The Breakfast Club Film Analysis Essay Example for Free

The Breakfast Club Film Analysis Essay In the beginning of the movie I think the only person who falls under the open self category is Brian. He is upfront with the others about his grades, his academics, and his family. As the day goes on and he starts to bond more with the others he starts to talk about his thoughts and emotions as well. I didn’t think there was any one with a blind self. I felt that John was under the hidden self because he was just know for breaking rules, and doing what adults told him not to do. They also thought he was selfish and did not take into account any one else’s feelings or care about what he would say to the others. He then proves himself as not selfish when he distracts the princable so the others can get back to the library without being noticed. I also felt Allison would be under hidden self because she is very quiet and to her self, not revealing anything about her life to the others in the beginning, but then she starts to get more comfortable with them and starts to open up and be truthful with them about why she is there and how she feels about her family. Andrew and Claire to me both fell under the unknown self. Andrew just wants to please his father. He lives his life through what his father is expecting of him especially with his wrestling. He doesn’t do his think on his own, but through what he thinks his father would want. Claire is the privileged girl, who is unsure of herself in her own crowd of popular friends. I don’t think she wants to be popular and live up the other kid’s standards and have the same type of reputation. An example of the self-fulfilling formation is when John makes his comments about the rest of the student’s home life, and what it is like for them and their families at home. Claire judging John and saying that he is a â€Å"pig† when he is pressing her with sex questions would be a personality formation. And I think all the kids making their first impressions on the others are the primacy. Consistency would be Andrew being an athlete. I think for the fundamental attribution error I will talk about all five of the students in the movie. The students judge John on being the bad boy, menace, and bully. He does act like all of these things at the beginning of the movie, but with bringing out the other kids insecurities, and making them all feel uncomfortable with the things he says, he faces his own home life reality of being abused by his father. The abuse he is receiving at home is making him act out in school, and put up the act of being defiant, and bad. All of the students have a preconceived notion about Andrew because he is a star athlete, he has a perfect life. The reason he is in detention is because he injured another student. He did this to try and impress his father; he also says he joined the wrestling team because his father wanted him to. So essentially he is just looking for acceptance from his father and is willing to go as far as hurting another student to get that acceptance. Brian is known as the nerd, or the brain. He is in almost all of the academic clubs and does great with his grades in school. He says his parents push him very hard to maintain his grades and tell the others that he would rather kill himself then get a failing grade. Which his why he is in detention. Allison is the quiet one. She starts off by not saying much of anything. Then she opens up with the group saying her family ignores her at home, and would rather be at detention because she has nothing better to do. Claire is the rich and privileged girl, who everyone thinks gets anything she wants. She opens up and says that her parents play her against each other in their relationship, and how she really doesn’t like the fact that she is under so much pressure from others because she is in the popular group. To everyone’s surprised she also reveals that she is a virgin. I think when John is talking to Claire about her being popular and assuming she has sex she has a mental distraction and gets so mad she cannot think straight. John is also bias towards Brian when talking to him about when academic clubs he is in. Andrew starts to put John on the spot when talking about his home life and I think John has a lack of appropriate focus when he tells Andrew that he doesn’t want to talk about it anymore and walks away frustrated and mad to sit on the staircase. In my opinion all five of these kids have premature judgment. They think Andrew is just a jock, Claire is the popular girl, Brian is the nerd, Allison is the quiet and weird one, and John is the menace, and is obnoxious.

Mental Health Presenting Issues Essay Example for Free

Mental Health Presenting Issues Essay It may seem at first that Medical Tourism is doing the world a favour by clearing the backlogged waiting lists for certain procedures without having to expand the local capacity that is in demand. (1). It is also proposed by supporters of Medical tourism that by bringing tourists into the country, not only the health sector, but other sectors, like the tourism and hospitality sectors will also benefit and through this flow on effect the people of the host country will benefit. For example Indias health care market is expected to expand from 5.2%GDP to 8.5% GDP by the end of 2012 because of Medical tourism. (2) This is taking a superficial look at the problem. It also effects on the health care of people of the host country, the standard of care received by the patient and effects on the workforce itself. While countries like India, Thailand and Singapore may seem to benefit overall, it has been argued that the extra funding the health care system is receiving from medical tourism does not get diverted to help the public health sector -with levels of public spending on healthcare in India are amongst the lowest in the world (3). The local people should receive some of this profit that the health industry itself is receiving as many are unable to afford comparative health care. There is also the question of the effect on the workforce. There are fears that medical tourism could worsen the drain of local professionals by luring them from the public sector and rural areas to take jobs in urban centres. (2) The medical tourism facilities offer not only a better rate of pay, but also access to good equipment, resources and medications. Finally there is the cost on the individual receiving the care. Presently, there are a lack of comparative quality and safety data including infection rates for overseas institutions. There is also little information about adverse events as reporting of these events is also lacking. Many of the practitioners in these health care facilities pay less indemnity insurance and matters are dealt with locally. It is hard to know what compensations would be made, were something to go wrong during a procedure. In nations that have long waiting lists for certain procedures, medical tourism provides a mechanism to clear backlogs by sending patients to foreign countries without expanding local capacity. Lancaster J. Surgeries, side trips for medical tourists. p. A1. Washington Post. October 21, 2004. this reduces the burden on the local healthcare resources of the native country. this is reinforced by Insurance companies have jumped on the medical tourism ride by offering reduced rates to those who are willing to travel overseas for medical treatment, further encouraging the medical tourism market. It is proposed by supporters of Medical tourism that by bringing tourists into the country, other sectors, like the tourism and hospitality sectors will also benefit and through this flow on effect the people of the host country will benefit. For example Indias health care market is expected to expand from 5.2%GDP to 8.5% GDP by the end of 2012 because of Medical tourism. Medical visas mark growth of Indian medical tourism. Bull World Health Organ. 2007 while countries may seem to benefit overall, it has been argued that the extra funding the health care system is receiving from medical tourism does not get diverted to help the public health sector. Levels of public spending on healthcare in India are amongst the lowest in the world. Health Spending in India, the impact of current Aid structures and Aid Effectiveness. EU HEALTH ODA AND AID EFFECTIVENESS / COUNTRY BRIEFING 6 / DECEMBER 2011(sourced at http://www.euroresources.org/fileadmin/user_upload/AfGH_Policy_Briefs/PolicyBriefing6_India_LoRes.pdf) according to the WHO in 2010, in India 71% of total health expenditure was spent on private health public health spending compared to private. The private costs are too high for the average Indian so they cant directly benefit, if an effect on public health workforce, There are fears, however, that medical tourism could worsen the internal brain drain and lure professionals from the public sector and rural areas to take jobs in urban centres. Medical visas mark growth of Indian medical tourism. Bull World Health Organ. 2007 The question has arisen regarding the safety and quality of health care reicieved whilst overseas. also who manages complications which may arise after treatment that was received overseas. Who should be responsible for that? When medical treatment is sought from abroad, the normal continuum of care may be interrupted. Perhaps not surprisingly, given commercial imperatives, evidence of outcomes for medical tourist treatments is limited and reports are difficult to obtain and verify.

Chinese Education System: An Analysis

Chinese Education System: An Analysis China is a country which owns a long history. Therefore, Chinese education system is developing continuously. The education heritage is particularly rich. The purpose of this essay is to analyze the development of Chinese education system. This essay firstly will give a literature review. Then the essay will explain the phase of Chinese education system as well as the education system in different social phases in details so that it can be understood that the change of Chinese education system clearly. After that, this essay will discuss how Chinese education system contributes to the Chinese economic growth. At last it concludes that knowing the development of Chinese education system is very significant to the current development of education. Literature Review Education plays a critical role in the development of a country. China has a long history, and then the education heritage is particularly rich. Therefore, China has been accumulated a tremendous wealth of information and experience of education system. Before 1990, China was in the feudal society. It did not have public schools and students went to primary schools. In the feudal society, females were not permitted to accept the education. Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. (Alitto, 1999) With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. (Burton, 1996) In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. Currently, Chinese education system is consisted of four parts, including basic education, secondary vocational and technical education, higher education and adult education. (Rui, 2003) Basic education refers to the pre-school education, general primary education and secondary education General primary education lasts for six years. Secondary education is divided into junior education and senior education. Chinese government attaches great importance to basic education. Since 1986, most areas of the country are universalized in general primary education. Major cities and some economically developed regions are accepted secondary education. Secondary vocational and technical education includes general secondary schools, technical schools, vocational secondary education, as well as various forms of short-term vocational and technical training. Since 1980s, Chinese secondary vocational and technical education had rapid development. In 1997, all types of secondary vocational and technical schools reached 33,464 and the number of students reached 1.8 million. (Geoff, 2005) There were more than 2,100 training centers in the end of 1990s. General higher education refers to college, undergraduate, graduate and other higher educational levels of education. In the higher education, college usually has two or three years for education. Undergraduate usually lasts 4 years and medicine undergraduate usually lasts 5 years. (Sianesi, 2003) In addition, postgraduate education system lasts 2 or 3 years and doctoral education system is 3 years. Through 50 years, the country has made great progress in the development of higher education. Since 1991, China began to implement the degree system. From then, the degrees are divided into bachelor, master and doctorate. After a series of reforms and restructuring, higher education increased energy and had the development in the scales. The structure has become more reasonable and education quality and school effectiveness notably improved. Adult education includes the teaching education, literacy education and other forms of education which aims at the adults. Adult Education has developed rapidly. In 1999, there are 891 adult colleges in China. After entering 21st century, more adult education colleges have opened. More people choose to accept the adult education because they realize the importance of education. Chinese government thinks that education socialization is the main way to build the economic growth. (Krueger, 2001) Only if the comprehensive education is improved, the economic level will grow. Nowadays it has entered the information and technology times, education is especially to the development of a country. Only if the country has rich education, the country can be strong. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. The Phase of Chinese Education System Education System in Different Historical Phase Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. If learning the change of Chinese education system, it will be very necessary to know the education system in different historical phase. The change of Chinese education system can be discussed from three phases. Education System in the Modern History In 1901, Liu Kunyi and Zhang Zhidong put forward to change the school system and imitate the Japanese education system. In 1905, the government of Qing Dynasty repealed KeJu education system, which is a traditional education system and has last many years. From then on, new education system developed fast all over the areas of China. In China, women traditionally are not approved to access to school. Therefore, before the modern history, there are no formal educational institutions for women. However, when China was at the end of Qing Dynasty, it began to build women school so that women could accept education from then on, which is a large change comparing to traditional education system. In modern history, more and more people chose to go to foreign countries for education. It is estimated that the increasing number of students in the United States had reached more than 600 in 1910. Education System in the Republic of China After the republican revolution, the new education system of the late Qing Dynasty has been basically complete. The government of Republic of China basically inherited the education system in the Qing Dynasty. Beijing government of Republic of China kept the original charge of education, changing the Culture Division to the Ministry of Education to retain the same subordinate bodies. In the education sector, it began to imitate the education in the United States in the early years, not Japan. In 1918, the Church School in China increased to 6000 and owned 300,000 students. Between 1920s and 1930s, Civilian education and rural education were developed by a group of people. During the period of Republic of China, the government has implemented to establish a large number of specialized schools and colleges. According to related references, there are totally 32 stated-owned universities all over the countries. At that time, private schools began to rise, which has never existed in the p ast. Education System in the Peoples Republic of China In 1949, China has an important historical change, that is, Peoples Republic of China was established. After that, China became a socialist country, so the education system was changed to develop towards Soviet Union. The government of Peoples Republic of China decided to split some completed universities. As Peoples Republic of China was at the beginning stage of establishment, it required a large number of industrial and technical personnel. Then the government created a large number of Chinese technology institutes. At the same time, college entrance examination has also formally established in 1955. In 1950, China has provided nine-year compulsory education for a fifth of the worlds population.(Geoff, 2005) Nine-year compulsory education operates in 90 percent of Chinas populated areas, and illiteracy in the young and mid-aged population has fallen from over 80 percent down to five percent.(Agelasto, 2001) Between 1966 and 1976, the outbreak of Cultural Revolution made the develo pment of the education system in China have been geared particularly to the advancement of economic modernization. At the same time, all schools were closed the lessons and university entrance exams were canceled. Until 1977, the Culture Revolution has finished and college entrance was recovered. Among the notable official efforts to improve the system were a 1984 decision to formulate major laws on education in the next several years and a 1985 plan to reform the education system. (Rui, 2003) Investment in education has increased in recent years; the proportion of the overall budget allocated to education has been increased by one percentage point every year since 1998. (Chan, 2001) Nowadays, there are preschools, kindergartens, schools for the deaf and blind, key schools, primary schools, secondary schools and various institutions of higher learning. In current times, the education stage in China can be divided into four stages: the first stage is Primary School and the age is fro m 6 to 12; the second stage is Junior middle school and the age is from 12 to 15; the third stage is senior high school and the age is from 15 to 18; the fourth stage is university or colleges and the age is from 18 to 22. Of them, primary school and junior middle school can share compulsory education. The Development of Chinese Education System Promotes Economic Growth In 1950s, Chinese economic development level was obviously lower than any other developed countries. With the reform and opening up policy, Chinese government began to attach more importance on the education. As a result, the government tried best to let every child accept the education. In 1960, Chinese annual GNP per person was less tan USD 191.61 dollars. (Wang, 2003) However, through the endeavor in several years, the annual GNP per person in 1995 has reached USD572.12 dollars. In 1960, Chinese high education only took up 1.75 percent in the whole country. Accompanying with reform and opening up policy, Chinese government enlarged the scales of universities. Between 1990 and 1998, the total quantities of students who studied in the school increased from previous 2.0627 millions to 3.4088 millions. Its annual growth rate has reached 8.2 percent. (Sicular, 2002) The development of education needs large investments of capitals. However, education also consumes much labor. At present, the workers who engage in the education are over 10 millions. Every year, a lot of scientific results create large economic efficiency directly. And increase the social wealth. Therefore, education can impact on the growth of GDP directly. In addition, the industry which supports and ensures the educational service can enlarge with the development of education. Through this, it can obtain large investments and outputs of the materials. (Law, 1996) Therefore, the development can influence on the GDP indirectly and promote the growth of GDP. Between 1952 and 1978, the educations contribution to the increase of Chinese national economy is RMB 96.2 billions. (Xiao, 2006) This number took up 41 percent of total growth of national economy. From 1978 to 1997, the educations contribution to the increase of Chinese national economy is RMB705.3 billions, which took up 47.8 percent of total national economy. It can be seen that the growth of a national economy will increase the educational investments. Meanwhile, educational development can promote the growth of national economy. Enlarging education, especially high education, not only could satisfy social development and peoples demand, but also offer more job positions of educational service. In a certain degree, enlarging high education may create new employments for society and also take the development of industry which supports and ensures the education, such as architecture industry, financial industry, publishing industry and so on. It is investigated that in 2005, peoples bank deposit owned 14000 billions. Of all, education deposit took up 44 percent. (Krueger, 2001) At present, in Chinese cities, the fastest consumption is education, which has increased by 20 percent every year. Development of higher education, increased personal income in the market economy, People are not only familiar that education has a great impact on the quality of life, but also deeply appreciate that education has directly impacted on economic efficiency in the future. According to the above statistics, it can be found that Chinese education industry is so-called public schools which are made of most national governments, local government, so that the country resulted in insufficient investment in education. As a result, education resources should not be a reasonable configuration and the schools efficiency is not high. (Kwong, 2005) In order to meet the needs of higher education, it is essential to not only to increase the investment of government, but also to introduce a wide range of social groups, state-owned enterprises and private enterprises, individuals or other social groups to become the subject of education. (Fong, 2004) To develop higher education, the main diversity of our country realize the education level of economic development with the developed countries there is a large gap between supply and demand of funds for education has become a constraint in the development of education. The main diversification of education can finance m any non-governmental funds, reducing the countrys financial burden. (Dow, 2005) In a large extent, it could insist the school autonomy and academic freedom, promoting the healthy development of science and culture. (Cleverley, 2004) Meanwhile, the main diversification of education can guarantee a successful transition from the stage of a small number of higher educational to popularity stage. It can transfer large number of personnel to enterprises, especially for small and medium enterprises In fact, developed countries own a high degree of private schools. According to the findings, China has entered the high educational popularity phase. However, China is a large population base and has a feature of regional imbalances in the development of education. (Chen, 2006) The contribution of higher education to the GDP Chinese eastern, central and western regions were respectively 1.47%, 1.17%, 0.68%. Of all, Shanghais contribution took up the highest rate2.75 percent. But Qinghais contribution took up the minimum only 0.17%. (Bassanini, 2001) To achieve the sustainable economic development in China, it is necessary to boost economic development in the eastern part to drive the economy in the center and western China because higher education must be a balanced development of the region. Therefore, Chinese educational development still needs a long road and the country should develop a wide range of forms of higher education. At the same time, it is very significant to improve the quality of education rather than just the number of students. I n this situation, China can deliver more talents to the society, and finally will improve the national economic growth. In the past 20 yearsà ¯Ã‚ ¼Ã…’China has experienced the reform and opening-up policy, thus Chinese education the implemented the bounds of history. In the new international and domestic environment, China must face the important responsibility how to maintain the society to attach great importance to education reform and investment in education system. (Croizier, 2000) It is the fundamental guarantee for China economic sustainable development to ensure that the implementation of compulsory education in rural areas. Through effective measures, Chinese national education system could play a leading role and become an important cornerstone for economic development. Conclusion It can be seen that from 1900 to now, the education system in China has changed too much. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. Of course, there are still some disadvantages of current education system. The government is improving the education system and making better on this point.

Milton Friedman Essay examples -- Biography Biographies Essays

Milton Friedman Milton Friedman has been credited with many different achievements, including being one of the most effective advocates of economic freedoms and free enterprise, being the greatest economist to ever walk the face of the earth, and proving every single word that Lord Maynard Keynes ever said to be wrong. Why these may or may not all be true, it is obvious that Friedman was a brilliant man of many accomplishments. Milton Friedman was born on July 15th, 1912 in New York City. His parents were poor immigrants and his father died when he was a senior in high school. Despite all of these obstacles he had to overcome, Friedman received a scholarship to Rutgers University and got his B.A., an M.A. in 1933 from the University of Chicago, and a Ph.D. in 1946 from Columbia University. He worked as a research assistant to Henry Schultz at University of Chicago until 1937 when he started working with the National Bureau of Economics. There he jointly published the book Incomes from Independent Professional Practice with Simon Kuznets, which also served as his doctoral dissertation at Columbia. This book introduced the concepts of permanent and transitory income. In 1933 Milton Friedman met Rose Director, a fellow Economics student, and six years later they were married. Rose and Milton have collaborated on quite a few books and essays, and have established the Milton & Rose D. Friedman foundation, which promotes School Choice, which will be explained in more detail later. In 1976 Milton Friedman won the Nobel Prize in Economic Sciences "for his achievements in the fields of consumption analysis, monetary history and theory, and for his demonstration of the complexity of stabilization policy." Milton Friedman coined the terms "only money matters" as his emphasis on the role of monetary policy in the United States economy. Friedman is perhaps the most effective advocate for free enterprise and monetarist policies from 1945-1985. His only rival among economists of the 20th century would have to be Keynes. As well as being a Nobel Prize winner and just an overall brilliant man, Friedman served as Senator Barry Goldwater's informal economic advisor in 1964 and for Richard Nixon in 1968, then as President Nixon's advisor. He served as President Reagan's Economic Advisor on his Advisory Board in 1981. Friedman was awarded the Presidentia... ...n acceptable level. Another one of Friedman's strongest and most well known opinions was on the Federal Reserve and how it is practically useless. Friedman being the big free-market capitalist that he is, thinks that the Federal Reserve acts stupidly, rashly and doesn't take the time-lag into respect when making their dramatic decisions. Friedman also blames most of the economic instabilities on the federal reserve's action. Milton Friedman has definitely been one of the most influential economists of the 20th century. His discoveries and theories in monetary policy, school choice liberalism and inflation relations impact economic history in a way only a few people can do. He and his wife Rose are now running the Foundation for school-choice and have just published Two Lucky People: Memoirs. Bibliography: Friedman, Milton. Bright Promises, Dismal Performance: An Economist's Protest. New York: HBJ, 1983. Friedman, Milton and Rose. Free to Choose: A Personal Statement. New York: HBJ, 1980. Hodges, Michael. Milton Friedman- A Tribute by MWHodges. May 2001. September 2001. Walters, Alan. A Dictionary of Economics, The New Palgrave. Vol.2, 1987. Pp.422-427.

History Of Money Essay -- essays research papers

What is Money? At first sight the answer to this question seems obvious. A man or woman in the street would agree on coins and banknote which could be known as checks, for a good or a service but would they accept them from any country? They would probably be less willing to accept them than their own country's coins and notes but bank money actually accounts for by far the greatest proportion by value of the total supply of money. Credit cards and gold are some what different. The gold standard belongs to history but even today in many rich people in different parts of the world would rather keep some of their wealth in the form of gold than in official, inflation-prone currencies. Gold is a attractive type of material which led to its use for monetary transactions for thousands of years. All sorts of things have been used as money at different times in different places. Like amber, beads, cowries, drums, eggs, feathers, gongs, hoes, ivory, jade, kettles, leather, mats, nails, oxen, pigs, quartz, rice, salt, thimbles, umiacs, vodka, wampum, yarns, and zappozats (decorated axes). It is almost impossible to define money in terms of its physical form or properties since these are so diverse. Therefore any definition must be based on its functions, which are units of account, common measure of value ,medium of exchange, and store of value. So with that in mind money is anything that is widely used for making payments and accounting for debts and credits. Money originated becau...

The Role of the Inspector in An Inspector Calls Essay examples -- An I

The Role of the Inspector in 'An Inspector Calls' An Inspector Calls is a play with many social and political messages. J. B. Priestley believed a great deal in socialism and he used several of his plays to try and influence people to be Socialist as well. It was written in a time when Britain was ruled by a Labour government and socialist policies were seen as the way forward. It was a popular way of thinking at that time so Priestley's aim for the play was probably to teach the unconvinced. The Inspector in J. B. Priestley's 'An Inspector Calls' is one of the most thought-provoking and mysterious characters that modern day literature has yet produced. It is this mysterious element that contributes greatly to making him a very interesting character and one that may be perceived in many ways. The audience does not find a great deal out about the Inspector and nothing is explicitly told to us; we are given hints and clues from the way he acts and what he says and are forced to piece these together to form our own ideas about his identity and his intentions. In this way, Priestley has asked his audience to act as a judge and to reach personal conclusions about him. The role of the Inspector is one of many levels. In terms of how he is used in the basic structure of the play, he is there to move the play along in that he encourages the characters to tell their stories. If there was not the revelation that he was not a real Police Inspector, he would only be considered as a narrator and not play a big part in the play. Because it transpired that he was an impostor of sorts, further questions are asked by the audience and different insights have become likely and it is clear that the Inspector is in the play for many reasons. T... ...e unpunished. One must conclude that the Inspector's main purpose is to teach. In the context of the play, he told the characters what had happened to a particular girl because they had each been guilty of selfishness. In regards to the whole of society, he voiced Priestley's opinions that we cannot make any progress if we do not work together. In my opinion, those watching or reading the play today would not gain as much from the story in regards to the moral teachings because most have now accepted the advantages of Socialism over Capitalism and so do not have as much to learn on the arguments of this issue as the audiences of 1947. In regards to the question of what the Inspector actually was, I personally feel that there is not enough evidence given for even a strong, fact-supported theory to be produced to answer the question, let alone an infallible answer.

Nuclear terrorism

The most recent threat of Nuclear attack attempted on the United States has come from North Korea, as such the following essay will delve into North Korea’s investment in nuclear terrorism and the plan of action the United States has against such action.   There are several links that associate North Korea to different factions of terrorism.   The following paper will give detailed examples of North Korea’s interaction and support of each group.   The support of terrorism has many forms such as weapons or money and North Korea’s handing over of monetary funds and weapons will also be documented in this essay.   The resources necessary for terrorism to exist has a partner in government and North Korea is just such a partner. The following paper will not only address the fact of terrorism affiliation between North Korea and reputed terrorist groups and countries but also that North Korea has their own terrorist group.   This fact can be found in North Korea’s treatment toward South Korea and reported assassination attempts of their presidents on several occasions.   The terrorist affiliation North Korea harbors is one that involves not only promoting terrorism through trade with notable terrorist groups but also their own participation in Afghanistan terrorist camps and the trading of weapons technologies with such groups (Graham 20-21). North Korea is a country with a specific dichotomy between public relations.   These relations deal mainly with money.   The reason North Korea is reported to be trading with terrorists is that their funding aids in the economic growth of their country.   The support that North Korea gives to terrorist is rewarded with monetary funds from such countries as Japan, Iran, and Iraq.   This paper will organize specific examples of each country and it’s trading policy with North Korea (what items it trades for what price etc.).   The essay will also focus on how North Korea opens up trade routes covertly using bribes and coercion. The year 2000 saw the Democratic People’s Republic of Korea (DPRK) and the United States government went through a series of terrorism talks and the future state of terrorism as well as cooperation of North Korea’s government in several documented terrorism actions.   Such actions include the 1970 hijacking of a Japanese plane bound for North Korea and the subsequent sheltering of the Japanese Communist League-Red Army Faction members or hijackers, or the safe haven North Korea provided to the terrorist who were involved in the hijack.   Also, DPRK has been suspected of selling weapons to the Moro Islamic Liberation Front, as specified by the Philippine government. The monetary transaction was made possible through Middle East connections (Terrorism Files, 2002).   North Korea has been on the US terrorism list sin 1988 and continues to remain on that list because of its uncooperative procedures for information on terrorist after the September 11 attacks, as Secretary of State John Bolton stated, â€Å"’North Korea has a dedicated, national-level effort to achieve a biological weapons capacity and has developed and produced, and may have weaponized, biological weapons agents. Despite the fact that its citizens are starving,† said Mr. Bolton, â€Å"the leadership in Pyongyang has spent large sums of money to acquire the resources, including a biotechnology infrastructure, capable of producing infectious agents, toxins, and other crude biological weapons. It has a variety of means at its disposal for delivering these deadly weapons.’† (North Korea and Terrorism 2002). Another terrorism threat that North Korea poses and has been linked with is nuclear terror.   In this respect according to Pakistan and US sources (as well as Libyan) this is the current threat of North Korea:   they have been supposedly training Arab terrorists for at minimum ten years at the Kim Jung-il Political and Military University.   North Korea is also linked with Osama bin Laden in arms dealing, as Triplett (2004) states in North Korea and Nuclear Terror, of the existing relationship between North Korea and bin Laden, â€Å"This was discovered in 2000 when bin Laden financed a shipment of North Korean conventional arms to a Philippine Islamic terrorist group†. North Korean nuclear weapons were also being used as tests by Pakistan (in 1998).   Scientists at the Los Alamos National Laboratory suspect that these tests were a conglomeration between Pakistan and North Korea in nuclear testing.   Such joint ventures are not new for North Korea and their connection with terrorism.   Nuclear weapons are just the forefront of terror that North Korea has presented to the world. North Korea, since their cover-up in 1970 of the safe haven they provided to the airplane hijackers, have been affiliated with several terrorist groups as Triplett further states, â€Å"Recently a Japanese newspaper, citing military sources, reported Iranian military figures were seen at North Korea nuclear facilities. This leads allied intelligence to suspect the Iranians of trying to move their nuclear weapons program to North Korea, beyond the range of Israeli F-16 fighter-bombers†. The Pakistan, and North Korean conglomeration of trading weapons is a definite terrorism group.   The weapon testing near the Afghan border in 1998 was reported to have been the testing of Korean made missiles.   Another link between Pakistan and North Korea can be found with Major General (retired) Saltan Habib, who was responsible for covert acquisitions of nuclear technologies while presiding as the defense attachà © of Pakistan in Moscow, was posted as the ambassador to North Korea to ‘oversee the clandestine nuclear and missile cooperation between North Korea and Pakistan’ (Raman 2002). As the ambassador, Habib organized the covert shipment of missiles from North Korea to Pakistan.   Not only did Habib coordinate this shipment but he also was reported to have exchanged technology from North Korea to Pakistan on weapons technologies especially those dealing with missiles and nuclear devices as Raman states, â€Å"†¦the training of Pakistani experts in the missile production and testing facilities of North Korea and the training of North Korean scientists in the nuclear establishments of Pakistan through Captain (retired) Shafquat Cheema, third secretary and acting head of mission in the Pakistani embassy in North Korea from 1992 to 1996†. Pakistan’s Inter-Services Intelligence (ISI) is one in which North Korea has strong ties.   Prior to Habib’s position with North Korea it was filled by Major General Shujjat from the Baluch Regiment.   General Shujjat was not only working for the embitterment of North Korea but clandestine actions he performed were favoring ISI for five consecutive years as Raman states, â€Å"On Captain Cheema's return to headquarters in 1996, the ISI discovered that in addition to acting as the liaison officer of the ISI with the nuclear and missile establishments in North Korea, he was also earning money from the Iranian and the Iraqi intelligence by helping them in their clandestine nuclear and missile technology and material procurement not only from North Korea, but also from Russia and the CARs†. The limits of North Korea’s involvement in terror seem boundless.   Not only have they delivered ballistic missiles to Pakistan but also they are using very covert methods by which to trade.   The beginning of 2002 was witness to mass movements of nuclear weapons across the Karakoram Highway.   These weapons were being transported from China to Pakistan with the envoy containing spare parts and other assortments.   The transportation of this shipment however has ties with North Korea because China may have accepted this movement from Pakistan only in regards to North Korea’s wishes (Raman). North Korea, Iran, and Iraq are infamously known as the Axis of Evil, because of their terrorist ties and promotion of illegal arms dealing.   North Korea has managed to become well versed in terrorism through biological, chemical, and nuclear means.   In 1988 North Korea or DPRK as well as Kim Jong-il were suspected (and this probability is almost certain) of committing to assassinate South Korean president Chun in Rangoon (or Yangun as it is known today). The assassination was to take place by strategically placing bombs atop the Martyr’s Masoleum (in dedication to Aung San the founder of independent Burma).   Although president Chun was delayed in traffic and did not succumb to the bombings, â€Å"The huge blast ripped through the crowd below, killing 21 people and wounding 46. Among the dead were the Korean foreign minister, Lee Bum Suk, the economic planning minister and deputy prime minister, Suh Suk Joo, and the Minister for Commerce and Industry, Kim Dong Whie. The rest of those killed were presidential advisers, journalists, and security officials, most of them South Korean† (Wikipedia Online Encyclopedia). In finding evidence to support North Korea has having terrorist ties, it is presumably difficult.   The suspects who were responsible for the Rangoon bombings committed suicide by detonating hand grenades.   Such suspects are common in assisination attempts and thus true evidence is difficult to come by in linking North Korea directly with terrorism in some cases.   However, the 1970 safehaven as well as arms dealing that Philippine officials attest to are some of the supporting materials that accumalte against North Korea (Graham 80-85). In lieu of specific evidence to support terrorism affilitations from North Korea president Kim Jong-il admitted to the United States in 2000 that DPRK had willfully exported missiles abroad.   These missiles are traded to Syria and Iran in exchange for monetary compensation.   While Syria was reportedly a main buyer of missiles, Iran was said to be a primary buyer of not only ballistic missiles but technology as well (Wagner 2000).   The specific terrorism that exists in North Korea trading missiles to such countries exists in those countries’ intent for such exported ‘goods’.   In order for North Korea to stop association and trading of missiles, as Wagner states of the conference between the United States and North Korea held in July-August of 2000, Einhorn characterized the talks as â€Å"very useful† and said that he hopes to meet again with the North Koreans in the near future. However, on July 12, Jang â€Å"clarified† that North Korea would only continue the talks if the United States compensated Pyongyang â€Å"for the political and economic losses to be incurred in case we suspend our missile program.† During the meeting, the United States had once again rejected North Korea's long-standing demand for $1 billion per year in return for the cessation of missile exports. â€Å"North Korea should not be receiving cash compensation for stopping what it shouldn't be doing in the first place,† Einhorn said. This compensation is coercion and is a type of terrorism in and of itself.   North Korea should not be given compensation pay for ending its affilitation with terrorism simply because their economy would suffer slightly from the lose of funds selling missiles etc. had given the DPRK. North Korea has remained in close contact with different terrorist groups.   The Japanese Red Army who were given safehaven in 1970 after the plane hijacking are coherts of Middle Eastern terrorists and in this connection lies the bridge by which North Korea exports weapons (Fulford 2001).   As said prior Pakistan has a standing trade relationship with North Korea as missile buyers. The funding for such North Korean weapons development as Fulford states, â€Å"However, cutting off one of ruler Kim Jong Il's main sources of finance–illegal activities in Japan–might prove easier. North Korea's government has been manufacturing large quantities of heroin, amphetamines, weapons and counterfeit U.S. dollars to finance its weapons development programs. It sells them either through criminal gangs in Japan or via Russia and China to the U.S. and Europe, the Korea experts say.† Pakistan is also a main supporter of the Afghanistan Taliban regime and terror weapons that are used by Taliban are subsequently provided by North Korea (Fulford). Other avenues by which North Korea finds funding for weapons is through Japan’s Liberal Democratic Party.   The Party solicits succor toward North Korea in exchange for bribes as Fulford further states, â€Å"†¦when Japan gave 500,000 tons of rice aid to North Korea last year, politicians received kickbacks from North Korea, Lee says. â€Å"I was with a North Korean official as he phoned a Japanese member of parliament and told him a shipment of free fish had been sent to a company he owns,† he says.† This bribe system works by committing North Korean businessmen, who reside in Japan, to a loan.   This loan, or lend, is given by a bank and is paid back directly to North Korea and Japan.   Thus, the money cannot easily be traced.   Public money is being used to generate a working arms dealing relationship between North Korea and Japan. Public money is not the only money being used in corrupt manners:   The Japanese government aided North Korea’s atomic weapon development through its Fuji bank.   Fuji bank is one of the largest banks in the world and its involvement in the deal between North Korea and Japan was a catalyst in North Korean weapons building and trading.   Essentially Fuji paid approximately $350 million to a myriad of North Korean businesses and organizations who were prospering in Japan.   This money was given in exchange for debt collection services (Graham 61-63). The funding for weapons development in North Korea as it is funded by Japan and public money is the key component of rising terrorism at a global scale.   Due to North Korea’s association with several aforementioned terrorists groups, global terror does exist.   North Korea’s trade of missiles to different terrorist organizations promotes multilateral trade in a negative fashion because what North Korea is truly promoting is terrorism through trade. There also exist unofficial reports of North Korea terrorist involvement.   It has been established that North Korea has dealt ballistic missiles to countries: It gained the raw materials for the construction of these missiles from such countries as China.   These missiles are capable of delivering mass destruction in the form of biological as well as chemical warfare.   In late 2001 P’yongyang continued a type of global scavenger hunt for technologies dealing with the making of nuclear weapons. The procurement of the necessary plutonium for at least one nuclear weapon has set the world on edge.   As the Unclassified Congress Report (2001) states, â€Å"Spent fuel rods canned in accordance with the 1994 Agreed Framework contain enough plutonium for several more weapons.†Ã‚   Along this train of potential arms dealings P’yongyang laid the path to trade with Russia by signing the Defense Industry Cooperation Agreement. Among the trading partners that North Korea has established ties with include Pakistan, Iran, Iraq, Angola, Burma, Cuba, Libya, and Syria.   Through trade with these countries North Korea is able to consistently manage its immense military operation (14% of its economic gross goes to the military despite calling in international aid to its starving people).   The trading that continues between the aforementioned countries and North Korea involves ‘arms, chemical and biological weapons materials, and even ballistic missile technology–in clear violation of the Missile Technology Control Regime. Libya, for example, recently bought 50 Rodong-1 missiles from North Korea with a range of 1,000 kilometers’ (Hwang, 2001). Among the trading countries that North Korea has ties and the materials thar are reportedly being traded, North Korea has also been invovled with overtly selling weapons to various terrorist groups such as the Liberation Tigers of Tamil Eelam and the United Wa State Army.   The United Wa State Army is a drug affiliated Burma terrorist group residing in the golden triangle.   The golden triangle is the area between Thailand, Laos, and Burma. Not only is North Korea coordinating trading efforts with these terrorist groups but North Korea also has been training in Afghanistan terrorist camps (Hwang).   The Deputy Director of the Central Intelligence Agency, John E. McLaughlin stated of North Korean involvement of terrorism, â€Å"North Korea's challenge to regional and global security is magnified by two factors†¦first, the North's pursuit of weapons of mass destruction and long-range missiles, and two, its readiness–and eagerness–to become missile salesman to the world† (Hwang). Not only is North Korea associated and in league with terrorist groups by harboring hijackers and participating in terrorist camps but North Korea is a terrorist.   In 1987 North Korean agents bombed a South Korean airplane.   North Korea has continuously be involved with terrorist attacks on South Korea a reported 300 instances.   North Korea has participated in covert assassination attempts of South Korean presidents and has traversed passed South Korean borders 15 separate times (Hwang). Not simply has North Korea been fully participatory in these incidences but as Hwang further states, â€Å"In one of the most blatant, 26 North Korean commandos in a submarine landed off the South Korean coast in September 1996; they, along with 17 South Koreans, were killed in the ensuing manhunt. Their mission is believed to have been to assassinate South Korean dignitaries†.   Therefore, North Korea guilty of fully participating in aiding terrorists through weapons and technologies and they are also delving into the leagues of terrorism by their chronic attack on South Korea (Graham 43-44). Along the lines of defining North Korea as having terrorist groups within its borders who are North Korean Hwang states that North Korea has kidnapped an unprecedented 3,600 Korean citizens since the year 1953.   In this fact there exists relevant material to consider North Korea as having terrorist intentions and actions.   Not only has North Korea abducted Koreans but reportedly also foreigners, of which ten Japanese foreigners are the most noted. In conclusion, North Korea is not only a country who supports terrorism through trade of weapons and technology but it is also a country which participates in terrorism through assassinations, and kidnappings.   North Korea then exists as a country spurned by monetary gain and by lines of distinction between trading partners and the uses those countries may have for nuclear weapons. Although the above pages attest to the development of North Korea and its invovlement with terrorism it must also be noted that the United States with the advocacy of the United Nations, has established an administration of foreign policy which will attribute to the goals of nuclear disarmament. Work Cited Allison, Graham.   (2005).   Nuclear Terrorism, The Ultimate Preventable Catastrophe.   Owl Books, New York. Editorial.   North Korea and Terrorism.   2002.   (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ibb.gov/editorials/09924.htm Fulford, Benjamin.   North Korea, Another Outcropping of Terrorism.   Forbes.   September 2001. (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www2.gol.com/users/coynerhm/north_korea_another_outcropping_of_terrorism.htm Hwang, Balbina.   North Korea Deserves to Remain on US List of Sponsors of Terrorism. Asia and the Pacific.   November 2001.   (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.heritage.org/Research/AsiaandthePacific/BG1503.cfm Raman, B.   Pakistan and the North Korea Connection.   Asia Times, October 2002.   (Online). Available:   http://www.atimes.com/atimes/South_Asia/DJ22Df01.html. Terrorism Files.   State-Sponsored Terrorism North Korea.   2002.   (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.terrorismfiles.org/countries/north_korea.html Triplett, William C.   North Korea and Nuclear Terror.   The Washington Times.   2004.(Online).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Available:http://www.washingtontimes.com/commentary/20040406-101023-7315r.htm Wikipedia Online Encyclopedia.   Rangoon Bombing.   (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://en.wikipedia.org/wiki/Rangoon_bombing  Ã‚  Ã‚  Ã‚  Ã‚   Unclassified Congress Report.   2001.   (Online).   Available:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://www.cia.gov/cia/reports/721_reports/jan_jun2001.htm#5 Wagner, Alexander.   US-North Korea Terrorism Talks Resume; North Korea Admits to Exporting Rocket Technology.   Arms Control Association, September 2000. (Online).   Available:   http://www.armscontrol.org/act/2000_09/nkoreasept00.asp