Behind the Scenes of Tracking - 872 Words

I grew up in a small South Texas border city, Laredo. In Laredo, most individuals, including myself, spoke Spanish as a first language, and gradually learned to speak, read, and write English in grade school. Another characteristic of Laredo was the distinction between families who were well off and those who were not, but there was never really an â€Å"in-between.† After attending private catholic school for 10 years, pre-kinder through eighth grade, my parents decided it was time for a change. My public high school, John B. Alexander, was a rather large school with each class averaging around 700 students. It was quite a change compared to my eighth grade graduating class of 48 students, but I was both ready and anxious for that change.†¦show more content†¦Tracking, according to the American Educational Research Journal, is the sorting of students into groups, classes, and schools, as they progress through the public education system (LeTendre, Hofer, and Shimizu 43). Throughout the years, sociologists have studied the various mechanisms that are used to determine the placement of students in these particular tracks. Some of the most common factors of tracking include cultural and social capital and their links to social class. This relationship between cultural and social capital and social class is rather significant to the tracking process. John Noble and Peter Davies can vouch for this significance with their study featured in the British Journal of Sociology Education. Noble and Davies expressed concern for the recent debate regarding the role of social class in higher education in relation to cultural capital (591). Together they created a 15-minute questionnaire used to assess students’ cultural capital, and their results indicated that students absent from higher education were likely to have lower levels of cultural capital (600). Similarly, an article mentioned in the Journal of Marriage and Family examined the relationship between schools and families. In the study, Robert Crosnoe argued that students’ individual academic achievements in school were directly associated with the relationship between those students and their parents. This relationship and the absenceShow MoreRelatedTh e Silence Of The Lambs By Jonathan Demme1641 Words   |  7 PagesStarling has to stop the Buffalo Bill for murdering young women’s and kidnapping a Senator’s daughter. Let us examine one scene that describes the used of mise-en-scene that help tell the story as well the specific shot choices, use of color, costumes, and lighting. The cop death scene, start at 1:14:15 of the film; the camera movement is a dolly tracking the objects of the mise-en-scene. 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Social Networking A New And Ever Evolving Phenomenon

Mitchell Park Professor Edwards English 101 24 March 2015 CULTURE 2.0 Social networking is a new and ever evolving phenomenon that has drastically transformed the manner in which individuals interact with one another on a day to day basis. We as a society have altered our narrow and limited ways of communication to an unchained worldwide social gathering through the use of the internet. This new wave of communication is based mostly within social media websites like Facebook, Myspace, and twitter. These websites allow the human race to instantly interact with anyone, at any time, living around the globe. It allows us to keep in contact with long lost relatives, friends, and to meet new people who we might have never met before. However Evgeny Morozov, Clive Thompson, and the Onion see social networking as a prominently negative but addictive plague on society. In their writings, they state how this social networking addiction divides us more than brings us together. How the fear of losing these online friends is greater than losing a frien d in reality, and how online campaigns generally go unsuccessful due to the fact that they allow their followers to be lazy or slack off in their efforts to support the cause. It is easy to perceive the benefits that social networking has on unifying society, however its negativity is slowly gripping us in disturbing ways that are unnoticeable to the untrained mind. Social networking has forever altered the way people are exposed toShow MoreRelatedEssay about The Ever Evolving Age of Social Networking959 Words   |  4 PagesChanging and ever evolving, technology has impacted everybody’s lives in an irrevocable manner . Beginning in 2003 with MySpace, social networking is one aspect that has completely revolutionized people’s everyday lives. The empire created by MySpace was then further expanded by a new generation of social networks such as Facebook and Twitter. 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Test of Control Auditing and Assurance

Question: Discuss about the Test of Controlfor Auditing and Assurance. Answer: Capital Expenditure Committee Auditor should select sample of capital expenditure made during the year and review the minutes of capital expenditure committee meetings for confirmation about the purchase was authorized by the committee. Sample of purchase orders of capital expenditure should be checked for verification about the authorization by capital expenditure committee. Serial Number Auditor should choose the sample of non-current assets on location, verify the serial numbers recorded on the asset and authenticate it with the register of non-current assets. Auditor should also examine register of non-current assets and verify that serial numbers in the register are not duplicated. Goods Received Note (GRN) Auditor should pick the sample of Goods Received Note and evaluate it to find proper documentation has been done to classify nature of capital and revenue expenditure. Verify whether the GRN is initialed by the officer who is accountable for it. If the GRN is of capital nature auditor should also check if the entry has been done in the register of non-current assets also. Review of Assets Auditor should have discussions with the internal auditor about their inspection program. If inspection of assets is due between the current period and the end of the year, auditor should attend the inspection to observe effectiveness of controls. Auditor should also review the working papers and internal audit reports to verify the controls were in operations when the inspection was carried out. Access to non-Current Asset Register Auditor should verify that the access to non-current asset register is restricted by the organization and should try to attempt access by using the password of unauthorized individuals. References Europian Commission. (2011). Final Report of Audit carried out in New Zealand. Retrieved on 12 April 2017 from: file:///C:/Users/Akansha%20Sogani_ABSAS/Downloads/2011-6127_FINAL.pdf[1].pdf External Reporting Board. (2013). International Standard on Auditing (New Zealand). Retrieved on 12 April 2017 from: file:///C:/Users/Akansha%20Sogani_ABSAS/Downloads/ISA-NZ-330-Compiled-11-13-Mark-up.pdf

Frankenstein Critical Analysis Evaluation free essay sample

Introduction Frankenstein  is a science fiction novel that was written by Mary Shelley. It is the story of Victor Frankenstein, a science student, who managed to create a monster during one of his experimental sessions, which turns out to be a trouble for him (Shelley 122). The monster is portrayed as a living creature with emotions and feelings. The appearance of  monster became a big problem at a point when he felt that people feared him, and for that matter hated him. However, he never wanted to kill people.  There was a time when he wanted to save a girl, although he feared that a man was going   to kill him for being a monster (Shelley 102). Victors brother also screamed upon seeing the creature, and in an attempt to silence the boy, the creature strangled him. Since the monster wanted to avoid all these killings, he asked Victor to make him female in order for him to leave that place with a mate and never get back to the public again. We will write a custom essay sample on Frankenstein Critical Analysis Evaluation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then Victor agreed with this request, but after realizing the consequences of having female breed of monsters would be undesirable, he decided to kill the monster. The latter revenged Victor and killed  his wife (Shelley 122). As much as this story achieved great success with various positive comments, it faced negative criticisms from various authors. Most critics consider the novel as a disgusting horror story. The most critical theme of the story that changed the points of view of the critics is the theme of alienation.One of the criticisms written about Shellys Frankenstein  is by literature professor known as Professor Sherry Ginn. The thesis of the author is that this novel can be described as the first legitimate genre which is now called as science fiction. The novel describes what would happen in the future because of emerging scientific discoveries. I agree with the thesis statement because the novel provides a humanistic critique of either the nature of scientific thinking or specific technological inventions (Ginn 22). Frankenstein  is  a feministic science fiction, since it has discussed three important themes often discussed in the field of science fiction: creating an identity for women, locating the voice of women in the male world, and exclusion of women from science. Reading the novel alongside making use of science fiction characteristics leads Professor Sherry Gin to argue that this novel qualifies to be a science fiction. (Ginn 52). This novel conveys a serious critique of the science in the olden days, anti-female and anti-family. Ginn adequately argues that the novel is autobiographical in nature because the author portrays the desire for a stable family and space for women in the contemporary world. This novel is an autobiography because the facts presented in it are drawn from the authors life (Ginn, 84). As much as Mary made a statement about problems related to bad family relationships, it is not clear whether or not she had the intention of indicting her father for treatment on her in childhood.The second criticism is written by Naomi Hetherington who is a university tutor. She studied Bachelor of Arts, Theology from Newnham College. Naomi also has a Master’s degree in Victorian Literature from the University of Manchester. She has taught for five years in the Department of English at London University.   She has published a book titled Amy Levy: Critical Essays. In her criticism, Naomi concentrates on the novel’s allegorical meaning, historically viewing it as a construction of meaning that is accessible to Marys contemporaries (Hetherington, 88). Artistically, Naomi argues that the novel belongs to the genre of allegory. This is different from the first critiques argument, which stated that the novel is autobiographic in many respects. Naomi argues that the novel abounds with the Christian iconography on the aspect of creation and fall, with pagan references from the legend about Prometheus and Zeus (Hetherington, 65). I agree with Naomis thesis statement which states that the novel is a narrative of the contemporary public debate that regards to scientific materialism alongside the Christian concept of the pre-existent immortal soul. She states that the authors ghost story is satirical in nature and is aimed to expose Abernathys position as nonsense. Conclusion The two critics are different in perspective since they seem to explore totally different themes presented in the novel. The first critic has the view that Mary wanted to advance the position of women in the contemporary world and in the field of science, while the second critic has the opinion that Mary wanted to explore through fiction how it feels and what it means to be human in this self-regulating universe. Works Cited Naomi Hetherington. â€Å"Creator and Created in Mary Shelley’s Frankenstein.† Keats-Shelley Review, 1997, pp. 1-39.Shelley, Mary. Frankenstein. Barnes Noble Books, 1993.Sherry Ginn. â€Å"Mary Shelleys Frankenstein: Science, Science Fiction, or Autobiography?† Wingate University, https://www.clas.ufl.edu/ipsa/2003/ginn.html. Accessed 18 February 2018.;;

Film Comparison The Blackboard Jungle v.s. Rock ‘n’ Roll High School Essay Sample free essay sample

The Blackboard JungleandRock ‘n’ Roll High Schoolare two movies that both embody the societal consciousness inherent in the genre of male laid-back play. These movies have a really important influence on the trans-generational word picture of adolescence in movie. This can most seemingly be seen with such movies asBeach Blanket Bingo.To Sir with Love.Ferris Buhler’s Day Off.The Breakfast Club. Dazed A ; Confused. All of these movies represent the experiences endured by all striplings. while at the same clip unambiguously specifying the particulars of their coevals through the music associated with the clip. By typifying the ideals adopted by each coevals. and join forcesing them with the music of each epoch. this films addition historical value. In fact. this is a significance that is so historically relevant that these movies additions in acclamation overtime. and frequently the manner and music outshines the movie quality or technique. It is this author’s position thatThe Blackboard Jungleinitiated what can be identified as a sub-genre of laid-back play in film. We will write a custom essay sample on Film Comparison: The Blackboard Jungle v.s. Rock ‘n’ Roll High School Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page one that would best be labeled asjuvenile laid-back play. orhigh school play; this genre mostly relies on the rebellious nature of exuberant young person and the exceeding belief of governments that there is a demand for society to chasten them. The Blackboard Jungle and Rock ‘n’ Roll High School represent the prototype of this juvenile-delinquent mellow-drama genre. In this new genre started byThe Blackboard Junglethe film techniques are somewhat more abstract than those one might happen in another movie. There short-cut and often placed frames sequenced together to relay action. and this is attractively done. but many scenes are shot in relation to the music playing on the screen. This is most likely done because in movies like these the music plays merely every bit large if non a bigger function in stating the narrative than the histrions themselves.One thing that is alone ofThe Blackboard Junglethat is non frequently utilized in the movies it inspired is the film’s usage of silence. There are many scenes inThe Blackboard Junglethat play no different on screen than any other authoritative movies. The lone difference between this movie and the others is that this movie is more instantly connected with the most current tendencies and music immature people. The movie besides contains a societal border in the fact that it is politically and socially relevant to the clip. In 1954.Brown v. Board of Educationruled that unintegrated instruction was unconstitutional. In 1963. it was found in the instance ofJacksonv. thePasadena City School Districtthat Pasadena manipulated school boundaries in order to keep racial segregation at Washington Junior High. Washington Junior High was located in aimpersonal zone. many white parents started traveling their kids out of the school in the early 1940’s. The consequence of this was a displacement from a 10 per centum black population in 1946. to 52 per centum in 1958. and so 84 per centum in 1964.Jackson v. the Pasadena City School Districtmarked the tribunals consciousness of this unmarked segregation in the school system. It was this really struggle in Pasadena whichThe Blackboard Jungleset out to picture. In August 1955. the U. S. Ambassador to Italy Clare Boothe Luce protested with the Venice Film Festival to retreatThe Blackboard Junglefrom the event. Luce’s resistance to the movie was based on the fact that she felt the movie did non accurately depict instruction in the United States. She stated that she would non go to the festival if the movie was played. It was Luce’s fright that communists in Italy would seek to utilize the movie as fuel for an ant-America run. and presence at the festival would represent her belief in its societal credibleness. In the United States. MGM movie manufacturers argued against Luce’s censoring. but the U. S. State section agreed with Luce and pulled the movie. Despite this. the movie still managed to do it tag on society. American audiences found its dramatic word picture of force and the menace thereof for perfect struggle within the movie. This drew audiences to the image. while at the same clip it drew attending to a earnestl y unmarked socioeconomic job in interior metropolis schools. Never earlier had this category of disadvantaged persons been given as realistic of a representation in American film. and it served as a review on the American government’s school system. Though this movie was widely characterized by coevalss as being an unrealistic word picture of the educational system in the 1950’s. it still influenced popular civilizations perceptual experience of school system. Adam Benjamin Golub argues thatThe Blackboard Junglemerely represented one of the turning postwar spreads in communicating between teens and their parents ( Golub. 103 ) . He points out that.the movie reportedly inspired immature people to dance in the aisles to its stone ‘n’ axial rotation soundtrack. even as it allegedly inspired Acts of the Apostless of juvenile delinquency that shocked parents across the state( Golub. 103 ) . This created a fright in the general populace of the menace of force. while at the same clip it instigated and incited rebellious act ions on the behalf of striplings against authorization. The legal resistance to the movie posed by Luce and the State Department warrants the movie consideration as a rebellious act against the position quo. merely every bit much so as the coevals the movie represents. The most important facet of the melodrama is the tune involved. The music that these movies use is symbolic of the coevals in which they are made. This givesBlackboard JungleandRock ‘n’ Roll High Schoola historical value within both the musical and cinematic history of America. They besides make a statement about the current province of the American school system. Whether this is done through an reliable word picture of current conditions or non. these movies hold cultural relevancy in the sense that they shape popular civilization and frequently specify the more common perceptual experience of American stripling young person. Ii is about as if the high school melodrama advancing vernal rebellion against authorization has become a cultural cliche . butBlackboard JungleandRock ‘n’ Roll High Schoolare historical Markss the flicker of two every bit of import cultural revolutions in America. The Blackboard Jungleis credited with triping the Rock and Roll revolution for its popularizing Bill Haley and the Comets’s vocalRock Around the Clock. When the vocal would play at the theatre. immature teens were said to hold danced wildly through the film isles. The centeral set ofthe Rock ‘n’ Roll High Schoolis the Ramones. who in the household of Rock ‘n’ Roll represent the outgrowth of hood music. specifically in the provinces. In 1979. when the movie was released Rock and Roll. along with adolescent films that embody the music of the times were both a traditionally exploited within movie. Roger Corman’sRock ‘n’ Roll High Schoolcaptured the new moving ridge of rebellion inherent in hood music. The secret plan of the movie is really simple. The narrative revolves about high school adolescent Riff Randell. played by P. J. Soles. The movie follows her on her journey to run into the Ramones and perchance convert them to sing one of her many self-composed wordss. When the school is overrun by the pupils. the Ramones are proclaimed honorary pupils at the school. It’s this minute. when Joey Ramone gives his signature line of the movieThingss certainly have changed since we got kicked out of high school.This line is symbolic of the rebellious and high-strung nature of the hood motion. while at the same clip it relays the implicit in message that the province of high school is an of all time altering procedure. This can be seen in how the things used to specify the students’ political orientation inBlackboard Jungleis far apart from the crazes depicted in Rock ‘n’ Roll high school to connote the same ideals. Where neither movie differs is in the subject of adolescent rebellion poetries authorization. The apprehension in iconic value which both movies demonstrate can be seen in the adolescent fad they inspire. The thing aboutRock ‘n’ Roll High Schoolthat stands out above all else that many fail to notice is the extent to which it plays like a Bizarro World version ofGrease. and I think it’s likely important that both films were released in the same twelvemonth. Nearly all of the same elements are on show. except where Grease promotes the idealised 50’s that neer existed. the Ramones drama on the sarcasms of their twenty-four hours. This is where the iconic position of the Ramones prevarication and this is besides where the movies colt entreaties stems from. In an interview with TheDanforth Review. Andrew Titus describes his infatuation with the Ramones. When I was 14. it was 1984 and that was the clip when Heavy Metal was on the wireless and sets like Twisted Sister were really doing a name for themselves. I fell into that but really rapidly came around to hardcore and punk stone by go toing shows here in Fredericton. My induction was through The Ramones†¦ [ They ] represent juvenility in hood stone where The Sex Pistols represent choler. That vernal. ebullient. fun-loving rebellion is where The Ramones semen in. ( Titus. 2007 ) The struggle that both movies depict originating between the immature and the old. or young person and authorization. is the direct reaction to the disapprobation of iconic figures the adolescent pupils lead to chaos. This can be seen in Rock ‘n’ Roll High School in the concluding climatic scene when the pupils evacuate the school into the parking batch. They behave with the same exuberant helter-skelter passion that is expressed in their music and the seen is evocative of the Gallic revolution. and their rebellions were within right. Though rebellious call of the Ramones and the Sexual activity Pistols were seen as random Acts of the Apostless of pandemonium. there was a method to their lunacy. And even still. if it were non for the liberating qualities of the 50’s stone. hood music would non be. Pierre Bourdieu is a extremely respected Gallic sociologist. Of all of his beliefs. his most popular is his averment that the populace does non be ( 1984 ) . This construct is addressed in his book.Differentiation: A Social Critique of the Judgement of Taste. when he points out feels there is a different of category gustatory sensation between the governing category and popular civilization. But. within this struggle. there is no populace. merely a media interceding between the two and a civilization to which they frequently cater to make so. Bourdieu feels that in this field of power battle. the opinion category uses theircultural capitalto asseverate theirdifferentiation( 1984 ) . This is seen in the manner politicians might merely utilize footings apprehensible to the elite of society. This separation between popular civilization and the elect civilization of a society makes it virtually impossible for authorities functionaries to of all time acquire the consentaneous entreaty for which they frequently aspire. Most political elites view popular cultures’ apathy towards political relations with great contempt. Even still. they unrelentingly attempt to associate to immature electors. whom they know will back up them. This obscure relationship between the young person and authorization unfastened stone and axial rotation music up for the celebratory public violence bring oning nature of hood music. Celebratory public violences are frequently referred to as witness aggression. which. as defined by the NCAA. agenciesbehaviour that intends to destruct belongings or injure another individual. or is grounded in a entire neglect for the wellbeing of ego or others( NCAA Report. 2003. p. 2 ) . In laymen’s. a celebratory public violence is a broad scope or concatenation of events that include a big figure of people moving in a manner that threatens the personal safety of others and belongings. This is normally really helter-skelter. violent. unsafe behaviour that consequences in many hurts. much harm and apprehensions. They besides normally happen after planned events. more frequently than non after athleticss events ( University of New Hampshire Student Summary. 2003 ) . The end of many University undertaking forces is to explicate the best possible method of forestalling these types of public violences from go oning. The outlook of celebratory assemblages can be identified through the unwelcome alterations adopted by the environing U Mass community. These alterations. that are recognizable in many metropoliss known for this behaviour. include local concerns adding Fe Gatess and shuting window service for fright of harm to their belongings. They besides alienate the alumnas and university from the community. or sense thereof. The public violences besides breakdown the civility for the close by occupants. adding devastation to the belongings. in a manner that appears to be continual and preexistent. Celebratory public violences are synonymous with hood music. The same mannerBlackboard Jungledistilled an administrative fright in popular civilization towards low income high school pupils. the Ramones made it commercially acceptable to execute Acts of th e Apostless of pandemonium. The disposition towards this type of behaviour is in the big portion an facet of the young person in society today. In amount. these movies represent the nucleus ideals of their corresponding coevalss. Today. if one were to believe of people rioting in the street toRock Around the Clockby Bill Haley and the Comets. they might happen it excessively screaming to take earnestly. While. there is still a mild esteem for the Ramones with the modern-day young person. 50’s music is viewed as the music of the aged ; and yet. during their adolescent yearssRock Around the Clockwas a vocal that incited public violences. Very frequently these two movies take on the duty of bodying the exact emotion expressed by the corresponding music. An illustration of this is in the last sequence of Rock ‘n’ Roll High School where the scene could ideally be labeled as an reliable cinematic reading of hood stone civilization. The significance of these movies lie in their influence on the history of Rock and Roll music. one of the most influential political orientations in American history to day of the mo nth. In western society the impact of Rock ‘n’ Roll music is equal to that of Christ. to understand this. is to set the importance of both of these movies into position. Work Cited â€Å"Blackboard Jungle. †Wikipedia. The Free Encyclopedia. 9 Apr 2007. 02:29 UTC. Wikimedia Foundation. Inc. 24 Apr 2007 lt ; hypertext transfer protocol: //en. wikipedia. org/w/index. php? title=Blackboard_Jungle A ; oldid=121328222 gt ; . Bourdieu. Pierre.Differentiation. Cambridge. Ma: Harvard University Press. ( 1984 ) â€Å"Into the Blackboard Jungle: Educational Argument and Cultural Change in 1950s America† Golub. Adam Benjamin. The University of Texas. Austin. ( 2004 ) â€Å"NCAA Releases The Report Of Sportsmanship And Fan Behavior Summit. † ( September 16. 2003 ) . Retrieved January 31. 2005 from hypertext transfer protocol: //www. ncaa. org/index1. hypertext markup language. Sherman. Craig. Take Three: authoritative Corman movie. examined. Arts-Editor July 2001.

Chemical Composition of Vinegar

Chemical Composition of Vinegar Vinegar is a liquid that is produced from the fermentation of ethanol into acetic acid. The fermentation is carried out by bacteria. Vinegar consists of acetic acid (CH3COOH), water and trace amounts of other chemicals, which may include flavorings. The concentration of the acetic acid is variable. Distilled vinegar contains 5-8% acetic acid. Spirit of vinegar is a stronger form of vinegar that contains 5-20% acetic acid. Flavorings may include sweeteners, such as sugar or fruit juices. Infusions of herbs, spices and other flavors may be added, too. Vinegar is made from a variety of source materials. Each contributes its own unique flavor signature to the final product. Vinegar may be made from sugar cane juice, rice and other grains, grapes (balsamic vinegar), coconut water, fruit wines, kombucha, or apple cider. Spirit vinegar is a strong variety of vinegar (5% to 21% acetic acid) made from sugar cane and doubly fermented. The first fermentation changes sugar into alcohol, while the second fermentation changes alcohol into acetic acid. Sources Bourgeois, Jacques; Barja, Franà §ois (December 2009). The history of vinegar and of its acetification systems. Archives des Sciences. 62 (2): 147–160.Cerezo, Ana B.; Tesfaye, Wendu; Torija, M. Jesà ºs; Mateo, Està ­baliz; Garcà ­a-Parrilla, M. Carmen; Troncoso, Ana M. (2008). The phenolic composition of red wine vinegar produced in barrels made from different woods. Food Chemistry. 109 (3): 606–615. doi:10.1016/j.foodchem.2008.01.013Nakayama, T. (1959). Studies on acetic acid-bacteria I. Biochemical studies on ethanol oxidation. J Biochem. 46 (9): 1217–25.

Violence in Modern Thinking Essay Example | Topics and Well Written Essays - 1000 words

Violence in Modern Thinking - Essay Example The threat of war and the vulnerability of existence as a result of the prevailing violence among the European led to the rising fear and insecurity of defeat. Thus the violence undertaken by the Europeans had the objective of developing state authorities, resources and power in order to combat the opposing forces of violence â€Å"We have learned that the external compulsion exercised on a human being by this upbringing and environment produces a further transformation towards goods in his instinctual life – a further turning from egoism towards altruism† (Freud 300). In order to reach a position of competitive edge over the opposition and the interest of not only saving its own territory but also foster the process of expansion of the European state led to the development of modern thinking. The modern thinking of the Europeans was developed to outsmart the thinking of the opposition in the process of violence. The modern thinking was based in line with the developmen t of advanced weapons and machineries, development of advanced technologies in order to emerge victorious over the forces of opposition. The use of advanced weapons led to the discovery of rifles and machine guns against the swords and knives of the opponents. The use of advanced machineries backed by the advanced technologies reduced the efforts of the society in establishing its dominance and paving the path of expansion of the society. The emergence of new ideas, diplomatic thoughts and solutions to complex situations led to the promotion of political environment. Various sections of the European society started to uproot the forces of oppression and an inclusive development of the society happened in the political scenario. Representatives from all sections of the European society expressed their opinion for an even more political and social development. For the purpose of supporting the underlying causes of war and violence, more number of people of the European society partici pated for the production of equipments and other accessories for war and violence. The increase in the total factor productivity led to the increased contribution of the workforce in Europe that resulted in the increase of production volumes. â€Å"We may, however obtain a deeper insight than this into the change brought about by the war in our former compatriots, and at the same time receive a warning against doing them an injustice† (Frued 302). Thus the increase in the production rates led to the development of the economy of Europe. Thus the economic developments were aimed at supporting the causes of violence and war. The rise in the performance of the economy of Europe led to the rise in living standards of the society. All these factors eventually led to the development of the society and the social conditions in Europe. Thus the ways of violence undertaken by the Europeans led to the promotion of modern thinking and supported the development of politics, economics and the society of Europe. In what ways does violence bring about the end of modernity? The tenets of modernity are based on the attainment of equality, spread of humanity, freedom and independence of the people that leads to peaceful and prosperous growth of regions as sovereign powers. The acts of violence are aimed at conquering the territories of opposition forces by virtue of power and comparative advantage.