WarGames Essay Example | Topics and Well Written Essays - 500 words

WarGames - Essay Example His latest goal is to discover how to get into the computers at a gaming company to play their latest big game before it comes out, but he unwittingly ends up inside WOPR, the top defense computer the Pentagon has at its disposal. Presented with a list of games to play, David is especially intrigued by one entitled, "Global Thermonuclear War", a simulation of US vs. Russia nuclear war scenarios. Alas, what started out as a game seems all too real, as WOPR takes over the systems at the NORAD project, and the folks there aren't sure if it is all a game or if the Russian missiles that appear to be poised to wipe out the US means World War III is imminent. Although WarGames is mostly considered a juvenile sci-fi adventure today, it was taken very seriously at the time of its release, thanks to the prevailing fear of nuclear war, in addition to the vast majority of the public not knowing of how such things as modems and computer actually work.

In-N-Out Burger Research Paper Example | Topics and Well Written Essays - 1000 words

In-N-Out Burger - Research Paper Example Over the years, the company has remained in the hands of the Synder family. The main reason behind In-N-Out Burger’s success is that it has a simple menu and maintains a customer-friendly attitude (Funding Universe, n.d.). Simplicity was what Synder had in mind when he opened the first In-N-Out Burger store. As its name suggests, everything about the company is quick and fast. Customers can go through the drive-thru and order via a two-way speaker unit; the menu is very limited; and prices remain competitive (Funding Universe, n.d.). Slow and steady was the philosophy that made this company so great. In recent times, the company has expanded into other states such as Arizona, Utah, and Texas (In-N-Out Burger, 2012). Many experts would say that the company has failed to become a national brand because it limits itself in terms of growth. However, when Harry and his wife founded In-N-Out Burger, their desire was to â€Å"serve customers high-quality, fresh food with efficient, friendly service in a clean and tidy environment† (Funding Universe, n.d.). Synder had no aspirations for turning In-N-Out Burger into a corporate brand; this is why the company has remained family-owned to this very day. Even though Harry Synder has passed away, his legacy lives on through his children and their children. Justification for International Expansion With the struggling economy these days, In-N-Out Burger needs to consider alternatives to the current markets in which it is involved in. There is potential growth in other states around America, but with the economy so fragile, it may not be the best move. In-N-Out Burger should look further afield and try to capture some of the huge global demand for fast food. In many developing countries, people are starting to turn to fast food as their incomes grow. Of course, In-N-Out Burger would have to adopt its strategy that was so successful in California. Prices would have to be lowered so that local consumers could affo rd it. Also, cultural considerations would have to be made so that the In-N-Out Burger brand does not get a bad reputation for offending religious and/or cultural values. In-N-Out Burger has already proven that it can expand to other states within the United States, albeit at a very slow pace. However, so long as In-N-Out Burger could retain control over its foreign operations, then there is no reason to say that the company could not still hold true to its philosophy. The problem is that when most other fast food restaurants expand overseas, they do so through franchising. This would not be suitable for In-N-Out Burger because it goes against the company’s core values. If the company was going to go down the franchise route, then they should make sure that American expats are put in charge because they would understand the company’s organizational values. Country Overview The three proposed countries that In-N-Out Burger should consider expanding to are Canada, France , and Japan. Each of these countries will be evaluated in terms of the fast food industry and In-N-Out Burger’s likelihood of success. Canada In terms of culture and food preferences, Canada is very similar to the United States. This makes Canada an ideal first step towards expanding overseas. As of 2010, the Canadian fast food industry was estimated to be worth C$ 20 billion (Euromonitor International, 2011). This shows that the fast food industry in alive and well in Canada. This probably means that there are limited growth opportunities because the market is already saturated with fast food chains. Tim Horton’s, with a 26 percent market share, and McDonald’s, with a 15 percent market share, are currently the two market leaders in the fast food industry. However, because Canadian consumers already frequent

To what extent can ideas from gender theories enrich the understanding Essay

To what extent can ideas from gender theories enrich the understanding of inequality between women and men already developed by feminist economists - Essay Example Feminist economists do not approve methods used by neo-liberal economists in handling macroeconomic issues as they end up widening gender inequalities. Although humans are entitled to equal rights under universal declaration of human rights and states obligated to fulfil those rights, neo-liberal economic policies create a disabling environment for women’s enjoyment of human rights (Elson. 2002). On the other hand, ideas from gender theories can give a better understanding of gender inequalities as they try to give explanations or assumptions regarding the differences that exist between the two sexes. Women are given unequal treatment from men in work places. They are paid low wages even if they perform similar tasks to their male counterparts as they are considered secondary wage earners and men as the bread winners as a result of normative assumption about their roles (Razavi & Hassim, 2006). Employed women still perform their house hold chores after work and hence are overburdened and have no time to relax while men have freedom to manage their time as they don’t engage in caring roles (Epstein, 2006). This contributes to inequalities between men and women. This can be explained by Bem’s approach whereby children learn through socialization or androgyny (Adrameg, 2010). Men are considered superior than women and male experience is the normative standard. According to Bem, boys and girls are treated differently and different opportunities hence learn about gender through repetitive actions. Judith Butler’s performativity theory also present gender as kind o f doing which is repetitive ( 2004). Men hence don’t perform women’s household work as they are not used to doing. Women are rarely involved in decision making especially in state matters. They have the knowledge and skills but are perceived to be irrational and not authoritative or powerful. Feud’s psychoanalytic theory tries to explain why men are superior

Personal Identity - Philosophy Essay Example for Free

Personal Identity Philosophy Essay It is easy to see oneself as the same person we were ten, twenty, or fifty years ago. We can define identity through our physical presence, life experiences, memories, and mental awareness of self. One can testify our persistence as a person through our existence as a person. But what makes us the same person? In this paper, I will argue for the â€Å"simple† view of the persistence of identity – that it is impossible to determine what single thing that makes us the same person over time. I will support my claim with the refutation of the main complex view claims of the body, brain and psychological continuity criterion. Entrenched in the â€Å"simple† view is the idea that personal identity, and the persistence of personal identity, cannot be measured through philosophical discourse or scientific investigation. There are a number of opposing arguments, known as complex theories of personal identity. In each of these arguments, the central claim is that either the body, the brain, or the psychological continuity of an individual determines how they persist as the same person (Garrett, 1998, p 52). To call them complex is a misnomer – for each is far too narrow to properly define and explain personal identity. Complex argument 1– Psychological continuity John Locke defines a person as a ‘thinking, intelligent being, that has reason and reflection and can consider itself as itself, the same thinking thing, in different times and places’ (Locke, 1689, p 1-6). This statement suggests that, in order to persist as the same person, we must have a mental consciousness which persists through time. We can say that a person is psychologically continuous if they have a mental state that is descendent from their previous mental states. For example, this theory states that a five-year-old will be the same person when they are a 25-year-old, because their mental state in later years is descendent from their earlier years. Counter argument By its very nature, the idea of psychological continuity is flawed. It is not uncommon for an individuals mental state to be changed so drastically that they could not truly be considered the same person. Several examples have been made by Waller: sufferers of cognitive impairments such as dementia, people who have gone through stressful or traumatic situations, and war eterans that are affected by post-traumatic stress disorder (Waller, 2011, p 198-210). In any of these cases, it would be difficult to argue that the individual has a continuous mental state – more accurate would be to describe them as a â€Å"snap† or â€Å"break† that, effectively, creates a new person. The only conclusion is that these individuals do not persist, as their psychological states become radically different from their previous psychological states. Complex argument 2 – Persistence of the body Another expression of the complex view is the body criterion. Put simply, a person is said to persist if they exist in the same physical body over time. In this case, the previously mentioned dementia or PTSD sufferers would be considered the same people, as their physical body has continued. The theory suggests a â€Å"brute physical relation† between body and identity (Korfmacher, 2006). Without regard for mental state, an individual is considered to have a persistent personal identity as long as their body survives. Counter argument This theory lends itself easily to thought experiments, and they quickly expose some problems. If individual A receives an organ donation from individual B, can it be said that individual A has taken some of Bs identity? Surely not. It would be absurd to suggest that having the kidney or liver of another person would affect ones persistence as an individual. Similarly, if individual C had their body cloned, it would not make their clone the same person. There is much more to personal identity than can be defined by something so comparatively insignificant as the physical body. Complex argument 3 – Persistence of the brain The brain is the functional centre of the human body; the place where memories are stored, feelings are felt, and environmental signals are processed. It is unsurprising, therefore, that the brain is so often considered to be the â€Å"home† of personal identity. This theory is a staple of many science fiction texts – as a convention, the cognizant â€Å"brain in a jar† or brain transplant recipient is fairly common. Proponents of this â€Å"we are our brains† theory claim that, so long as the brain persists, so does the person. Counter argument This theory seems to refer to consciousness rather than the physicality of the brain, so it is important to make a clarification between the two. Julian Baggini suggests that we should view the relationship between consciousness and identity similarly to the relationship between a musical score and the paper it is written on (Baggini, 2005, pp. 112-114). In other words, the brain is simply a storage space for our memories, thoughts, and self-awareness. Should it not, therefore, be so that an individual could simply persist as a brain in a jar, provided they could be sustained in that state? If the entirety of personal identity is stored in the brain, there must be no need for the rest of the body beyond keeping the brain alive. Such a theory could not possibly be true – life experiences and interactions with the world are such an intrinsic part of identity that we could not persist without them. The theory that consciousness plays a significant role in the persistence of personal identity is appealing, but it can not be said that the brain alone could sustain consciousness. Conclusion  To call the simple view of the persistence of personal identity â€Å"simple† is almost deceptive; deep consideration on the subject quickly turns towards the complex. It is easy to grasp at the categories of body, brain, and mental state, but it would be wrong to say that the persistence of any of those equates to the persistence of an individual. Personal identity is something so much harder to define, and it is harder still to find definitive measures of its continuation. Personal identity is evasive, and fleeting; it is intangible, ever-changing. Its persistence is so much more than can be determined.

Communication An Important Tool English Language Essay

Communication An Important Tool English Language Essay Communication is a very important tool in a human live. It is an essential requirement in this world to survive. We can look back in the times of ignorance when no language was developed even than communication existed in form of sign language and other forms. It is impossible for any educational institute, organization or domestic life to exist without it. It is more than just speaking. An interaction session of speaking results in bringing out meaning to any words or actions. Communication is usually considered to be restricted to language and words but in reality body language and action play an important role in perception of the message in communication (Alder, 1996). Similarly it is not only depended on the sender to depict the meaning of any communication, the receiver plays a major role in the out come of the communication. The message send by the sender may not be interpreted the same way it was intended. Hence communication or expression goes a great way towards determining how the expressions are interpreted. Flaw in communication or incomplete communication may affect the purpose of the communication and can result in damaging the consequences. Karl Popper said about this issue, it is impossible to speak in such a way that you cannot be misunderstood. Thus effective communication is important in every walk of life professional, personal or social. Not everyone is able to effectively express themselves and this is where the importance of communication skills can be truly understood. The communication process includes the following components: sender, message, encoding, receiver, decoding and feedback. There are different models which describe the basic process of communication. These communication models serve to clarify the nature of communication, to provide a guide for research, and to offer a means of displaying research findings (Narula, 2006). Such models are a tool by which researchers, practitioners, and students can demonstrate their ideas about what they believe to be the most essential features of communication. The Transmission Model of Communication is a highly acclaimed model of communication developed by Shannon and Weaver (1949). It is a model of communication which reduces message to a process that transmits information. The model includes five elements; a source of information, the transmitter, a channel, receiver and a destination where the message arrives. According to Daniel Chandler(2007) this model is not the best example for communication as it does not include a two way communication rather is based only on getting the message across to the receiver which can result in technical problem such as uncertainty of how accurately has the message been transmitted. Another problem which can be faced in this model of communication is the semantic error that means how precisely the meaning of the message is covered. Above all the problem of effectiveness is really important; the sender would not be able to confirm that how effectively the message has affected the behavior of the receiver. This model is definitely one of the simplest models of communication but it carries around the major issue of one way model. One way communication brings uncertainty to the sender of the purpose of the communication being served or destroyed. The whole concept of communication revolves around the feedback; which is a two-way communication model. If we analyze this model in a class room scenario, it is impossible for a teacher to give the lecture to the students without knowing that whether her message has been understood by the students or not. She might even face the transmission error considering that the students are unable to understand her language. Chances of semantic error are very much possible in a classroom session as the teacher might be explaining to her level best but the students might not be prà ©cising it as accurately as the teacher is thinking. Effectiveness of the lecture is surely doubtful without any feedback. This model is a complete failure especially in education sector because interaction between the teacher and student is the key factor. Derivative Models of the Communication Process is another model of communication it is also referred as two-way flow or the gatekeeper model (Katz, 1957). This model was the main focus of mass communication as there are limitation in this model of communication to decide which message should reach out to the receivers and how should they depict the message. In news rooms and media networks journalists have the power to prevent the outflow of the message; it is also known as gateway as the message or news goes through a censor (Lorimer, Scannell, 2004). This model of communication is also widely being used in all forms of communication. Whether it is personal, social or educational communication; we often observe this model being practiced by our teachers. A lecturer might censor the information she is not well prepared to deliver or if her own concepts are vague. This would limit the students with less information. Although this model of communication is majorly used by mass communication but our interpersonal communication has also adapted its attributes. The educational sector is dependant on the communication theories. It is often observed that the students are not enjoying the liberty to think out of the box or to explore new things as the lecturers have restricted their lectures to what they decide is important for the students to learn; in a way they act as the gatekeepers in the process of communication. Third model of communication is the New Model of Communication Process which includes feedback which may be delayed but is regarded as an interactive session of communication. All the new models of the modern world of communication are following two-way communication methods (Narula, 2008). Two-way communication enables the sender to confirm that the receiver has received the message. Also it helps the sender to confirm that the receiver has understood the message clearly. It allows the receiver to share his opinion about the message he has received. Also it allows the receiver to question the sender and change the message. If we observe this in an educational setup, we might pronounce that this is the most suitable model of communication. In modern world this model of communication is being used every where regardless of its use in any organization or any inter personal communication session. Also now mostly all forms of mass communication are also practicing two-way communication including print media, electronic media, radio and online journalism. The educational system is observing it in many different ways. The interactive class room session allows the students to question and share their knowledge with the teachers and other students of the class. The students are given in class take home assignments which are forms of student response for the teacher as she would get feedback of the understanding of the student regarding lecture executed to them. Projects and presentation further assists the examiner that how far the student has understood the concepts and how good is he in implementing the knowledge served to him by the lecturer. Teacher-student inter personal relationship is also a form of two way communication to understand the subject in depth. Written communication involves any type of interaction that makes use of the written word. It is one of the two main types of communication, along with oral/spoken communication. Written communication is the foremost communication required and used in education. All the books and reference material are in form of written communication. The assignments submitted are in written form and also the presentations and most projects are given using written communication. The basis of communication is the interaction between people.   Verbal communication is one way for people to communicate face-to-face.   Some of the key components of verbal communication are sound, words, speaking, and language.  Verbal communication is also the key for the teachers to make the understanding clear for the students of any concept. Written material provided to them would not help them alone. Any guidance regarding their subject is based on verbal communication (Hulme, 2002). Nonverbal communication  is usually understood as the process of  communication  through sending and receiving  wordless  messages. i.e., language is not the only source of communication, there are other means also. Messages can be communicated through  gestures  and touch, by  facial expression  and  eye contact. Meaning can also be communicated through object or  artifacts. Numerous examples are observed in a classroom session of non-verbal communication (Robert, 2010). It is a very important consideration when marking the presentations. Teachers have separate marks allocated to the body language, dressing and eye contact. A direct communication where all the participants of the communication are physically present at a time is known as Synchronous communication. A telephone call or boards of directors meeting are good examples of synchronous communication. In a class room it helps the students to have a better understanding to get instant feedback from the teacher on any topic, which may interrupt his understanding for the entire lecture if not cleared at that point. In asynchronous communication all the participants of the communication may not be available at the same time. Instead of telephone if we take the example of emails, the receiver may not check the email right at that point, blogs are also a good example of asynchronous communication. In an educational setup students are sent informative emails which help them ascertain a better understanding of the lesson. Electronic communication involves use of the digital technology in the communication system. In modern times computers and internet has made education very much digital. The students are highly depended on mass media for seeking help in the learning (Coffield, 2002). Visual communication is the communication  through visual aid and is explained as the transfer of ideas and information in a way which can be looked upon and read as well; including diagrams, signs, drawings, electronic sources. Visual displays of ideas have better changes of informing, education and persuading the audiences. Presentations given by the lecturers and other diagrams are the basic use of visual communication in a classroom. Kinesthetic communication is very common in educational systems. Few students can just learn by listening and reading. They need to do it. These types of students learn only while they perform it. They might learn better if they type their notes or do a practical to understand the concept behind a theory. All these forms of communication come with barriers. The effectiveness of the communication is relative provided it does not face any barriers in communication process. Physical barrier can be observed in case the teacher or a student is unreachable. The lecture a student would miss due to his absence might be deemed as barrier of communication. Contextual barrier may be observed in a communication of a classroom session. The students might not take the right reference of the lecture and may misinterpret the information provided to them. Technical skills are a huge problem in case a student is not well aware of internet usage his ability to gain from some major information will be r estricted. Technical errors may occur due to designing faults observed in the machinery. Cultural differences are also a common barrier of communication observed in a classroom of student from different backgrounds. This may cause problems of language which will definitely interrupt the smooth flow of lectures as the student who does not understand what is being delivered by the teacher will definitely not benefit from the information provided(Claire, 2008). Behavior is very important when it comes to education. The three important elements of any educational system is language, behavior and the programming of how we execute the information the students get (Dean, 2008). Neuro-Linguistic Programming includes neurology, language and programming which are the three key factors of a human experience. The system in which our body functions is known as neurological system. The interface and communication with other individuals is through language (Widdowson, 2001). The reproduction of the world we create is the programming done by us. Closing the above statement Neuro-Linguistic Programming is the primary connection between mind and language with how their relationship with each other affects human body and behavior. Epistemology addresses multiple levels involved in being a human being. Neuro-Linguistic Programming is a very realistic school of thought. It includes the development of behavioral mechanism and flexibility. It is a multi- dimensional process. NLP is also involved in premeditated thinking and is considered a cognitive and mental procedure behind human behavior. It also provides utensils and abilities for the progress of an individuals excellence. At the same time it also provides a system of sanctioning beliefs and presupposition about who human beings are in real; what is the procedure of change and what is communication (Knight, 1999). On the other hand NLP also consists of agenda, exploring individuality and doing self analysis to rediscover one self. It provides the framework for better perception and relation to the spirituality of a human experience that goes beyond their status as a member to the family, community and to this world. NLP is about the wisdom and vision of an individual with excellence. Personalized learning is a public educational model which is exclusive to cater to the interests and need of each student individually. It can be a classroom-based or non-class-room based mythology According to Tabard (2010) the latest educational researcher found out that students learn most successfully with parental involvement, less number of pupils in each class, one-on-one interaction between student and teacher (Dean, 2006). Students feel a connection between them and their teacher which also brings a different level of confidence in the pupil. It is the most affective way of teaching. Electronic learning is the modern way of learning. It includes the digital learning system using computer, internet, DVD, projector presentations and much more. It is much preferable by the students of this generation. With the way the electronic learning is increasing personal learning is losing its importance (Jeffrey, Beasley, Miller, 2008). In future we might observe that the learning is only electronic based. It has already started to gain the preference over the personalized form of learning (Sandars, 2006). Communication is very important for any educational center as they go hand in hand. A good combination of the communication method would help the students to benefit from all forms of communications contemporary as well as traditional. It is very essential to balance the forms of communication. The education system needs to develop the most accurate network between students and teachers so that their behavior, language, learning and most of all execution of their learning can improve.

Patrick Henry: Fight against the Constitution :: American America History

Patrick Henry: Fight against the Constitution Although Henry refused to serve on the Constitutional Convention, Madison needed Henry's persuasive ways. Henry had a way to make people agree with his ideas. Even though Henry didn't serve on the Constitutional Convention, he was still present to put in his word. As soon as the meetings opened, Henry began to argue against the Constitution. This argument went on for three weeks. Henry was aware that the new government had to be strong, but felt that the Constitution made the central government too powerful. He thought that the power should lay in the hands of the states. "What right had they [the group that wrote the Constitution] to say 'We the people,' instead We, the States?" he demanded. Not only was Henry in fear of the central government gaining power, but was also worried about protecting the South. He felt that the fast growing North would have more impute into how the government was to be ran. Henry feared that the South would be out voted in Congress. Patrick Henry was quoted before by saying, "I am not a Virginian. I am American." Henry meant that all the states, North or South, should get equal say in what happens in the government. After all it is the same country and will effect both sides. Also, Henry refused to support the Constitution because it was lacking a bill of rights. He called it, "the most fatal plan that could possibly be conceived to enslave a free people." In other words he thought that without a bill of rights, we (the people) would be enslaving ourselves. Henry thought that the Constitution didn't protect the basic freedom of the people. Henry believed that people wouldn't be safe from a powerful government without the bill of rights. The Constitution took away the power from the states, ignored the South, and didn't protect the people it represented. To Patrick Henry, these were big mistakes and couldn't put his support behind them. When the power is taken away from the states, it makes the federal government very strong. He knew that there had to be a strong central government, but felt that the Constitution went too far. Henry wanted to protect the South. After all, at that time the South was more than half the country. If the country at that time was compared to a human body, the South was the heart of the country.

Was the Outbreak of General War in 1914 Inevitable After the Assassination of Arch Duke Franz Ferdinand

Was the outbreak of general war in 1914 inevitable after the assassination of Arch Duke Franz Ferdinand? Various different factors led to the outbreak of the first World War- a war which incorporated all human, economic and military resources available to achieve total victory over the enemy. Roughly, the causes can be classified into long term (Franco-Prussian War, Imperialism, Alliance System, Anglo- German Naval Arms Race, etc. ), short term (Morrocan Crisis, Agadir Crisis, Bosnian Crisis, Balkan Wars) and the immediate cause of World War I: The assassination of Arch Duke Franz Ferdinand in Sarajevo.Although all of the causes added to the outbreak of World War I, the assassination of Arch Duke Franz Ferdinand made the war inevitable for the European Powers. It took the last chance of a peaceful solution to the European conflict and can be classified as the most important immediate cause of the war. The assassination of Arch Duke Franz Ferdinand is seen as the most important immedi ate cause of World War I. On the 28th of June, Franz Ferdinand was shot by Gavrilo Princip, a member of the Slavic nationalist group â€Å"Black Hand Movement†, in Sarajevo, Bosnia.The Arch Duke had been on a good-will mission to Bosnia in order to calm the situation and bring peace to the region. Directly after the assassination, the Serbian Government was blamed by Austria-Hungary as being responsible for Franz Ferdinand’s death. This assumption may have been made because there were some few connections between members of the Serbian government and the â€Å"Black Hand Movement†. On the same day, Serbia denied any responsibility for the assassination.After this, the Austrian-Hungarian government assured itself of German Support on the 5th of July 1914 through the diplomat count Hoyos by sending a letter to Berlin which stated that it was almost sure that the Serbian Government was involved in the assassination. It also implied Austria-Hungary’s will to crush Serbia militarily in order to prevent a strong bulwark of Slavic nations under the leadership of Serbia. To the letter, Kaiser Wilhelm II answered that Austria-Hungary could â€Å"rest assured that his Majesty will faithfully stand by Austria-Hungary, as is required by the obligations of his alliance and of his ancient friendship†.After the German reassurance, Austria-Hungary proceeded by setting an ultimatum to Serbia on the 23rd of July with the following terms: 1. Officially condemn anti-Austrian publications and propaganda 2. Suppress anti-Austrian societies 3. Ban anti-Austrian teachers and books from their schools 4. Dismiss any government officials that Austria might name 5. Accept help from Austria in checking obnoxious propaganda 6. Allow Austrian officials to assist in the investigation of Archduke Franz Ferdinand.Serbia accepted all terms except the one that allowed Austrian officials to further investigate the murder of Franz Ferdinand on the 25th of July. T his marks the final trigger for the outbreak of World War I; on the 28th of July 1914, Austria-Hungary declared war on Serbia and a fatal chain reaction began. One reason for the outbreak of World War I being inevitable after the assassination of Franz Ferdinand was that this assassination was the long awaited chance for Austria-Hungary and the other European Powers to begin a war. For Austria-Hungary, war was favorable because it aimed to gain power in the Balkan region.This was only possible if Serbia was in a weak position without the chance to interfere with Austrian-Hungarian interests. Furthermore, Austria-Hungary feared that a strong Serbian state would lead to a unified Slavic empire under the leadership of Serbia. Therefore, a military intervention to crush Serbia was in the interest of Austria-Hungary. For Germany, war was favorable because of the Weltpolitik principle, according to which Germany wanted to seize a more important role in the World by territorial expansion a nd military power.Also, Germany was obliged to its alliance with Austria-Hungary and had to stand with its ally in case of war. Various German generals, e. g. von Moltke, believed that the July crisis was a good time for Germany to go to war in order to prevent being crushed by the entente powers and to preempt Russian mobilization in order to be able to fulfill the Schlieffen plan. Also, war was a good means of distraction from domestic problems in Germany, like the rise of socialist movements.For the Entente Powers Russia, France and Great Britain war was favorable because it gave them the possibility of weakening Germany, which had grown to a big threat for these powers. According to Pearce and Lowe, Great Britain had shown its will for war through the naval talks with Russia in 1914. Nonetheless, there is some ambiguity about Great Britain longing for a war of this scale. For Russia, war was favorable because it had to show strength after some weak responses to the Balkan Crises . Through the general mobilization, Russia reinforced this will.Only France did not really want to get involved in a large scale after the defeat in the Franco-Prussian war of 1871. Nonetheless, France had to mobilize after the German side took up the Schlieffen Plan. Another reason for war becoming inevitable was the Alliance System that was set up during the various European disputes before World War I. Austria-Hungary and Germany as well as Italy were connected in a Triple Alliance. On the other side, there was a Triple Entente between France, Russia and Great Britain. After the assassination of Franz Ferdinand, this took full effect.After the declaration of war on Serbia by Austria-Hungary on the 28th of July, Russia mobilized in order to protect Serbia. This brought Germany having to declare war on Russia on the 1st of August because of its guarantee to protect Austria-Hungary. In order to be able to fulfill the Schlieffen Plan (this plan was meant to quickly defeat France and to then focus on the Eastern Front in order for Germany not having to fight a two front war against France and Russia), Germany declared war on France shortly afterwards on the 3rd of August.This brought Great Britain into the war on the 4th of August because it had to declare war on Germany in order to hold its alliance with France. Lastly, Austria-Hungary declared war on Russia on the 6th of August in order to support Germany. So in only 9 days, all European powers were at war with each other. According to AJP Taylor, â€Å"World War I was a war by time table. † Through the alliance system, war was being made inevitable simply by the obligations of the European Powers towards each other.On the one hand, powers like France and Britain were not completely committed to beginning a world war; on the other hand they had to adhere to the clauses of the Triple Entente in order to stay under protection themselves and to not lose credibility while facing disputes around Europe. Over all, the Alliance System was one of the main reasons that made the outbreak of war inevitable after the assassination of Franz Ferdinand. One other reason for the outbreak of war becoming inevitable was the military preparation that had already taken place and that made it easy to act and easy to step into a war.Firstly, all of the European powers had increased their spending on military goods drastically. From 1872 to 1912, Germany’s armament spending increased by nearly 350 per cent, Russia’s by around 250 per cent and Britain’s by around 175 per cent. This shows, that all European Powers were already planning for war time. In 1914, the alliances had a strong military force and were about equal in their weaponry. Secondly, the European Powers all had finished war plans ready to be taken up very quickly. Germany had the Schlieffen Plan, France had Plan 17 and Austria-Hungary had Plan R.These plans included tactical movement and a detailed procedure of how to qu ickly outmaneuver the enemy. Through the existence of the plans, the European powers felt strong because they knew that they were prepared for a quick transition into war. This lowered the barrier for an outbreak of war very much. Through the war plans that were ready and the high military spending the outbreak of war was facilitated very much. Another reason that made war inevitable was the reliance of Austria-Hungary upon Germany. Had Austria-Hungary acted immediately, according to John Keegan, the war could have stayed only in the Balkan regions.Furthermore, according to Keegan, more communication could have prevented the First World War. Had all the European Powers communicated clearly their goals, negotiations and local wars could have been the consequence instead of a massive world war. Austria-Hungary lacked the courage to act independently in the Serbian Crisis. Germany wanted a diplomatic success but was not totally interested in taking part in a World War. Russia did not w ant the outbreak of a world war but did know that their support for Serbia would increase the probability of the outbreak of a world war.France had not yet mobilized but feared that Germany wanted to trigger a World War. Great Britain was reluctant to a war but would not leave France in danger of a German attack. Had all of these aims and thoughts been communicated clearly between the nations, then a war could possibly have been prevented. Through the Russian mobilization and the declaration of war on Serbia by Austria-Hungary with German support, the war was triggered before negotiations and peace talks could have taken place. Overall, war became inevitable after the assassination of Arch Duke Franz Ferdinand for various reasons.Firstly, many European Powers saw the assassination as the chance to get involved in a war to strengthen the own position. Secondly, the alliance system made it very hard to evade a war breaking out. Thirdly, the European powers had already done a lot of pr eparation for the war. This made the outbreak of war easier. Lastly, the lack of communication and negotiation between the European powers took the last chance of a peaceful solution. In my opinion, after the assassination of Arch Duke Franz Ferdinand, the outbreak of World War I became inevitable.