The Effect of War and Peace on Foreign Aid Essay - 1520 Words

The Effect of War and Peace on Foreign Aid Dr. Toi Dennis Elaine Stewart SOC 300: Sociology of Developing Countries May 4, 2014 Introduction Afghanistan is a developing country; the country faced many difficulties soon after its independence. They faced difficulties in the development of their constitution and regulations. The selection of a leader was an issue and the first major task was to prepare a military for the defence and protection of the state. In order to resolve all these issues, finances became a priority. Despite having several problems, the country is gradually upgrading. Numerous countries supported Afghanistan in terms of finance, but†¦show more content†¦According to an assessment done by authenticating resources for the United States, the country has donated more than forty-two billion dollars as a token of assistance to numerous unprivileged states. They donated wholeheartedly without considering the factor of equality in the distribution criteria. According to the library of U.S. Foreign Aid, Sub Saharan Africa along with forty-nine other poor states, including eighteen unprivil eged countries of the world, received only seven billion dollars as financial assistance. Central and South Asia were endowed with more than double that, at fifteen billion dollars. Afghanistan has received the bulk of approximately thirteen billion in aid from which $9.95 billion was allocated to military and security assistance to train and arm Afghan police forces. In 1960, The World Bank realized the needs of Afghanistan, and developed the Aid-to-Afghanistan Consortium, where all the principal providers of money, had a meeting to discuss the assistance and support to be provided for Afghanistan. The meeting of the consortium revealed that the amount the providers supported the country with, was approximately ninety-two percent of the outstanding debt obligation. Considering the debt commitment, the World Bank accounted for approximately twenty-seven percent of the issued debt, and the Asian Development Bank reported an accurate fifteen percent. The World Bank and AsianShow MoreR elatedThe Effects of War and Peace on Foreign Aid in Somalia1360 Words   |  6 PagesThe Effects of War and Peace on Foreign Aid in Somalia Rachel Gardner Professor Marco Mena Sociology of Developing Countries Strayer University 5/4/2014 The Effects of War and Peace on Foreign Aid Foreign aid plays a major role in the sustainability of economic and social activities of developing nations. Whether in the form of development or humanitarian aid, the foreign aid is key to ensuring better living conditions and economic development for these states. These forms of aid are influentialRead MoreEssay The Effects of War and Peace on Foreign Aid986 Words   |  4 PagesThe Effects of War and Peace on Foreign Aid SOC 300 Submitted to: Prof. Bernard Curry Feb. 11, 2014 Submitted by: Roberto Tan III SU200096169 There so much said and written about foreign aid that it has become difficult to justify its effectiveness. But if we look at the overall picture in the eye of citizens of a developing country, an honest assessment might conclude that progress has been made. Though, profound social disparities and extreme poverty are still lurking in someRead MoreEssay on Conflict, Disarray, and War in Democratic Republic of Congo913 Words   |  4 Pages Recently, war has become a huge problem in many countries around the world. War is defined as a violent mass conflict between two or more armed forces or actors in warfare. The Democratic Republic of Congo (DRC), previously known as Zaire gained independence from Belgium in 1960 and immediately descended into a state of conflict and disarray. It is a vast country, covering territory about the size of Western Europe and include a wide variety of geographic regions. However, the war is ravagingRead MoreSoc 200 Essay664 Words   |  3 PagesThe Ef fects of War and Peace on Foreign Aid Patricia Dean Strayer University SOC 200 Professor Gwendolyn.Royal-Smith May 5, 2014 Abstract This paper assess the positive and negative effects that peace and war, respectively, have on the distribution of foreign aid in the developing country Sierra Leone. Next I will analyze the specific actions that the leadership of the selected Sierra Leone has taken, through the use of its foreign aid from donor nations and international lending institutionsRead MoreForeign Aid Benefit Or Impairs A State Within The International Community1324 Words   |  6 Pagesessay will be discussing if Foreign Aid benefits or impairs a state within the international community. Foreign aid is essential for many states to survive. Foreign aid is a policy that highly developed countries (HDC’s), offer a range of support to less developed countries (LDC’s). There are many forms of aid from HDC’s. For example, the Marshall Plan was an American initiative enacted during World War II. This plan was developed to elevate states devastated by the war (both with its internal infrastru ctureRead MorePower Of The President And Congress1303 Words   |  6 Pagesa president affects foreign policy. The President has the highest power to decide how to manage, control, and to solve problems. The president and Congress play important roles in running the country regarding foreign policy making. Foreign policy is very significant because it provides peace between countries without going to war. In order to develop the nation’s economy and increase job opportunities, effective foreign policies help to acquire more investments from foreign investors, and it alsoRead MoreAmerican Foreign Policy Since World War 21395 Words   |  6 Pagesto U.S Foreign Policy In their book American Foreign Policy since World War 2, Steven W. Hook, and John Spanier take a historical look at American foreign policy. Since its independence, all through to the start of the 20th century, the United States had a policy of detachment. This was rooted in the believe that Europe, the only other meaningful powerful in the world in the 18th and 19th century, had intrinsic issues related to feudism that kept the continent in a constant state of war (Hook Read MoreThe Ugly American By William J. Deming And Eugene Burdick1284 Words   |  6 PagesThe Ugly American, published in 1958, by William J. Lederer and Eugene Burdick, depicts the many United States foreign policy errors of the time. Counterinsurgency is a parallel to the novel while the novel depicts the failures of American diplomats during a time in which Communism was succeeding. The diplomats’ lack of knowledge and sensitivity to the culture caused the U.S diplomatic corps to fail. Communism was par ticularly succeeding in Southeast Asia when Vietnam split in two along the 17thRead MoreThe Declaration Of Independence By Thomas Jefferson1603 Words   |  7 PagesIndependence. 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Benefits Of Buying A Second Home - 1397 Words

According to NAR, more than half (52%) of vacation home buyers who got a mortgage financed less than 70% of their purchase. A full 39% of investors paid cash for their income properties. But don’t walk away just yet. There are some ways you can leverage equity you have elsewhere to make a good down payment, without compromising the goals you have in place for retirement. Buying a second home requires a serious look at your financial capability. At Second Home Life, we understand that everyone may dream big but we also want to show you destinations that can fit within your budget and enable you to buy a vacation home. Understanding both the cash requirements and the ongoing expenses will help you make realistic plans that you can afford and land you a vacation home you can enjoy. Down Payment Cash Requirements While you can find lenders who will allow you to buy a primary residence with just 5% down, or perhaps even less, buying a second home is another matter. Some lenders will allow you to put 10-20% down, although you will be subject to PMI and the additional mortgage insurance cost that goes along with that. Most lenders will look for at least 20% down. This will also enable you to avoid the additional mortgage insurance requirement. So, if you’re looking at a $200,000 vacation home, plan to put at least $40,000 down to get the best deal you can get on a mortgage. One of the commonly used sources of cash for a down payment on a vacation home is from the equity in yourShow MoreRelatedProcess Of Buying A Home1163 Words   |  5 PagesProcess of Buying a Home In the United States, buying homes is the part of the American dream and is a main focus for many families. Being home owners show the endeavors of hard working. In the past, the signs of â€Å"Bank owned† and â€Å"Foreclosure† catch the people’s awareness. However, people could prevent losing their homes if they have been well-prepared. 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Although some people believe they are not financially ready to purchase a home, buying a house is a better option than renting an apartment for three main reasons. First, becoming a firstRead MoreBuyer Decision Process999 Words   |  4 Pagesmakes you decide whether or not to buy certain product or even buy into certain services mainly depends on inside or outside influences. These influences are part of our buying schema, what buying behaviors we have learned taught by parents or siblings, even friends, this is a type of blueprint in the recesses of our minds. Our buying decision processes are based on five stages, a need recognition, information search, evaluation of alternatives, p urchase decisions, and post-purchase behavior. The productRead MoreA Report On The Housing Market1659 Words   |  7 Pageseconomic events and factors specific to renting and home ownership. Rent/Price Ratio Data The rent/price ratio data over a fourteen-year span from first quarter 2000 through first quarter 2014 tracks the trends of the housing market leading into the housing crisis that started in 2007 and its rocky path to correction. The start of this period shows a ratio of 4.7 percent, followed by a downward trend to its lowest point of 3.13 percent in the second quarter of 2006. The high point occurred in theRead MoreHelping The Nations Economy From Experiencing A Housing Market Disaster854 Words   |  4 Pagesmore consideration by many. I believe this to be a strongly meaningful quote because the recent Great Recession we experienced and the long recovery we have been experiencing is a great example. Many people found themselves having to foreclose their homes, file bankrupt, without a job and many other devastating crisis. Not learning from something of this matter many will find themselves back repeating this time and time again. 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Taking as an example a particular area of need Essay Example For Students

Taking as an example a particular area of need Essay Children with ASD who have more complex needs may find it difficult to cope in this type of setting and may not have the opportunity for appropriate peer role models to encourage development social communication and interaction. Again, such a provision may take out of their community. Schools that specifically cater for children with ASD are available within some LEAs, with some providing residential provision. There are also some schools of this type belonging to the private sector. The teaching staff will almost certainly have specialist knowledge and understanding of ASDs and the school environment will usually revolve around daily routines, structure, visual clues and the acquisition of language, communication and social skills. Unfortunately, due to the small number of such provision, schools may be situated far away from the childs home, again separating them from their local community (Wing and Potter, 2008). On reflection of the continuum of provision available for the continuum of need reflected by ASD, there is again, no one size fits all approach to the optimum learning environment. To reiterate the view of Ofsted (2006), importance should be placed on high quality service providers. The optimum learning environment for children with ASD should be one which, considers that all children are unique and structures interventions based on individual learning needs, meets their and their families needs and provides them with a sense of happiness and security, whilst challenging and developing their personal and academic progress, where ever it lies on the continuum of provision. A system of gradual inclusion from special schools to mainstream schools, where there is an appropriate match of aptitude and parents and practitioners are in agreement, is a view represented by the policy and practice of a special school, educating pupils mainly with ASD, observed on a recent visit to the setting. This view asserts that children should first be allowed to achieve in an environment where this is made possible, the special school, in order for them to make educational progress. The implications of a continuum of provision for children with ASD are quite complex, and like the inclusion debate its self, the pendulum swings backwards and forwards. On one side, a continuum of provision provides wider choices for parents and children and a greater likelihood of satisfaction (Audit Commission, 2002), but may result in inconsistent practice and a lack of cohesive multi agency working. With the drive towards including as many children as possible into mainstream schools, comes the challenge of adequately providing for increasingly more complex and diverse needs of all children, and according to Paton (2008) teachers are finding it increasingly difficult to support children with special needs in mainstream primary schools with special schools sometimes being seen as standing outside of inclusion rather than being part of it. With the closure of many special schools, a u-turn in inclusion policy, to provide more specialist provision, could be expensive, but no more expensive than continued investment in the current commitment. Finally, a reversal in government policy would also imply admission of failings in the resolute pursuance of the ideal of inclusion over the past three decades. To conclude, this essay has examined how the individual learning needs of young children are reflected in todays education system, the policy and legislation that has lead the way to current practice, and the debate surrounding inclusion. It has also discussed the continuum of needs and provision specifically relating to children affected by Autistic Spectrum Disorder, discussing the merits and disadvantages of provision available, and has critically reflected on the learning environment that would best meet the needs of this group. It has reflected on the implications of proving for individual learning needs within the continuum of provision, for practitioners and schools and also for current and future policy and practice. .u23f4b8f14b0ff5ecb88799bb2d3f067d , .u23f4b8f14b0ff5ecb88799bb2d3f067d .postImageUrl , .u23f4b8f14b0ff5ecb88799bb2d3f067d .centered-text-area { min-height: 80px; position: relative; } .u23f4b8f14b0ff5ecb88799bb2d3f067d , .u23f4b8f14b0ff5ecb88799bb2d3f067d:hover , .u23f4b8f14b0ff5ecb88799bb2d3f067d:visited , .u23f4b8f14b0ff5ecb88799bb2d3f067d:active { border:0!important; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .clearfix:after { content: ""; display: table; clear: both; } .u23f4b8f14b0ff5ecb88799bb2d3f067d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u23f4b8f14b0ff5ecb88799bb2d3f067d:active , .u23f4b8f14b0ff5ecb88799bb2d3f067d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .centered-text-area { width: 100%; position: relative ; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u23f4b8f14b0ff5ecb88799bb2d3f067d:hover .ctaButton { background-color: #34495E!important; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u23f4b8f14b0ff5ecb88799bb2d3f067d .u23f4b8f14b0ff5ecb88799bb2d3f067d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u23f4b8f14b0ff5ecb88799bb2d3f067d:after { content: ""; display: block; clear: both; } READ: Marketing the $100 Laptop EssayWord Count: 3277 References Audit Commision (2002) Special Needs: A Mainstream Issue. London: Audit Commission.Bristol City Counsil (2008) Education and Lifelong Learning Policy for Provision for Children with Autistic Spectrum Disorder. Available At: http://www. bristol-cyps. org. uk/services/pdf/autism. pdf (Accessed: 27 November 2008). Callias, M. (2001) Current and Proposed Special Educational Legislation, Child Psychology Psychiatry Review, 6 (1), pp. 24-30. Centre for Studies on Inclusive Education (2008) Supporting inclusion, challenging exclusion. Available at: http://www. csie. org. uk/inclusion/ (Accessed: 27 November 2008). Coles, B. And Richardson, D. (2005) Education in Bradshaw, J.And Mathew, E. (eds. ) The Well Being of Children in the UK. London: Save the Children, pp. 262-288. Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme of Action. London: Department for Education and Employment Publications. Department for Education and Science (DfE), (1994) Code of Practice and the Identification and Assessment of Special Educational Needs. London: Department for Education. Department for Education and Skills (DfES), (2002) Special Educational Needs Code of Practice. London: Department for Education and Skills. Department for Education and Skills (DfES), (2007) Aiming high for disabled children: better support for families. London DFES. Disability Discrimination Act (1995). London: HMSO. Disability Rights Task Force Report (1999) From Exclusion to Inclusion. Education Act (1981). London: HMSO. Education Act (1993). London: HMSO. Education Act (1996). London: HMSO. Education Reform Act (1988). London: HMSO. Great Britain. Department for Children, Schools and Families (1997) Excellence for all Children: Meeting Special Educational Needs. London: Stationary Office The Independent (2006) Special-needs education: Does mainstream inclusion work? , 23 March . Available at: http://www. independent. co. uk/news/education/education-news/specialneeds-education-does-mainstream-inclusion-work-470960. html (Accessed: 27 November 2008). Low, C. (1997) Is inclusivism possible? European Journal of Special Needs Education, 12 (1), pp. 71 79. Marsh, A. J. (2000) Resourcing the Continuum of Special Educational Needs in Two Local Education Authorities Educational Management Administration Leadership, 28, (1), pp. 77-88. Mavrou, D. K. , Sotiriou, D. and Symeonidou, S. (2000) Mainstream and Special Schools at the Crossroads: The Transition to Inclusive Schooling. Available at: http://www. isec2000. org. uk/abstracts/papers_m/mavrou_1. htm (Accessed: 27 November 2008). The National Autistic Society (2008) Autism: What Is It? Available at: http://www. nas. org. uk/nas/jsp/polopoly. jsp? d=211 (Accessed: 27 November 2008). Office for Standards in Education (Ofsted), (2006) Inclusion: Does it matter where pupils are taught?. HMI 2535. London: Ofsted Publications. Paton, G (2008) Mainstream Schools Failing Special Needs Pupils, 07 January . Available at: http://www. telegraph. co. uk/news/uknews/1574621/Mainstream-schools-failing-special-needs-pupils. html (Accessed: 27 November 2008). The Independent (2006) Special-needs education: Does mainstream inclusion work? , 23 March . Available at: http://www. independent. co. uk/news/education/education-news/specialneeds-education-does-mainstream-inclusion-work-470960. html (Accessed: 27 November 2008). Plimley, L. , Bowen, M. and Morgan, H. (2007) Autistic Spectrum Disorders in the Early Years. London: Sage Publications. Scottish Executive (2008) Children and Young Persons With Special Educational Needs- The Continuum of Special Educational Needs. Available at: http://www. scotland. gov.uk/library3/education/csen-04. asp (Accessed: 27 November 2008) The Special Educational Needs and Disability Act (2001) London: HMSO. Sunfield (2006) What Is ASD? Available at: http://www. sunfield. org. uk/asd. htm (Accessed: 27 November 2008). Tutt, R (2007) Beyond the Inclusion Debate: the thoughts of Dr Rona Tutt OBE on the past, present and future of SEN provision, Special Children Birmingham, (77), pp. 32-38. United Nations Ministry of Educational, Scientific and Education and Science Cultural Organization (1994) The Salamanca Statement and Framework for Action On Special Needs Education. Available at: http://www. unesco. org/education/pdf/SALAMA_E. PDF (Accessed: 27 November 2008) Warnock, M. (1978). Special Educational Needs: Report of the Committee of Enquiry Into the Education of Handicapped Children and Young People. London: HMSO. Wigan Counsil (2008) Special Educational Needs Policy 2008. Available at: http://www. wigan. gov. uk/Services/EducationLearning/EdPolicyPlans (Accessed: 27 November 2008). Wing, L. and Potter, D. (2008) Notes on the Prevalence of Autism Spectrum Disorders. Available at: http://www. nas. org. uk/nas/jsp/polopoly. jsp? d=364a=2618 (Accessed 27 Novemeber 2008). .udfcfd0b456cc8d0095e17d129e86ede2 , .udfcfd0b456cc8d0095e17d129e86ede2 .postImageUrl , .udfcfd0b456cc8d0095e17d129e86ede2 .centered-text-area { min-height: 80px; position: relative; } .udfcfd0b456cc8d0095e17d129e86ede2 , .udfcfd0b456cc8d0095e17d129e86ede2:hover , .udfcfd0b456cc8d0095e17d129e86ede2:visited , .udfcfd0b456cc8d0095e17d129e86ede2:active { border:0!important; } .udfcfd0b456cc8d0095e17d129e86ede2 .clearfix:after { content: ""; display: table; clear: both; } .udfcfd0b456cc8d0095e17d129e86ede2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udfcfd0b456cc8d0095e17d129e86ede2:active , .udfcfd0b456cc8d0095e17d129e86ede2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udfcfd0b456cc8d0095e17d129e86ede2 .centered-text-area { width: 100%; position: relative ; } .udfcfd0b456cc8d0095e17d129e86ede2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udfcfd0b456cc8d0095e17d129e86ede2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udfcfd0b456cc8d0095e17d129e86ede2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udfcfd0b456cc8d0095e17d129e86ede2:hover .ctaButton { background-color: #34495E!important; } .udfcfd0b456cc8d0095e17d129e86ede2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udfcfd0b456cc8d0095e17d129e86ede2 .udfcfd0b456cc8d0095e17d129e86ede2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udfcfd0b456cc8d0095e17d129e86ede2:after { content: ""; display: block; clear: both; } READ: Israeli Etgar Keret’s The Bus Driver Who Wanted to be God, and Iranian Marjane Satrapi’s Persepolis EssayEY 560 How are the individual learning needs of young children reflected in the range of educational provision? Taking as an example a particular area of need, discuss the merits and disadvantages of different educational provision, and critically reflect on the learning environment that would best meet the needs of this group.

Theseus, a true hero free essay sample

It doesnt take a hero to order men into battle. It takes a hero to be one of those men who goes into battle. Here, United States Army Commander-in-chief sums up the essence of a modern day American hero. In The King Must Die by Mary Renault, Theseus embodies this quote when showing complete selflessness when risking his life for his people, thus proving him to be a hero. Likewise, a modern hero is able to risk their very own life for the greater good and naturally has outstanding leadership and influential qualities. A modern heros leadership is followed in result of xhibiting their extreme loyalty. Lastly, a hero commonly possesses a quality or gift unlike any other, separating him from the norm. And in The King Must Die, Theseus proves himself to possess all the following traits of selflessness, leadership, and an extraordinary gift. His heroism can further be emphasized by drawing parallels to modern day hero Katniss Everdeen from the novel series The Hunger Games who also reflects such qualities. We will write a custom essay sample on Theseus, a true hero or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the following novels, leadership requires soliciting virtues such as selflessness and loyalty to the people. Theseus and Katniss both exemplify extraordinary elflessness by volunteering their lives in place for others. While Katniss volunteers for the games in place of her sister, Theseus volunteers his life for his companions. Therefore, both displaying incredible loyalty to the ones they care for. If they will not free my people, I must take the luck of the draw myself, Just like the others(1 57, Athens, Ch. 3). Here, Theseus is viewing several of his men being drawn from the lottery to be taken to Crete where they then have the inevitable fate of being a bull- dancer. Heroically, Theseus volunteers himself in replacement of one of his ompanions showing true loyalty and devotion for his men. Theseus also gains loyalty from his people and shows his loyalty alike by giving even shares among the men. . and his men saluted me, when their lots were given them(110, Eleusis, ch. 3). This displayed Theseuss natural will to do the right thing and his lack of greed, resulting in trust and admiration from his people. Again, confirming him as a hero for possessing such worthy traits. Theseuss natural moral and care for his people caused him to become a leader; an essential quality in a modern hero. This is perceived in Katniss by how her rebellious win of the hunger games inspired hope in the people, transforming her into a leader and overall symbol of hope. This leadership caused her followers to be willingly open to drastic change. Similarly, when Theseus becomes king he causes change and alters traditions, If I kept them together, they would egg each other on. It had become a fashion with them to be Hellene(85, Eleusis, Ch. 2). As Theseus offers change to his companions, they follow eagerly transforming Theseus into a leader of change as well. Modern day heroes are capable of instilling hope to the people based off their gained trust. Like Katniss, Theseus also inspires hope in the selected bull-dancers in Crete by titling their group The Cranes, forming an oath, informing them of their guaranteed three months of training and also advising of the possibility that the bull can tire out. Katniss and Theseuss admirable capability to lead change demonstrates their bold and noble characteristics confirming their heroism. Lastly, a modern day hero has a gift. Katniss Everdeen has an exceptional gift with er bow and arrow, while Theseus possesses the supernatural gift of the ability to talk to a god. This extraordinary, rare gift creates a distinct difference from the common person, setting him apart from the rest. Theseus can consult with Poseidon, the God of the sea, on things including life decisions, while the rest cannot. This is seen several times throughout the novel, one example being when he is deciding whether or not to go to Crete with his companions. During this conversation with Poseidon he is able to confidently come to the conclusion that he will go to Crete in honor of Poseidon. Additionally through Poseidon, Theseus also has the gift to sense earthquakes. This puts Theseus in a position where he can warn others of these natural disasters, making Theseus a definite hero. When comparing the actions and exceptional abilities of the modern day hero Katniss Everdeen to Theseus, many similarities can be seen, thus validating Theseuss absolute heroism. Theseus unquestionably lives up to the criteria of a modern day hero. He is a man of remarkable moral and leadership. And his leadership doesnt consist of merely demanding from the sidelines; he goes in and plays the game.