Student Handbook University of Luxembourg Essay Example for Free

Student Handbook University of Luxembourg Essay Welcome to the Faculty of Law, Economics and Finance of the University of Luxembourg. Dear Student, I should like to take this opportunity to welcome you to the University of Luxembourg’s Master degree course in Accounting and Audit. You have made an excellent choice! The academic Master programme in Accounting and Audit has been developed for you in partnership with leading academics and practitioners. The academic programme offers scientifically based in-depth knowledge of all specialist areas that are relevant to accounting and auditing practice, without neglecting the practical relevance of teaching content or the preparation of candidates for the job market. Students completing the degree course acquire the expertise to solve practical problems on a scientifically sound basis. Candidates aiming to obtain the professional qualification of reviseur d’entreprises will have completed the theoretical stage of their training on a high academic level when they graduate. This Master’s programme offers great advantages in terms of subsequently starting a professional or academic career, mainly because many relevant companies and important organisations are based in Luxembourg. This handbook is designed as a reference document for Master of Accounting and Audit students. It gives you general information about the programme and procedures and points you to other places for further information and advice. Use the handbook as the initial source of information and guidance. I do hope you will have an enjoyable and rewarding time and wish you the very best for your future studies. Yours faithfully, Dr Anke Mu? ig Associate Professor of Audit Academic Director Contents A. Study rules .. 1 A. 1 A. 2 Area of applicability . 1 Programme overview . 1 A. 2. 1 Aim of the programme . 1 A. 2. 2 Structure of the programme .. 3 A. 2. 3 Modules of the programme 4 A. 2. 4 Path to the reviseur d’entreprises 7 A. 3 Mobility 8 A. 3. 1 General information.. 8 A. 3. 2 Erasmus .. 9 A. 3. 3 Global exchange programme . 10 A. 3. 4 Luxembourg grading system and international correspondences .. 11 A. 4 Charter of rights and duties of students . 11 A. 4. 1 Attendance/punctuality/class behaviour.. 11 A. 4. 2 Student evaluation of courses 12 A. 4. 3 Students’ rights 13 A. 4. 4 Students’ duties .. 14 A. 4. 5 Treatment of fraud .. .. 15 B. Examination rules. 16 B. 1. Preface . 16 B. 2 B. 3 B. 4 B. 5 B. 6 B. 7 B. 8 B. 9 Nature of examinations 16 Admission and examination committee . 20 Admission to examinations 21 Grading of examination performance . 21 Fraud or attempted fraud 24 Absence from an examination .. 25 Re-examination . 26 Replacement examination . 26 B. 10 Master thesis .. 26 I B. 11 Academic degree .. 27 B. 12 Appeals procedure .. . 27 C. Study guide .. 28 C. 1 Communication . 28 C. 1. 1 Communication with members of the Faculty 28 C. 1. 2 Communication with academic staff . 29 C. 1. 3 Moodle: the e-learning platform . 29 C. 2 General information about studying at the University of Luxembourg . 31 C. 2. 1 Academic calendar 2012/2013 .. 31 C. 2. 2 Class representative and Luxembourg University Student Organisation (LUS) . 32 C. 2. 3 Administrative steps regarding the diploma .. 32 C. 2. 4 Other useful information .. 33 C. 3 Rules and advice on seminar papers and other examinations.. 34 C. 3. 1 General information .. 34 A. 3. 2 The oral presentation of your paper . 35 C. 3. 3 Your written paper.. 35 C. 3. 4 Non-plagiarism statement 37 C. 3. 5 Possibilities for conducting research . 37 C. 4 The Master thesis . 40 C. 4. 1 Research .. 40 C. 4. 2 The proposal 40 C. 4. 3 The role of the supervisor 44 C. 4. 4 Student responsibilities. 45 C. 4. 5 Structure of the thesis .. 46 C. 4. 6 Format 51 C. 4. 7 Submission .. 52 C. 4. 8 FAQ 52 E. APPENDIX . 55 E. 1 E. 2 Admission requirements . 55 Referencing with the Harvard method 56 II Master in Accounting and Audit A. Study rules A. 1 Area of applicability. This document defines the aims, content and structure of the Master in Accounting and Audit programme at the University of Luxembourg as well as the code of conduct for participants. The syllabus design and teaching for this programme are based on these study regulations. They provide the basis on which students plan their course of studies. They also complement the Examination Rules for the programme. A. 2 A. 2. 1 Programme overview Aim of the programme With the Master degree course in Accounting and Audit, the University of Luxembourg will assume the leading role in academic education in the field of accounting and audit. The degree course facilitates access for graduates to demanding roles in the corporate sector, in particular auditing, as well as an academic career. Accordingly, the degree course is committed to providing international training of outstanding academic quality, which is relevant to practice and academic research. The Master degree course in Accounting and Audit sets itself apart from the many degree and other training courses offered in the market by academies, technical universities and professional accounting associations, which are primarily geared to providing practice-based training for accountants and auditors. The current intense debate surrounding the training of accountants and auditors, which is being conducted at European and national level in the wake of the financial crisis and the associated failure also of accountants and auditors, categorically highlights the shortfalls of any training that at the theoretical study stage for accountants and auditors focuses exclusively on conveying practical knowledge. The Accounting and Audit degree course responds to this debate and offers scientifically based in-depth knowledge of all specialist areas that are relevant to accounting and auditing practice, without neglecting the practical relevance of teaching content or the preparation of candidates for the job market. The Accounting and Audit Master degree course in Luxembourg offers advantages in terms of subsequently starting an academic or professional career, mainly because many relevant companies and important organisations are based in Luxembourg. The University of Luxembourg has international links and closely cooperates with other universities in respect of this particular degree course (e. g. with the 1 Master in Accounting and Audit member universities of the Association des Formations Europeenes a la Comptabilite et a l’Audit (AFECA), i. e. the University of St. Gallen (Switzerland), Leopold Franzens University in Innsbruck (Austria) and Friedrich Alexander University in Erlangen-Nuremberg (Germany)). This offers graduates direct opportunities for an international research career. Leading international accounting, auditing and tax firms such as Deloitte, Ernst Young, KPMG and PricewaterhouseCoopers maintain key branches in Luxembourg. As part of the course, students also work with the European Court of Auditors. This is a specific benefit relating to the location and provides students with unique opportunities during their studies and in career terms: on the Accounting and Audit degree course at the University of Luxembourg, scientific and applied training do not therefore conflict, but complement each other. The degree course is aimed at the following students: †¢ The course attaches particular importance to research-based education. The course therefore provides optimum preparation for a subsequent doctorate in accounting and auditing. †¢ The course targets students who wish to specialise in the field of accounting and audit and aim for a career in finance or accounting or the financial management of companies after completing the course. †¢ The Accounting and Audit Master degree course is aimed at students who wish to obtain the professional qualification of reviseur d’entreprises. The course offers optimum preparation for this professional qualification, as the teaching content required by the legislator for the theoretical part of the training is comprehensively implemented. In addition, courses of the formation complementaire des reviseurs d’entreprises are integrated in the Master degree course. As a result, the course provides the most efficient access for achieving the professional qualification of reviseur d’entreprises. At the same time, attendance of the courses relating to the formation complementaire des reviseurs d’entreprises promotes networking by students with auditing professionals. †¢ The programme is also aimed at students who wish to become auditors in another EU member state. It provides optimum preparation for the professional aptitude test (often also referred to as â€Å"audit exam†) in the relevant EU member state. All specialist subjects are taught which are tested in the professional aptitude test under EU Directive 2006/43/EC. 2. Master in Accounting and Audit A. 2. 2 Structure of the programme The Accounting and Audit Master degree course is geared to comprehensively implement all legal provisions in terms of the content, scope of training and minimum ECTS units. As part of the studies, courses must be taken in the core specialist subjects of accounting and audit and in the supplementary specialist subjects. The core and supplementary subjects comprise a total of 109 topics. For a detailed module and course description, see the Module and Course Catalogue. In addition to the obligatory modules, students have the choice between three different elective tracks. Each track consists of 11 ECTS units and one must be chosen in the first semester of the programme: †¢ TRACK 1: additional specialist subject of Luxembourg legislation: This elective track is the module â€Å"ASS Additional Specialist Subject of Luxembourg Legislation†, which in turn consists of six courses. These courses are offered as part of the formation complementaire des reviseurs d’entreprises. 3 Master in Accounting and Audit †¢. TRACK 2: contextual studies: The purpose of this specific concept is to impart an innovative competence profile, which is to qualify students for demanding management and subsequent leadership positions in companies or the academic sector. TRACK 2 consists of three modules: Management Skills, Reflection Skills and Intercultural Skills. Each module consists of one or more courses. Different courses will be offered every semester. TRACK 2 is organised in close cooperation with the Chambre de Commerce du Luxembourg to guarantee a strong practical orientation and high standard of the courses. In addition to the official diploma from the University, students who successfully complete one or several courses will receive a certificate from the Chambre de Commerce and the University of Luxembourg with a detailed list of the courses attended. †¢ TRACK 3: Internship: Students will be given the opportunity to gain practical experience during an internship in an audit or accounting firm. The internship must last at least 8 weeks. The students must critically evaluate the knowledge they have gained in a presentation and examination session with the director of studies at the end of the internship. A. 2. 3 Modules of the programme. The standard period of study on the Master’s programme in Accounting and Audit comprises four semesters and 120 European Credit Transfer System points (ECTS). The programme leading to the award of the Master’s degree is organised in modules composed of a certain number of ECTS credits. Each course has at least one ECTS credit. A credit corresponds to the â€Å"provision of studies† requiring between 25 and 30 hours of work. Each module has a maximum of 30 credits and is composed of one or more constituent units, referred to as courses. A semester typically equates to a workload of 30 ECTS units, totalling 60 ECTS units per year. The curriculum is pre-defined, and the courses you will follow result from the schedule. There is one fundamental rule concerning the acquisition of ECTS points: in order to receive the ECTS points students must successfully pass the specific module, i. e. ECTS units are only given per (successful) module. Students can compensate for courses that they have failed within one module (if they have achieved sufficient points in other parts of that module), so it is important to be aware of what constitutes a module. 4 Master in Accounting and Audit Modules and courses of the programme: Module: Introduction to Accounting AFECA Intensive Programme Introduction to Financial Accounting and Bookkeeping Introduction to International Financial Reporting Selected Topics in Accounting Module: Introduction to Audit Risk Management Internal Control Module: Introduction to Law Introduction to Company Law Corporate Governance Civil Law and Commercial Law Module: Statistics Statistics Module: Intermediate Accounting Contemporary Issues in Financial Reporting and Audit Research Group Accounting Accounting for Financial Institutions and the Fund Industry Managerial Accounting Module: Intermediate Audit Auditing and Professional Skills International Standards on Auditing Module: Advanced Company Law Advanced Company Law Module: Corporate Finance Corporate Finance Module: Applied Econometrics Applied Econometrics Module: Advanced Accounting Empirical Research in Accounting and Audit Financial Analysis IFRS Based Managerial Accounting Module: Audit Simulation Audit Simulation 3 3 6 3 3 6 2 3 3 1 3 3 3 3 2 2 3 2 4 ECTS 6 2 3 3 Mandatory modules 5 Master in Accounting and Audit Module: Conversion and Insolvency Law Conversion and Insolvency Law Module: Research Computing Research Computing Module: IT and Computer Systems Financial Application Software Accounting Information Systems Module: General Business Studies and Business Ethics General Business Studies and Business Ethics Module: General Economics General Economics Module: Additional Specialist Subject of Luxembourg Legislation Droit du travail et de la securite sociale Droit des assurances Comptabilite bancaire  Legislation bancaire et des autres professionnels du secteur financier Droit fiscal (OAGW) / organismes de placement collectif Droit fiscal Module: Management Skills Leadership and Negotiation Module: Reflection Skills Presentation and Rhetoric Skills Research Skills and Academic Writing Module: Intercultural Skills International Project Management and Intercultural Management Module: Internship Internship Module: Master Thesis Master Thesis 18 11 4 Selective Option 3 2 2 3 Selective Option 2 1 1 2 2 2 3 Selective Option 1 4 4 2 4 2 3 6 Master in Accounting and Audit A. 2. 4 Path to the reviseur d’entreprises Students completing the Master degree course acquire the expertise to solve practical problems on a scientifically sound basis. Candidates aiming to obtain the professional qualification of reviseur d’entreprises will comprehensively have completed the theoretical stage of their training on a high academic level when they graduate and can immediately start the practical stage of their training. For accessing the profession of reviseur d’entreprises, the candidate must complete four training stages. The professional qualification of reviseur d’entreprises is granted to persons who 1. submit one or more Master certificates, whereby the holder of the certificate must successfully have completed certain specialist subjects and/or modules with a specific volume of ECTS units (â€Å"credits†, â€Å"credit points†). As part of the Master studies, he/she must successfully have completed courses in the core specialist subjects of accounting and audit and the supplementary specialist subjects (e. g. law, IT and computer systems, business studies and economics, corporate finance and mathematics and statistics) and achieved a specific minimum of ECTS units. 2. 3. 4. have successfully completed additional training, which concerns legislation  applicable in Luxembourg. have completed practical training on the job and have passed the professional aptitude test. The Accounting and Audit Master degree course implements the first and second training stages of the option for accessing the profession of reviseur d’entreprises. Compared with the other options for accessing the profession and courses offered by other universities, the Accounting and Audit course qualifies specifically for the career of reviseur d’entreprises in Luxembourg. During their studies, students acquire knowledge and skills in the core specialist areas of accounting and auditing as well as the supplementary specialist areas. At the same time, they expand their knowledge with additional information about the legal and administrative provisions which apply specifically in Luxembourg, given that courses of the formation complementaire des reviseurs d’entreprises are integrated in the Master degree course. This means that the legal requirements regarding the content and scope of the theoretical training of reviseurs d’entreprises in the core, supplementary and additional specialist subjects are implemented in full as part of the course. 7 Master in Accounting and Audit Once they have graduated with a Master in Accounting and Audit, students can immediately go on to complete the practical stage of their training and then take the aptitude test for reviseurs d’entreprises. Graduates are exempt from the additional aptitude test on the legal and administrative provisions which apply specifically to Luxembourg during their practical training on the job (â€Å"stage†) if the qualifying certificate is obtained during the Master degree course. Students have the option to complete the first, theoretical training stage and the second, additional training on Luxembourg legislation simultaneously. The Accounting and Audit Master degree course therefore represents an efficient option for entering the profession and is particularly suitable for students wishing to obtain the professional qualification of reviseur d’entreprises in Luxembourg.

Chinese Dynasties Essay -- essays research papers

Chinese Dynasties: 1. Shang: Also called Yin, dynasty that was China's earliest historically verifiable state 1766 B.C. to 1122 B.C. A. Reason's for Rise: Unlike the early accounts of history by the Chinese, there is archaeological evidence of the Shang, who built their cities in northern China around the eastern parts of the Yellow River. For this reason they are called the Yellow River civilization. They were a bronze age people; bronze-working seems to have entered China around 2000 BC (about one thousand years after its invention in Mesopotamia). B. Territorial Location & size at height of power (map): The Shang ruled the area from the North China Plain northward into present-day Shantung Province and westward to the tip of Honan Province. C. System of government & rule & names of noted rulers and their accomplishments: A city-state confederation with a three-fold structure of king, officials, commoners. D. Major Religious beliefs & practices: The Shang worshiped the earth and other nature deities to whom they offered human sacrifices. They communicated with the supernatural by writing messages on oracle bones. E. *Major Accomplishments, Achievements, and contributions: The Shang society was many agricultural. They had a large army. Bronze casting was highly developed and a writing system had evolved. There commerce was highly developed and they used cowrie shells was used as currency. Shang art consisted of Bronze, pottery, and jade ornaments. Writing: The singular aspect of Shang civilization is their invention of writing. Almost all the written records of the Shang have disappeared, for the court records were kept on strips of bamboo. However, inscriptions on bronze and on the oracle bones still survive so we have specimens of the very first Chinese writings. The writing system was originally pictographic, that is, words were represented by pictures that fairly closely resembled the meaning of the word. The picture for "sun," f or instance, looked much like the sun. This pictographic writing eventually developed into the more complex ideographic writing that we are more familiar with. Chinese writing is one of the only contemporary writing systems that still prominently bears traces of its pictographic origins. Religion: The Shang worshipped a figure they called "Shang Ti," or "Lord on High." This supreme ... ...locally developed. This was especially true in China, with its ancient and vast bureaucracy. While Genghis Khan was still living, he divided the empire between his four favorite sons. Tului, the youngest, received the original Mongol homelands and parts of northern China. Ogadai received western Mongolia and part of northwestern China. Chagatai was given most of Turkestan in Central Asia. The oldest son, Juchi, received southwestern Siberia, western Turkestan, and Russian lands stretching north of the Black Sea. A fifth section of the empire was later added when Hulagu, a son of Tului, conquered Iran, Iraq, and Syria in the 1250s. D. Major Religious beliefs & practices: E. *Major Accomplishments, Achievements, and contributions: The largest empire ever seen F. Major reasons for decline and fall: Genghis Khan and his eldest son, Juchi, both died in 1227. At a convocation of Mongol leaders, Ogadai was appointed supreme khan. Juchi's lands in the west were inherited by his son B atu. Ogadai made his capital at Karakorum in central Mongolia. He immediately set out to add more of China to the Mongol conquests. By 1234 all but the southernmost region of China had been incorporated.

Comparing and Contrasting Political Ideologies: Robert Kaplan vs. Noam Chomsky Essay

1. Chomsky Thesis Outline: The main points within Noam Chomsky’s thesis revolve around his idealistic values and his concept of †Elemental Morality†. When describing his concept of †Elemental Morality† Chomsky explains that if people cannot rise to the level that has them apply the same standards to themselves that they apply to others, they have no right to talk about what’s right and wrong. A common example of this hypocrisy has been executed by the United States-whom Chomsky claims to be a † leading terrorist state†- in an attempt to justify their country’s terrorist acts. In other words, when they do it it’s terrorism, but when we do it its counterterrorism. When looking at the U.S. invasion of Iraq, the war aims were claimed to be to overthrow the country’s brutal dictator Saddam Hussein, in which they succeeded. The U.S. has a history of using the fight for democracy as a justification for overthrowing regimes. However, Chomsky argues that the best way to overthrow power centers and brutal regimes is to do so from within with support of internal democratic organizations. Ironically the very regimes that are being fought against have commonly been found to have support from the U.S.: South Eastern Turkey (the Kurds), Nicaragua in the 1980s, Israel, and Afghanistan during the 1980s to name a few. In Chomsky’s eyes all of these atrocities are all equally immoral simply because they are all atrocities. Chomsky explains that if we want to stop comparing atrocities, the easiest way is to stop participating in them and try to find other ways to deal with  them. As a result, as long as people are able to think for themselves and free themselves from ‘the right wing imperialists’, then they can pose the same elementary morality, levels of violence and turmoil will globally decrease. Kaplan Thesis Outline: Robert Kaplan has been known for his right-wing views on foreign policy, his concept of †Pagan Ethos†, and his Hobbsian outlook on human nature and society. Kaplan believes that Judeo-Christian values have no place in politics (Pagan Ethos) and defies Chomsky’s concept of â€Å"Elemental Morality† by claiming that we need to accept the necessary evil for the greater good. However this is not to say that there is no line to be crossed morally when accepting such evil, for if more evil is used than ‘necessary’, those committing it will lose their credibility and virtuousness. In Kaplan’s opinion, humanity is not enough of a reason for the U.S. to intervene in a country’s conflict. He feels that in order for the Americans to justifiably enter a crisis they need to have interest in it as well. In a nation’s time of crisis where time is of the essence, Kaplan infers that it’s all about the short-term decisions the country makes. In terms of domestic policy versus foreign policy Kaplan believes that internationally the world is a lawless place (Hobbsian), and that we should enforce ‘Soft American Imperialism’. This concept suggests that foreign policy should be run by self-interest, which leads into Kaplan’s aspiration of the United States becoming the world’s ‘Organizing Hegemon’. Kaplan concurs that the United States is the only country whose power and force capable of properly executing a small amount of evil for the greater good. 2. Similarity: In terms of the application of morals in foreign policy, Kaplan has given some leeway towards Chomsky’s concept of ‘Elemental Morality.’ Kaplan acknowledges that there are certain situations where we should act on morality, and that it would be unacceptable to maintain total realistic values. Genocide might be an example; he cites Darfur, and Bosnia where the  U.S. should have intervened on humanitarian grounds alone. Kaplan recognizes â€Å"without an idealistic component to our foreign policy, there would be nothing to distinguish us from our competitors,† and â€Å"Pure realism—without a hint of idealism—would immobilize our mass immigrant democracy, which has always seen itself as an agent of change.† This is concurrent with Chomsky’s assertion in which he states that he is â€Å"guided by moral principles† and elaborates that â€Å"the main reason for my concern with U.S. foreign policy are that I find it, in gener al, horrifying,† and â€Å"the foreign policy of other states is also in general horrifying† Differences: 1)Where Chomsky feels that all atrocities are equal simply because they are atrocities, Kaplan claims that ‘adult choice in foreign policy is based on distinction’ and that some atrocities were necessary in order to contribute to the greater good. As an example to prove his point Kaplan uses Winston Churchill, whom during WWII had to make the decision to either warn Coventry of oncoming German bombers and risk the Germans discovering the British had cracked the Enigma Code, or allow Coventry to be bombed and have the upper hand against the Germans when intercepting their messages. In the end Churchill chose the latter, knowing full well that although his decision cost thousands of lives, the information the British obtained would potentially save hundreds of thousands-if not millions (the ends justify the means). 2)In terms of how Kaplan and Chomsky believe international feuds should be dealt with, Kaplan argues that humanity alone is not enough of a reason for the United States to intervene in a crisis; they need to have interest in the country itself to make their efforts worthwhile. However, Chomsky feels that if we want to stop atrocities we need to stop participating in them and try finding a more alternative and peaceful approaches to a solution. As long as people are able to think for themselves and free themselves from the mindset of ‘the right wing imperialists’ they can impose ‘Elemental Morality’ and therefore progress to peaceful solutions in a more productive manner than simply invading a country. 3. Opinion on Chomsky: I agree with Chomsky’s theory that the United States is a leading terrorist state, and that the government is hypocritical in the context of defining which nations are committing acts of terrorism as opposed to their own state’s actions. Post 9/11 the Bush Administration was quoted saying, â€Å"As we stated previously there is no middle ground between those who oppose terrorism and those who support it.† Yet, the U.S. has had alliances with Israel, Turkey (the Kurds), Russia, China, Indonesia, Egypt, and Algeria â€Å"all of whom are delighted to see an international system develop sponsored by the U.S. which will authorize them to carry out their own terrorist atrocities†¦Ã¢â‚¬  The U.S. was also â€Å"†¦the only country that was condemned for international terrorism by the World Court and that rejected a Security Council resolution calling on states to observe international law.† So why is it that the U.S. has failed to acknowledge themselves as a terrorist state? Perhaps they are too ignorant, or they simply do recognize it but choose to glaze over the facts in order to try preserving their image as a nation ‘fighting against terrorism’. As for Chomsky’s concept of â€Å"Elementary Morality†, I do consider the idea of people having no double standards when criticizing others for their actions to be a decent ideal to strive for. However, realistically the idea of getting the entire world to one day obtain this mindset is very far fetched. I feel that I side more with Kaplan when I say that the world will always have evil people in it, and they will find a way to inflict inhumane actions upon others. Opinion on Kaplan: From a practical perspective, Kaplan’s theories on foreign policy have more relevancies. Take the example of Syria for instance, and compare Chomsky’s standpoint on statehood and overthrowing regimes in relation to Kaplan’s more measured approach on intervening in other countries. Both Chomsky and Kaplan might agree that the atrocities undertaken by the Assad regime in Syria are just that: immoral and atrocious. However, where Chomsky professes a role of non-intervention for the sake of avoiding hypocrisy, and  would see a benefit rather than a tragedy in the dissolution of statehood, Kaplan would have us ask: â€Å"What is the cost of waiting for internal resolution?† and, indeed, â€Å"When are the costs—both economic and human—too high?† To date, in Syria, the U.S. has chosen a ‘non-imperialist’ standpoint more in line with Chomsky’s model of foreign policy for Syria, and what has been the result: â€Å"more t han 120,000 deaths; approximately two million refugees; four million internally displaced; a proxy war between Sunni-dominated countries and Shiah-dominated countries in the region; the largest use of chemical weapons against civilian populations in 25 years.† Mounting humanitarian and economic consequences, in my view, are grounds for considering action rather than inaction in foreign affairs. As Errol Mendes, Professor of International Law at University of Ottawa and visiting fellow at Harvard Law School writes: â€Å"What the failure to act early and especially in the face of the worst forms of violation of international criminal law by the Assad regime has shown is that sometimes the failure to act in such a situation is in fact acting by omission with devastating consequences for the country, the region and the entire global community.† 4. Benefit of Comparing: Having an open mind to both Chomsky and Kaplan’s views is simply a good way to extend our knowledge on different theories regarding foreign policy. Moreover, the benefit of comparing Chomsky and Kaplan’s ideologies is that it allows us to recognize there are different, and simultaneously compelling ways to respond to global conflict. Knowing the similarities and differences of both extreme idealism and realism, and weighing options in a time of national or potentially international crisis, can help lead to policy that is based on an informed choice. The importance of well-informed and carefully considered policy in international relations is the consequences. As Chomsky, himself stresses: â€Å"The impact of U.S. foreign policy on millions of people throughout the world is enormous, and furthermore these policies substantially increase the probability of superpower conflict and global catastrophe.† Bibliography Chomsky, Noam. 9-11. New York: Seven Stories, 2001. 40-55. Print. Kaplan, Robert D. â€Å"Interventionism’s Realistic Future.† Washington Post (2006): 1-2. Print Mendes, Errol. â€Å"The Cost of Non-intervention in Syria.† The Cost of Non-intervention in Syria. Ottawa Citizen, 26 Aug. 2013. Web. 27 Oct. 2013. â€Å"†The Reasons for My Concern†Ã¢â‚¬  Interview by Celia Jakubowicz. Noam Chomsky and U.S. Foreign Policy. Third World Traveller, n.d. Web. 27 Oct. 2013. .

A Reflection Of Mankind In Hamlet - Free Essay Example

Sample details Pages: 4 Words: 1061 Downloads: 8 Date added: 2019/04/10 Category Literature Essay Level High school Topics: Hamlet Essay William Shakespeare Essay Did you like this example? Hamlet Analysis William Shakespeares Hamlet provides a deep analysis into the lives of the plays characters and how their actions reflect mankind. The play is centered around a young prince, Hamlet, who learns of a tragic event that will impact his life immensely. Hamlets father has died and his uncle, Claudius, has married Hamlets mother and now occupies the throne as king of Denmark. Don’t waste time! Our writers will create an original "A Reflection Of Mankind In Hamlet" essay for you Create order Upon Hamlets arrival to Denmark to mourn the death of his father, he encounters what appears to be the ghost of his deceased father. The Ghost informs Hamlet that the late king was murdered by Claudius and urges Hamlet to seek revenge. Provided with this rather heavy news concerning his fathers death, Hamlet decides to set out on a journey to discover the truth for himself. It is not uncommon for an individual to take risks to reach success. Many times, in order to achieve a certain goal, a sacrifice must be made. In Hamlet, the characters often delve into acts of deception and betrayal for the sake of obtaining something, implementing revenge, or masking the truth. These two themes remain constant throughout the progression of the play as each character participates in dishonesty and disloyalty to one another in attempt to satisfy their own selfish gains. The actions and relationships between the characters explores the dual nature of humankind and how reality often falls short of expectations. However truthful or trustworthy a character may appear to the audience, Shakespeare adds in a twist that alters the entire play. The satisfaction of ones desires and the advancement of ones power in society serve a huge role in the play. As such, the characters will often go to great lengths to achieve this. Throughout the play, Hamlet frequently falls victim to the betrayal of those from his own family. Knowing that Hamlet was still in despair over his fathers passing, Gertrude, Hamlets mother and queen of Denmark, was quick to jump into a bed of incest with Claudius (1.2.156-157). This course of action perhaps acts as a catalyst to Hamlets madness and possibly serves as an underlying motive for avenging his fathers death. In addition, Claudius, current king of Denmark and Hamlets uncle, claims to love Hamlet as a son, though it is clear that his intentions lie elsewhere. By killing King Hamlet, Claudius has claimed the throne, satisfied his ambition, and married the queen. Though he is fully aware that his soul is stuck to sin, and the more it struggles to break free, the more it sticks, he is not ready to g ive up his power (3.3.69-70). It goes without saying that Claudius is indeed not remorseful, since after sensing a shift in Hamlets disposition, Claudius takes immediate action to ensure that the truth remains hidden. Not only do Gertrude and Claudius fall into a selfish state, but they hurt Hamlet in the act of doing so. The ghost of King Hamlet is an important influencer in determining the fate of the characters. It is the supplier of information regarding what is said to be the truth and ultimately, the creator of conflict within the play. Upon Hamlets interaction with the Ghost, the young prince begins to question himself and his sanity. The Ghost wants Hamlet to revenge his foul and unnatural murder, yet Hamlet is presented with a moral dilemma (1.5.31). Though ending Claudius life may bring Hamlet peace, it does not guarantee an end to all his troubles. During the play, Hamlet sees an opportunity to kill Claudius for his wrong acts, yet notices that Claudius is kneeling in prayer. This leads Hamlet to decide that killing someone while they are praying will only send to heaven, but Hamlet wants Claudius to suffer in hell (3.3.75-85). It is ironic to note, however, that what Claudius prayer entailed was not what one would expect. Instead, Claudius admits that he is not ready to surrender what he g ained from the murder. Therefore, Hamlet could have easily acted had he not mistrusted his own intuition. It appears Hamlets hesitation to act is a betrayal not only to himself, but to his father. He is at a constant war with his own thoughts and feelings. The doubt of his own rationality sends Hamlet further into his madness, which only contributes further to his downfall. The truth of a situation will always find its way out one way or another. In the play, Hamlet struggles a great deal with indecisiveness and the inability to act. As a result, he turns to religion to seek guidance while attempting to muster up the strength to kill his uncle. This internal conflict is ongoing and remains a constant obsession for him throughout the play. Claudius, on the other hand, acts on his intuition without any forethought. It can be noted that Claudius is a foil to Hamlet as these two characters differ greatly in their moral values and actions. Claudius speculations about what Hamlet may or may not know sends him into a state of unease, thus he decides to send Hamlet away to England. Not only does Claudius deceive the people of Denmark by killing their king, but he tries to justify Hamlets leave by saying it is for the princes own good. Out of fear of being discovered as a murderer, Claudius also delivers a letter to England ordering the death of Hamlet so as to preserve his position as king (4.3.60-64). At the end of the play, however, death takes the lives of many of the main characters. The truth is poisonous and once it is revealed, it is like a mouse caught in [his] own trap (5.2.302). Hamlet is an eloquently composed tragedy that reveals how deceit and betrayal can lead to ones demise. Often times, the characters sacrifice their relationships with one another to fulfill their own desires. Claudius and Gertrude put an emotional strain on Hamlets mind in order to achieve personal satisfaction. Additionally, Hamlet must shoulder the burden of his fathers death and decide how to implement action against it. The play reveals not only an ongoing struggle with ones family and friends, but a war with oneself. Though many people want to know the truth of a situation, it can sometimes lead to unbearable conflict. Through the interactions and responses between the characters, Shakespeare illustrates the best and the worst that can arise from human nature.