Movie †Psycho Essay

Psycho (1960) is a powerful complex psychological thriller directed by Alfred Hitchcock. This horror movie is based on the novel written by Robert Bloch. Story-wise, though, I do not consider this movie to be an extraordinary but its brilliant excursion and its ingenious construction and above all its wonderful musical scores invented and innovated by Bernard Herrmann has made this movie all time great. Bernard Herrmann was born in New York in 1911. He studied music at Julliard School of Music and joined CBS radio in 1934. He quickly joined young Orson Welles to score his radio plays, including the notorious Wars of the World and within a very short span of time he established himself as a recognized film music scorer. Although remarkably versatile, Herrmann proved particularly adept at scoring dark psychological melodramas, such as Hangover Squire (1945) and On Dangerous Ground (1951), and it was perhaps inevitable that he would be teamed eventually with master of suspense and artist of â€Å"Psycho† Alfred Hitchcock. Their subsequent partnership resulted in a composer-director relationship unmatched in film history of creativity, flair and cinematic symbiosis. We find fantasy, romance, nostalgia, tenderness; all there in Herrmann but the unique scores of â€Å"Psycho†evidently suggest Herrmann’s departure from traditional compositional techniques. The most noticeable departure from film music custom is hat. Herrmann elected a daring and controversial orchestral combination: strings alone. Now such a combination imposes severe limitations on the range of available tone colors. This means a commensurate increase of composing problems, since generally important for composers to be able to call on the many resources of the symphonic ensemble- woodwinds, brass and percussion as well as strings- for variety and contrast in the treatment of musical material. But Herrmann’s selection of string alone deprived him of many tried-and-true musical formulas and effects normally employed in the scoring of horror and suspense films. Going by the established music theories, we find that music theory describes how sounds, which travel in waves, are notated, and how what is sounded, or played, is perceived by the listeners. Every object has a resonant frequency, which is determined by the object composition. Musical sounds are composed of pitch, duration and timbre. Pitch is determined by the sound’s frequency of vibration, whereas Rhythm is the arrangement of sound in time and Meter animates time in regular pulse groupings called measures. Melody is the unfolding in musical time of a principal single line of pitches. This line can be sounded alone, unaccompanied, known as monophony. It can also be accompanied by chords, known as homophony. Melody is often the most identifiable element in western music. Instrumentation is the study and practice of writing music for musical instruments. Writing for a specific instrument requires the ability to take into account the special properties of that instrument. Where as Diegetic Music, which is also called â€Å"source music† is produced by people or devices that are part of the story space of the film. Diegetic sounds are those pieces of sound that the characters in the movie should be able to hear, whether the sound source is visible or nor.   Coming back to â€Å"Psycho†, along with the strings, Herrmann has wonderfully used Diegetic Music also here. One does not have to be musician to notice a marked absence of tunes or melodies in the sense in which these terms are generally used. It is safe to say that in Psycho Herrmann was simply following his own customary practice in this respect but the result in this case is a special, disturbing quality, one which contributes greatly to the scores overall effectiveness. In an interview given in 1971, Herrmann explained that he had used only strings for Psycho because he felt that he could complement the black-and-white photography of the film by creating a black-and white sound. In most people mind the strings are associated first and foremost with romance. Nine times out of ten when a love a scene takes place on the screen the violins will soar in a big tune, the cellos throb in a passionate counter melody. But in Psycho, the level of score created by Herrmann with strings is mainly due to the fact that Strings span the longest effective gamut of notes; have an effective range of dynamics unmatched by the other group; and within the boundaries of their basic single tone colors they can command a great number and variety of special effects. And when the expressive range of string orchestra is compared to that of black-and-white photography, Herrmann analogy becomes perfectly clear. After watching the movie first scene that comes to my mind and the images that conjured are those of Janet Leigh being hacked to death in the shower and now I realize why even people who have not seen the movie are aware of it but Bernard Herrmann’s strident, discordant music, the â€Å"bird-shriek† and â€Å"distorted screaming bird-cries† appears to be one of the most horrifying cues ever composed, Herrmann brilliantly proved here that the view of the camera is very important aspect of film making but to enforce that view and to provide fluidity ,music is even more important. In conclusion this can be safely said that No film sound track library would be complete without â€Å"Psycho†.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  References    Movie : –   Psycho U.S. Release date : – June 1960 Running Length  Ã‚   : – 1:48 MPAA Classification : –   R (Violence) Cast : – Anthony Perkins, Vera Miles, John Gavin, Martin Balsam, Janet Leigh Director and Producer   :- Alfred Hitchcock Screenplay : Joseph Stefano based on the novel by Robert Bloch Cinematography : John L Russell Music : Bernard Herrmann U.S. Distributer : Paramount Pictures.

Outline for Adhd

I. What is ADHD? Attention Deficit Hyperactivity Disorder- a common behavior disorder that affects one in 15-20 school-age children. Boys are three times more likely to be diagnosed with it than girls, but there is no clear reason yet why more boys than girls are diagnosed with it. It is broken down into three subtypes: an inattentive type, with signs that include: * inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities * difficulty with sustained attention in tasks or play activities * apparent listening problems * difficulty following instructions * problems with organization avoidance or dislike of tasks that require mental effort * tendency to lose things like toys, notebooks, or homework * distractibility * forgetfulness in daily activities 2. a hyperactive-impulsive type, with signs that include: * fidgeting or squirming * difficulty remaining seated * excessive running or climbing * difficulty playing quietly * always see ming to be â€Å"on the go† * excessive talking * blurting out answers before hearing the full question * difficulty waiting for a turn or in line * problems with interrupting or intruding 3. a combined type, which involves a combination of the other two types and is the most common A. Symptoms: impulsive, hyperactive, short attention span, trouble focusing, symptoms are present over a long period of time and occur in different settings, problems finishing tasks, disorganized, trouble following directions, easily distracted, appear forgetful or careless and frequently misplace things. 1. Explain similarities/differences of ADD and ADHD: Similarities: attention span is short, trouble controlling their behavior without medication and behavioral therapy, appear bored. Differences: ADD- attention deficit without hyperactivity and impulsiveness. ADHD- includes hyperactivity and impulsiveness. . ex of characteristics in boys: hyperactive/impulsive behavior, rough behavior b. ex of characteristics in girls: inattentive, forgetful, hyper-talkative, emotional hyper-reactive c. why it is harder to spot ADD/ADHD in girls than boys: girls are harder to spot because the criteria for spotting ADHD includes external behavioral characteristics such as aggression, defiance, and other behavioral management problems, which are more common in boys than in girls. Girls with ADHD tend to be shy, socially isolate themselves, driven or anxious, or over-focused on their studies B. How is ADHD diagnosed? There is no test that can determine whether a child has ADHD or not, just a complete evaluation. A primary care physician or the family pediatrician usually prescribes medication in the lowest dose form and does medication checks every month to see if the current dose is helping or if an increase is needed. Most of the time if there is no change at the current dose being taken, the physician increases the dose each month until adverse side effects start to be seen in the child, than a decrease in dosage happens until changes for the benefit of the child are noticed by the parent and the teachers. If there is any doubt a referral to a child psychologist or psychiatrist may be needed for further evaluation. To be considered for a diagnosis of ADHD: * a child must display behaviors from one of the three subtypes before age 7 * these behaviors must be more severe than in other kids the same age * the behaviors must last for at least 6 months * the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships). The physician does a complete physical exam to rule out any other medical problems. 1. Adult Observations: Parents are asked to fill out a behavioral evaluation form that contains different behaviors in different settings and the strengths and weaknesses of their child. If there is a day-care provider, teacher, or any other family member or friend who spends time with the child evaluations are sent to them. The physician looks over all the completed evaluation, and then talks it over with an approved child psychologist with the permission of the parent, and then the physician, psychologist, parent and child all come together and talk about possible treatment options. a. Teachers – even HS teachers need to be aware of it nd/or learn how to spot it in high-schoolers and even other ages of children. ADHD can go undiagnosed for years. Some kids outgrow it others struggle with it even into high-school and through adulthood. b. Medical Examination II. What causes ADHD? It has biological origins that aren’t quite understood. There isn’t a single cause but researches are looking at a combination of factors such as genetics, environmental, chemical imbalances in the brain. II. How is ADHD treated? Can’t be cured but can be successfully managed. III. Stimulants are the best-known treatments — they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of long-term side effects. IV. Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours. V. Antidepressants are sometimes a treatment option; however, in 2004 the U. S. Food and Drug Administration (FDA) issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor. Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder. A. Medication 1. Medication can be very beneficial a. All kids should have the option of being treated because it can significantly help their ability to focus/concentrate and reach their full potential B. Types of Medication 1. Stimulants a. benefits b. negative aspects . Non Stim/Herbal Remedies a. benefits b. negative aspects 3. Behavioral Therapy: Behavioral Therapy Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy. Behavioral therapy attempts to change behavior patterns by: * reorganizing a child's home and school environment * giving clear directions and commands * setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones Here are examples of behavioral strategies that may help a child with ADHD: * Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores. * Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them. * Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework. * Limit choices. Offer a choice between two things (this outfit, meal, toy, etc. , or that one) so that your child isn't overwhelmed and overstimulated. Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities. * Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success). * Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger kids may simply need to be distracted or ignored until they display better behavior. * Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well — whether it's sports, art, or music — can boost social skills and self-esteem. a. benefits b. negative aspects Alternative Treatments Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different. A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one â€Å"talking† psychotherapy. However, scientific research has not found them to be effective, and most have not been studied carefully, if at all. Parents should always be wary of any therapy that promises an ADHD â€Å"cure. † If you're interested in trying something new, speak with your doctor first. Parent Training Parenting a child with ADHD often brings special challenges. Kids with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills. Experts recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help kids organize their environment, develop problem-solving skills, and cope with frustrations. Training can also teach parents to respond appropriately to a child's most trying behaviors with calm disciplining techniques. Individual or family counseling can also be helpful. ADHD in the Classroom As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights. Kids with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with teachers and school officials to monitor your child's progress. In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success: * Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window. * Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time. * Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces. * Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't. Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information. * Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track. * Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult. * Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom. Helping Your Child You're a stronger advocate for your child when you foster good partnerships with everyone involved in your child's treatment — that includes teachers, doctors, therapists, and even other family members. Take advantage of all the support and education that's available, and you'll help your child navigate toward success. Reviewed by: Richard S. Kingsley, MD Date reviewed: September 2008 Originally reviewed by: W. Douglas Tynan, PhD Back

Atheism Essays - ACE, Antivirus Software, File Archivers, Adware

Atheism Essays - ACE, Antivirus Software, File Archivers, Adware Atheism Important Notes: ================= False virus warnings: - Due to the special exe compression we are using in our products, some executable files in the WinACE package may trigger virus alerts with some antivirus programs. These tools will report different kinds of trojan or generic viruses. In this case, it is a false alarm - as long as you downloaded WinACE from our site. If you downloaded your evaluation version of our product from another website, you should check the file length with the one given on our download page at winace.com. Please inform the developer of your antivirus toolkit about this false alarm so that they can fix the detection routine in their next release. Language selection: - If you have accidentally installed WinACE with the wrong language setting, you can reselect the desired language by launching WinACE with the additional parameter PL from the command line: WINACE.EXE PL *ENTER* Technical requirements: - WinAce requires version 4.71 (or higher) of the system file COMCTL32.DLL. This file is usually installed by default with Microsofts Internet Explorer 4.x and Windows 98. You can obtain the latest version of this DLL at Microsoft's website at microsoft.com/msdownload/ieplatform/ie/comctrlx86.asp (approx. 400k). Bibliography - Microsoft Office for Windows 95 Using Office Binders to Combine Documents [Supplemental Information] - [Why use Binders?] If you have a project that involves several different types of documents, for example, a cover letter written in Word, a financial statement prepared with Microsoft Excel, and a presentation in PowerPoint, it might be easier and more efficient to store the documents together in a Binder. Binders provide a very easy way to work on a document using the full capabilities of the application without removing the document from the Binder. The advantages to using Binders include: + Each document stored in a Binder becomes a section in the Binder. You can open and save the Binder and the sections it contains as a single document, and you can print the Binder as a whole. You can apply styles and use spell checking in all the sections, set specific properties for the whole Binder such as page orientation, and route the entire Binder through electronic mail to coworkers. + You can organize Binder sections in whatever order you like, and you can apply continuous page numbering and headers and footers that run throughout. + A number of ready-to-use Binder templates are supplied with Microsoft Office. Use Binder templates to quickly create a consistent look for all the sections of a Binder. To locate the Binder templates, click New Binder (File menu) and then click the Binders tab. + If you create a Binder format that you want to use as the basis for more than one project, you can save it as a template. + You can easily reorganize sections in a Binder, and you can quickly add and remove Binder sections. [When to work with sections outside a Binder] Because Binders are designed to help you organize and manage related documents, some application features are unavailable while working within the Binder. For example, the Binder has a Status Bar to display information about the sections of the Binder, so the individual application Status Bars are turned off to avoid confusion. For example, since the Microsoft Excel AutoCalculate feature is on the Microsoft Excel Status Bar, it is unavailable inside the Binder. The following features must be used outside the Binder. To work outside the Binder, click View Outside (Section menu). To return the document to the Binder, drag it into the left pane of the Binder window. If the Binder window is not divided into left and right panes, click the button to the left of the File menu. + If you want to view a Binder section in Print Preview, open the section outside the Binder. + The PowerPoint status bar does not display when a PowerPoint document is a section in a Binder. If you want to display the PowerPoint status bar, open the PowerPoint section outside the Binder. + If you want to use the Microsoft Excel AlwaysCalc feature, shared lists, or templates, work with the section outside the Binder. + When working in a Microsoft Excel section, the changes you make to the screen view (View tab, Options command, Tools menu) will not be saved when you save the Binder. + You can run macros in Binder however, you must edit macros outside the Binder. To do this, click the section that contains the macro, click View

Obedience To God Through Daniel Essays - Bible, Book Of Daniel

Obedience To God Through Daniel Essays - Bible, Book Of Daniel Obedience To God Through Daniel There are a lot of different things the Bible can tell us about obedience and disobedience. Many of which have the same outcome. Others have a very different outcome. In the book of Daniel, there are plenty of ways that the Bible can show you that there are some bad things that come out of obedience and some good things that come out of disobedience. Obedience is part of life. obeying God is a big part. But obeying God doesn't always work out the way we want it, or it can work out better then we want. This is shown many times in Daniel. Two of these different ways obedience can have an effect are shown in Daniel. One in verse 1:8-10. This is where Daniel is denied his obedience to the law even though he wants to be obedient. He is given royal food and wine to eat but asks for something different because it goes against God's law. Even though God makes the official sympathetic, he is still denied something different to eat. He received nothing for being obedient. The next part of this shows that the outcomes can be very different. In verses 12-17, Daniel asks to be tested for ten days and to be given nothing but fruits and vegetables, then to have him and his friends compared to the people given the royal foods to eat. After ten days, Daniel and his friends were in better health then the other people. Because of the way Daniel han dled the situation, God gave Daniel superior knowledge and the ability to understand dreams. Daniel had been put down by obedience and then glorified by obedience shortly after. This same type of situation happens again in the next chapter when the king has a dream that he can't have interpreted. In chapter 2 verses 10-13, the king has all the wise men in his kingdom hunted down and killed, because none of them can explain his dream. This included Daniel and his friends. Once again, by the obedience to God and the king, he is being punished. After finding out what was going on, Daniel had a vision from God. He then was taken to the king and explained to him what his dream was about. The king had thanked him for being so good and obedient by making him ruler over Babylon (vs. 24-48). He was once again glorified for being obedient. Obedience can go to a higher level still as shown through Shadrach, Meshach, and Abednego. The king had them thrown into a fire for not obeying him by worshiping his statue (vs.20), but because they were obedient to God, they were saved from the blazing fire and came out completely unharmed (vs.25). God saves us by our obedience, but he will also punish you for your disobedience. In chapter 4, the king is admiring his kingdom for all its glory, and claims that it was all his doing. As he is saying this, a voice from heaven told him that because he doesn't worship God, he was getting everything taken away from him until he was going to acknowledge that God was almighty (vs.28-32). The king then went and lived like a wild animal. He lived like this for quite some time before he finally admitted that God reigned supreme over everything (vs. 33-34). He was then, after being obedient to God, fully restored to his sanity and royal rank.. One other point shown is when Daniel was thrown in the lion's den. The administrators and satraps that ruled the kingdom with Daniel got so jealous that he was the most distinguished one of them all, that they tried to have him arrested so he could be killed. They couldn't find any grounds to have him arrested on, so instead they convinced the king to have an edict saying if anybody does not worship him for the next 30 days, they would be thrown in the lion's den. Daniel was not going to be disobedient to God so instead, he disobeyed this edict (6:1-11). The king tried to save him since they were friends, but could do nothing. He was unable to repeal his own

Television in UK Research Paper Example | Topics and Well Written Essays - 1750 words

Television in UK - Research Paper Example People over 65 spend five hours a day watching TV perhaps because certain channels are free for them. Most of the adults between 24 and 65 that spend time on the television, are not actually watching the programs or the ads but are doing some other work simultaneously like talking on the phone or surfing the internet. The three main activities that take up the day include sleeping working and watching TV and men are more likely to watch TV than women. Adults over the age of 16 spend under three hours watching the television and the 24-65 year olds fall under the same category of viewers. The following chart shows that watching television is the most common activity by most people in the UK: According to this, 66% of the adults between 25-64 years of age watch TV regularly, while a higher percentage watches the heritage TV among the 45-64 age groups than those between 25-44 age groups. With the reduction in television viewing, naturally the advertising on television also suffers. With switchover to digital TV all the households will have access to multi-channel and this will affect the viewing behavior. it is expected that over the next decade multi-channel TV viewer ship will increased while the BBC and the traditional channels will decline. It is expected that the position will be thus: UK television advertising is regulated when it comes to minutes per hour and hence the cost of advertising increases. The TV advertising market has two differentiated products - advertising on the traditional commercial channels (Channels 3, 4 and 5) and the multi-channels which includes all other commercial channels. Due to economic conditions and declining audiences, the advertising revenues have declined. There has been a shift from traditional channel viewing to commercial multi-channel viewing which has also impacted the value of TV advertising revenues. The TV has also reduced in its attractiveness as an advertising medium. Because of declining audiences the price of traditional channel advertising has received a boost which means it costs more to deliver to the same audience (PWC, 2006). The advertising budget remains the same but the impacts are fewer. At the same the trend towards watching multi channels is increasing and hence the costs become spread out. The cost of 30 seconds of television advertising now costs just '4.81 per thousand adults and this works out to 29pc cheaper than in 2000 (Mason, 2008). Digital spin-off channels are expected to increase their advertising revenue by ten percent but this will not be able to compensate for the terrestrial channel advertising like the ITYV1, channel 4 and channel 5. The most popular and traditional TV channels are ITV1, Channel 4 and Five and the cost of advertising is the highest for ITV1. Some of the most popular TV channels with the cost of advertising are: * itv1 + GMTV 48.5p * BBC ONE 35p * Channel 4 18.7p * Sat and cable 16.8p * BBC TWO 12p * five 7.7p * BBC THREE 2.5p * BBC FOUR 1.3p * S4C 0.3p Source: Glen, n.d. The television advertising revenue is expected to fall for all channels and by 6 and 7% for channels

The Prohibition of Horizontal Direct Effect of Directives Essay

The Prohibition of Horizontal Direct Effect of Directives - Essay Example In order to fully implement its policies, pieces of legislation are enacted by the European Parliament, European Commission and the Council of the European Union. On the other hand, the European Court of Justice plays an important role in the interpretation of European Union laws which consist of treaties, regulations and directives among others. Its interpretation aids the member states in the proper implementation of the European Union laws. In its case law, the European Court of Justice has introduced the principle of direct effect of European Union laws in the member states. The principle of direct effect was designed to ensure the effectiveness of the European laws, enabling the citizens to use it before their respective national courts. Correspondingly, the doctrine of direct effect have a substantial effect on the legal systems of the member states, because it paved the way for individuals to enforce rights which originates from community legislation before their national courts. And as such, the principle has become a distinctive aspect of the European Union. The landmark case of Van Gend and Loos v. ... ven though the treaty did not state that it was directly effective, it was in consonance with the nature of the treaty that the provision on the abolition of custom duties should be directly effective. Significantly, the court enumerated the guidelines for establishing direct effect to wit: The provision must be sufficiently clear and precisely stated, it must be unconditional or non-dependent and provision must confer a specific right for the citizen to base his or her claim (Van Gend and Loos v. Netherlands Inland Revenue Administration, 1963). Conformity with the aforementioned guidelines will enable European citizens to enforce their rights and to rely directly on the provisions of Community law before their national courts. Similarly, the court states that the direct effect confers the company a direct assurance of its rights under Community law before its national courts. The principle of direct effect goes after the principle of primacy of community laws developed by the Europ ean Court of Justice in the case of Costa v. ENEL. In the case of Costa v. ENEL, (1964) the court likewise pointed out in paragraph seven of the case, that a member state's obligation under the European Economic Community Treaty, in the execution, effect or adoption of any measures either by States or by Commission is legally complete and consequently producing direct effects on the relations between member states and individuals. Correspondingly, it becomes an integral part of the legal system of the member state, and as such, national courts are duty bound to protect it. The principle of direct effect, basically deals with the enforceability of European Union laws by citizens of member states. The Doctrine of Direct effect can be classified into two. The vertical direct effect and the

War in Iraq Essay Example | Topics and Well Written Essays - 1250 words

War in Iraq - Essay Example Rather, it was pursued in economic reasons. Scott (2003) cites the internally stated goal of securing the flow of oil in the Middle East. Scott refers to a report from the James A. Baker Institute of Public Policy at Rice University (April, 1997) which stated the problem of "energy security" for the US and noted that US was increasingly exposed to oil shortages in the face of the inability of oil supplies to carry on with world demand. Particularly, particular the report addressed "The Threat of Iraq and Iran" to the free flow of oil out of the Middle East. It concluded that Saddam Hussein was still a threat to Middle Eastern security and still had the military capability to exercise force beyond Iraq's borders. Scott continues that as soon as the Bush administration took office in 2001, it followed the lead of a second report from the same institute, which was co-sponsored by the Council on Foreign Relations in New York, the report representing a consensus of thinking among energy experts of both political parties, and was s igned by Democrats as well as Republicans. Entitled Strategic Energy Policy Challenges for the 21st Century, the report concluded: The United States remains a prisoner of its energy dilemma. ... Therefore the US should conduct an immediate policy review toward Iraq including military, energy, economic and political/ diplomatic assessments. Following this note is the looming phenomenon known as Global "Peak Oil", which is projected to occur around 2010, with Iraq and Saudi Arabia being the final two nations to reach peak oil production. US geophysicist M. King Hubbert, who in 1956 correctly predicted U.S. oil production would peak in 1971, first illustrated this crucial concept of Peak Oil in bell-shaped curves wherein each oil field in the world follows a more or less bell-shaped curve, and the composite view of the world's thousands of oil fields is one gigantic, ragged edged looking bell-shaped curve. According to Clark (2003), once Peak Oil is reached, the supply of oil/energy will begin an irreversible decline, along with a corresponding permanent increase in price despite the presence of increasing demand from industrialized and developing nations alike. Another reason pointed out on the cause of the war was to preserve the dominance of the dollar over the world oil economy. Clark (Revisited: The Real Reasons for the Upcoming War with Iraq, 2003) on the other hand believes that the US media and government failed to report that the war itself is in large part an oil currency war. In Clark's words, "a war intended to prevent oil from being priced in euros". He cites that a core reason for the ongoing war is this US administration's goal of preventing further Organization of the Petroleum Exporting Countries (OPEC) momentum towards the euro as an oil transaction currency standard. However, in order to forestall OPEC, they need to gain geo-strategic control of Iraq along with its 2nd