamed that "one day [his] four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character." But, as long as white people continue their ingrown practices, this will never happen: there are bad opinions of a black and white couple, there has never been a black president, there are very few black students and teachers at McCallie, and there is not a single black family in my neighborhood. Yes, there is equality, but only between black and white Barbie dolls. King tells us to "let freedom ring from Lookout Mountain of Tennessee," but we fail to reach such a high expectation.

Leonardo da Vinci :: Renaissance Biography Biographies

Childhood Years "Leonardo da Vinci was a renaissance painter, architect, engineer, mathematician and philosopher. He was the greatest genius the world has ever seen." On April 15, 1452 Leonardo di ser Piero was born in Anchiano. From there he moved to Vinci. A famous misconception about this man is his last name. Most people would assume da Vinci is his last name, however, his last name is not da Vinci. Da means from therefore Leonardo da Vinci means Leonardo from Vinci. Instead of explained which Leonardo he was he would say Leonardo from Vinci so as to not confuse anyone. Vinci was a Republic of Florence, and in itself it is equivalent with our boroughs or counties. Leonardo's father, Ser Piero, got a woman named Catarina pregnant. It is likely that she was the daughter of a farmer and therefore he didn't marry her. She gave birth to Leonardo and then Ser Piero married another woman within the year. He was 25 years old when Leonardo was born. His father's occupation was a public notary. Leonardo was christened in Baptismal chapel in Vinci; he was christened by the parson Piero da Bartolomeo to the name Lionardo and not Leonardo. Leonardo lived with his father and his father's first wife in Anchiano until Leonardo was about five years old then they move to Vinci to live with Leonardo's father. Ser Piero and his first wife never had any children and even though Leonardo was illegitimate he was integrated into his father's family. Leonardo went to school in Vinci; his teachers were hopeless to the fact that Leonardo was always questioning and doubting his teachers. Leonardo lived in Vinci until he was 14 then he moved to Florence to begin an apprenticeship in the workshop of Verrocchio. From Florence to France Leonardo stayed in Florence for quite a while. He considered it his home and returned several times throughout his life. Verrocchio was very impresses with Leonardo's drawings so he gave Leonardo a place in his workshop. In this workshop Leonardo got a chance to work with Botticelli, Perugino and Lorenzo di Credi. Leonardo's apprenticeship ended with Verrocchio in June 1472 when he got his name red book of painters from Florence (Campagnia de Pittori). However, in ending the apprenticeship Leonardo did not leave Verrocchio's workshop. In fact Verrocchio and Leonardo worked together on several paintings. The first recorded drawing of Leonardo's was on August 5, 1473.

Comparison between Salazar and other Authoritarian Regime in the era

Estado Novo or simply the New State was established after the overthrowing of the first republic in 1933. The second Republic was established by Antonio de Oliveira. This authoritarian regime adopted an integral orientation totally different from what characterized most of the fascist states in Europe. The basis of his authoritarian rule was on the premises of economic and political stability; he instituted major reforms which greatly privileged the people in the upper classes to the disadvantage of the poor section of the society. The regime that Salazar established was more inclined towards the church and there was much influence from it, perhaps this emanates from the fact that he was a strong catholic himself. It has been described as a nationalist political regime which was almost similar to the one established hy his italian counterpart , Benito Mussolini. The regime was nevertheless different from the Mussolini Fascism because of its different and less totalitarian leanings. His State was basically founded on the Catholicism and the Anti-communism ideologies. Salazar did not claim in developing power for his regime with the same degree as fascist did (Cook, B 2001) One of the outstanding difference between Salazar and other dictators is that he did not intiate the cult of personality instead he is more recognized for his mere simple and ascetic manners. â€Å"his one party system was based on a different premise to those of Germany and Italy,the ruling party Unicao Nacional was not intended as a radical means of reshaping political view and mobilizing political opinion rather it was a device to create consensus or to demobilize politics altogether. (Lee,Stephen 2000) The origin of Salazar and Hitler’s regimes is coincidental, Hitler and Salazar arose to power on the same year and precisely the same month, the two dictators’ ascension to power was seen by many as the hope of their nations. The two leaders had the same agendas but none seemed to be fascinated by the other. During the Second World War Portugal chose to remain neutral and safeguard her interest both locally and internationally. Her support for either of the sides would have threatened it own existence and the colonies it owned overseas. (Stanely, G 2008) Perhaps the common factor that the two dictators shared during this war period was the hatred towards soviet communism, they felt that rise of communism would be a great threat to the capitalist attitudes adopted by their regimes. (Lieitz, C 2000) notes that the two leaders worked very hard towards frustrating Soviet attempt to spread their communism ideologies to the different parts of Europe. Salazar and Franco of Portugal had a common fear of the Anglo-Russian agreement and the relationship that Russia was having with the United Nation. As time went on the two dictators greatly depended on Germany for trade as this was a very important element for their retention of their power, they felt that the rise of communist power would have a great influence and this would ultimately jeopardize their regimes. (Cull, N Holbrook, D, Welch, D 2003) Stanely, G (1987) attribute Salazar regime survival in power to his manipulative ability where he gave some fictitious power to some of the institutions, elections continued to be held where president was elected but he continued to control the most powerful office on the land, Stanely, G notes that Salazar allowed kept some kind of constitution dispensation something which was totally different with Franco’s regime. According to Stanely and Paney this â€Å" enabled Salazar to the degree of opprobrium suffered by the Franco regime in 1945†(p631). Despite being a dictator he was able to penetrate the walls made by the international community barring dictators the limelight enjoyed by the democracies especially in the western world. (Christian, L 2001) Despite the fact that Salazar wanted Portugal to thrive economically he has been described as having established a traditional and conservative regime. Compared to what Mussolini and his Germany counterpart achieved he fell short of industrializing his country. He had no ambitions of expansion â€Å"Portugal has no need for wars, usurpations or conquests† (Lee, Stephen 2000). Portugal seemed more satisfied with what they had explaining the reason why Salazar felt they should first preserve what they had acquired in the past, this contradicted with Hitler and Mussolini who felt that expansion was the only way to consolidate power. Salazar regime has been described as one of the milder dictatorships in the period after the two great wars. The carefully adopted policy initiated and approached by Salazar explains why his regime outlived the other right wing authorities but this longevity has been greatly attributed to the country’s delay in democratization.