Role Of Animals In World War 1 - Free Essay Example

Sample details Pages: 7 Words: 1983 Downloads: 9 Date added: 2019/05/18 Category History Essay Level High school Tags: War Essay World War 1 Essay Did you like this example? Animals have always proven themselves to be loyal and men’s best help during war ground or peace treaties. Unfortunately, as the years are passing by the usage of animals have been reduced in many jobs and areas where they were used the most, they haven’t completely been wiped out but their number have surely been reduced. According to the records recorded world war 1 took place between July 28th 1914-November till 11th 1918. Many people still believe that during the war only small number of animals were used, including: dogs, pigeons and horses, but in reality, there were more than a 16 million different species of animals that participated and served in the war with different unbelievable capabilities and responsibilities, beginning with Dolphins, glow worms, chickens, cats, pigeons, monkeys and camels. However, animals remained a decisive part of the war effort. Camels, donkeys, horses and mules were used in carrying food, water, ammunition and medical supplies to soldiers at the front, and messengers were dogs and pigeons who transported the news to wherever they were asked. Poisonous gases were detected by the canaries, cats and dogs were used to maintain the right hygiene for the soldiers in trenches by hunting the unwanted living creatures such as rats. Animals were not only work. Dogs, cats, and many other unnoticed animals, counting the monkeys, bears and lions, they were kept as pets and mascots to raise the spirit and provide comfort among the hardworking forces of the war. Don’t waste time! Our writers will create an original "Role Of Animals In World War 1" essay for you Create order Dogs: Dogs are known as men’s best friend for the past centuries. They have been serving human kind in every possible way that they are capable of. It is noted that by 1918, Germany had 30,000 working dogs, Britain, France and Belgian all together over 20,000 and Italy itself had 3000 employed dogs. Americans at first, did not take dogs seriously and only used them to utilize a few hundred from the Allies for specific missions. Later, after a chance stowaway, the USA produced the most standard and highly-ranked dog services in the history of militaries, Sergeant Stubby. They were the most important part of WWI. In fact, they have made the humans to believe they are just as dependable as soldiers. Their jobs were diverse in the battles roles included: sniffing out enemies, carrying supplies, finding the wounded, delivering messages and companionship. (top 3 roles are elaborated below.) Messenger dogs: Dogs were used as messengers and were as reliable as soldiers in the dangerous tasks of running messages across the battle field. The complicated quality of trench warfare meant that communication was always a problem for the messengers. Field communication systems were disastrous and there was always a very high possibility that necessary messages from the front would never return to the headquarters or even vice versa. Humankind runners were the main targets and were weighed down by the other side, there was a real chance that they would not get through to the wanted destination. In the heat of a battle, the chances that a runner getting through as the enemy’s artillery were enormously reduced. Vehicles were also problematic, as they could easily breakdown when needed the most or the ‘roads’ could have been reduced to a mushy surface and travelling on them made was impossible. So, dogs were introduced, since they were the obvious solution to this problem. Without any doubts a trained dog was way faster than an actual human runner, dogs were less of a target to a sniper and could travel over any path. Above all, humans could extremely count on dogs if they were well trained. A dog training institution was made official in Scotland the very first time. A famous recruit from this school traveled over 4000m on the Western Front with an extremely important message to a brigade’s headquarters. This dog traveled this distance in less than sixty minutes. All other methods of communicating with the headquarters had been a failure – but the dog had got through the impossible task Casualty dogs: Casualty or ‘Mercy’ dogs were popular in the War that took place. Basically, the were ordered to be trained in the late 1800’s by the German’s men, they were later sent across Europe. In Germany, these dogs were trained to find the wounded and dying soldiers on battlefields and the equipped dogs with medical supplies to assist those suffering and get help for them if needed. Those soldiers who were able to help themselves and would wrap up their own wounds, whilst other more gravely wounded soldiers would seek the help of a Mercy dog to wait with them whilst they died or any help arrived. Scout dogs: These dogs were highly trained and had a quiet, disciplined nature. Their task was to work with foot soldiers and assist them in identifying the path ahead of them. These dogs were useful to the troops because they could detect enemy coming their way from approximately 900 meters away, faster than any man could. Instead of barking and grabbing everyone’s attention, the dogs would rigid its neck and point its tail, which meant that the opposite side was approaching them upon the specific path. Scout dogs were extravagantly useful due to their efficiency in ignoring any detection of the team. Horses: At the beginning of World War 1 horses were mainly used for troops that served on horseback. On the Western Front, cavalry forces weren’t used for long period of time but they were used for longer and had more support on the Eastern Front. Horses were more commonly used for to generally detail the organization and implementation of a complex operation- they were able to move well through mud and rough ground to carry messages, they were strong animals and were able pull supply wagons, and move medical crew and the wounded and soldiers. As the war was going on, horses were difficult to replace, their value outmatched a men. The horses used in war were living in a very harsh and unbelievable situation. Many of the horses passed away due to starvation, illnesses, lack of energy and many others died as they were killed harshly during the war. Whether pulling two-wheeled carriages, transporting weapons or carrying people to battle, the horses has been in more action than any other animal; in fact, they have been the very first animals to be instructed. By the outbreak of World War I, meant that conditions on the front were mostly more dangerous for horses than for human soldiers. In just a single day during the 1916 Battle of Verdun in France, 7,000 horses were killed. Over six million horses participated in World War I, more than any other animal in history. The British Army alone used 1,183,228 horses. (one cavalry role is described below†¦) Cavalry and fighting animals: Aside from the machine gun, sharp wires and trenches, troops on horseback proved to be remarkably effective during the war. Cavalry took considerable actions at Mons, and Russian cavalry pass deeply into Germany during the early time of the war. Cavalry were still sometimes used in their traditional even later in the war. Britain forces were trained to fight both on foot and horses and were ready for use, they were usually used by these troops than by other European forces during the battle. Mules: Mules and donkeys were way slower than horses but they were able to carry far more heavier goods and were easier to control. So, that made the mules and donkeys very popular among Allied forces. Their only downside was that they were quite noisy and they easily revealed troop positions to the enemy and they could be spotted fast. To solve this problem with the help of different kind of surgeries they had removed the vocals of such animals that could cause them any sort of problems. They were mostly only used to move goods from place to place and transfer whatever it was needed at the fronts. Cats: During World war 1, it is reported that 500,000 cats were used in the trenches, and many served on Navy ships. They helped in hunting rats and other fauna that spread illness, and also detected different poisonous gases. As one incredible story was written, a cat named Pitouchi was born in the trenches next to the soldiers. His mother passed away when he was a small kitten. A Belgian soldier, Lieutenant Lekeux, took Pitouchi home. As it was mentioned in the book of Soldiers in Fur and Feathers written by Susan Bulanda, about Pitouchi and how he saved Lekeuxs life, As Lekeux reached a safe spot near the German camps, he observed that they were hoeing a new trench. He shielded himself in a shell hole he spotted nearby and found the area safe to make some sketches of the Germans troops. He was extremely lost in his sketch that he did not realize that the German soldiers were getting closer to him. When he finally looked up he was out of time to run away. He planned to stay motionless, thinking that the Germans will not notice him, but unfortunately he was wrong and heard one soldier say, Hes in the hole right over there, so he knew his life could end any second. When Pitouchi heard, the German say that, without any delay jumped right out in front of the soldiers. The Germans were shocked and stood still and shot Pitouchi twice. luckily, Pitouchi was not hurt, even though he was really terrified, and he jumped back inside to his master. The Germans left and made fun of their previously said words that they had taken a cat as a human being. Lekeux successfully finished his masterpiece and began his journey back to the Belgian ground with Pitouchi around his shoulders. Pigeons: World War I was one greatest battles during the industrial procedure. From the old times the use of airplanes followed by the usages of tanks to railways, guns on the battle grounds were introduced, soldiers had to cooperate not only with one another but also learn new techniques on how to start the newly introduced tools from the factory sides. Back in world war 1 era, telephones were the most commonly used tool for communication from the commander to the soldiers or vice versa in any kind of conditions. Of course, in the time when war was at its peak and number of casualties were increasing by seconds, communication was the only solid solution. Unluckily, technology such as our very own home telephones or the old telegraphs—were not always as helpful as people thought it would be since the commanders from different countries had difficulties connecting with each other. And finally, when soldiers and commanders noticed that this method was useless they began approaching away older method used in very ancient times: the messenger pigeon or they can be referred to as the old time telecommunication sources. The honorable heroes of the battle of World War I, the pigeons of both the Allied and Central Powers helped in accompanying their highly regarded officers with an exactness and clearness the opposite of technology. The numerous amount of delivered messages by these feathered creatures to the US forces are still safely stored in the national archives. Looking back at the marvelous records of this small birds and their bravery in delivering all these messages at the fronts surely still has all of us shock and amazed by how they fulfilled their missions without any trouble and how their fearless actions saved thousands of American lives. These tasks shall all be remembered and noted throughout history reports. The most impressive part about the records of these savior pigeons was how extremely they were used in any sort situation. Their assistance and company in the world war 1 is the most known help and theses flying birds could be settled easily and find their comfort zone in any range of mission given to them.

How Does Wilfred Owen Present the Lives of Soldiers in a...

Throughout the duration of this essay I will look to answer the question written above, with the use of Point, Evidence and Explanation, in the subtopics of Interpretation, Structure, Language, Imagery and Personal Response. The poem talks of a gas attack upon an accumulation of soldiers who are fighting in World War I. He sarcastically states that it is ‘sweet and fitting to die for ones country’. Wilfred Owen thought completely different of this, however, and is complexly against the war. He uses very powerful, vivid descriptions, for example, the young soldiers being described as ‘aged by war’. For someone to ‘age’ in a matter of minutes, seconds even, is an astounding thing, most likely referring to the mentality of the soldiers,†¦show more content†¦He castigates all people that believe in the motto â€Å"It is sweet and fitting to die for your country.† The final line is repetition of the title. I deduce that Owen approaches it like a debate. Firstly you are asked whether you believe in the motto. After reading the poem, representing the case against it, you are then asked to vote again, to think about it, and come to a final verdict on whether you believe in it or not. It highlights the irony of the situation. The language used by Owen is very direct. Examples of fatigue are ‘trudge’, ‘men marched asleep’, ‘limped on’, and ‘drunk with fatigue’. Emphasises just how tired the soldiers really were, for example the men marching asleep. They were so used to walking that they could do it asleep as they were that tired. Varying language types included pitiful, reference to age, verbs and stronger language. Examples of pitiful are ‘lame’, ‘all blind’, and ‘deaf’. There is repetition which reinforces the sense of doom and finality which await the victim. ‘Bent double’, ‘like old beggars under sacks’, ‘knock-kneed’, ‘coughing like hags’ are examples of age used similes used by Owen, in all cases the age being dramatically knocked-up. He pities the state in which the soldiers are in. He used many verbs, only some of them being floundering, guttering and fumbl ing. They are all linked with the action of doing something, and that action being one of desperation associated withShow MoreRelatedAll Quiet On The Western Front By Erich Maria Remarque Essay2406 Words   |  10 Pagestheme is humanity’s need for war. I chose this theme mainly because I thought I could stick to this theme throughout the terms as I enjoy action books especially ones that are based on a true story. I also chose this theme because it is fascinating that war has been around since the beginning of human civilisation to WWI, ‘the war to end all wars’, to WWII (deadliest war of all time) and to present time with conflict in the Middle East. It is thought that 14,500 wars have taken place between 3500

City Of Joy Essay Example For Students

City Of Joy Essay City of JoyHis suffering was transformed into surprise then peace, the peace that comes from being loved (C.O.J. p. 254). In the book the City of Joy Hasari, Mother Theresa, Stephan Kolvaski and Max Loeb all experienced the joy and helpfulness that comes from being loved. Their problems and troubles through out the book help them to understand how to make it through tough times. Examples from this book and life show that modern medicine is not always the best way to help the sick or injured. Peoples love and kindness for each other is the most valuable gift you can give someone. This city isnt all that inhuman (C.O.J. p. 82). Hasari said this when he was able to become a rickshawpuller. When Pam Chander befriended Hasari he saved him and his family from starvation. Ram showed Hasari that there was a still king person in a city, that was thought of as cruel. After Hasari started his job he was able to feed and buy treats for his family. Ram and Hasaris friendship continued to grow while working together. They also continued to help each other out in times of need. Ram Chandler not only got Hasari a job, he helped teach him about the rickshaw business and life in Calcutta. Ram showed Hasari where to get business and how to help the soreness from pulling. Another thing he taught Hasari was how to hide any illness he got. Ram also reminded Hasari how lucky he was to have what he did have. Good old Ram, there was no one quire like him for making you realize that there was always someone worse off than you(C.O.J. p. 161). Jesus of Anand Nagar, you know that I am here simply to share- so that together they and I can show you that we love you- you and your father, the father of mercy, the father who sent you, the father who forgives (C.O.J. p. 161). This is a prayer Stephan Kolvaski said when he first arrived in Calcutta. Kolvaski used his faith and love with to come to Calcutta to help the needy. Even when the people of India didnt share the blame beliefs he did, he helped feed the starving and cure the sick. His kindness helped many people in his village. Kolvaskis fight to help the poor brought him and Bandonna together. Bandonna has a way with the sick the hungry like on one else did. She cared for them in a way that people wished they could understand. No one had ever taught her, yet she knew it all through intuition, friendship, and love (C.O.J. p. 168). She continued to care for the poor when she was sick or even in danger. Bandonnas love and ability to care for people inspired Kolvolski to bring in more help from others. Max Loeb decided to come to Calcutta to help out in Kolvaskis plan. Max learned to treat the injured with kindness even when looking at them made him ill. As one of his first jobs Max was to deliver a baby to a leper woman. The gruesome looking people made him wonder how they could be so happy in a place like that. All the lepers were overwhelmed with joy (C.O.J. p. 333). The lepers joy in such a horrid place proved to Max that love, kindness and joy made life worth living. When Max and Kolvalski met up with Mother Teresa they realized the true meaning of selflessness and love. She gave up everything to help those in need. Kolvalski began to work with her and learn about her clinics. The treatment there was based on love and peacfulness. This made what was left of life worth living for them. Kolvalski began to help Mother Teresa in her work with the poor and injured. Bless you, Calcutta, for in your wretchedness you have given birth to saints (C.O.J. p 256). People loved her so much, they want to see her at peace, even if only for a moment (By Ranjan Roy). This was said about Mother Teresa on the day she died. Her compassion for others who were less fortunate than herself left an unchanging mark on society. Hasari, Max, Kolvalski and Mother Teresa all helped to make Calcutta a better place by showing love to others in need.

Marc Chagall Essay Example

Marc Chagall Essay I chose Marc Chagall because I liked the colors that he used in his paintings.I liked the way his painting technique looked on the canvas.His short brush strokes made it appear as if one color was blending into another.There are areas in some of his paintings where there are numerous colors, all made to look as if there was only one color.I also like the way that his pictures seem to tell a story.When Ifirst looked at Chagalls work, I thought he just randomly threw ideas onto a canvas, but as I got to reading about him, I found he put much more thought into his pictures than I had imagined.His use of color vary from dark and dreary to bright and bold, and put forth feelings of terror and excitement, depending on the colors which he chose to use.Another reason that I chose to use Chagall as my artist would probably be because I didnt find that he painted a lot of human heads, rather, he used animal heads.Seeing as how Im not very skilled when it comes to drawing the human face, I tho ught it would be a good idea to choose Marc Marc Chagall was born in 1887 in Vitebsk, Russia.He was born to a family that was deeply rooted in Jewish religion and tradition.The Jewish and Russian folklore he had learned of as a child influenced him deeply and provided the basis for much of his artwork.It was this sense of fantasy that made Chagall famous, and because of it, he remains famous.Chagall was considered a painter-poet of the twentieth century.He transformed both the visible world and human emotions into visual poetry.Rather than earning praise for this, Chagall heard criticism.The criticism he received for his work included accusations that he was infatuated with literary, symbolic, and religious ideas. Chagall moved to Paris in 1910 at the age of 23 and entered the arena of European painting.His work from 1911 and 1912 are considered to

What Is the Role of ICT in Development Communication

The Complete Guide to AP Human Geography FRQs

The Complete Guide to AP Human Geography FRQs SAT / ACT Prep Online Guides and Tips The free-response section is the hardest part of any AP test. Although AP Human Geography is much more straightforward than some other humanities AP exams, if you don't have your stuff down, the free-response section can still hit you where it hurts. In this article, I'll take you through the structure of the free-response section, some tips for answering AP Human Geography FRQsstrategically, examples of what actual questions look like, and a few places where you can find the best practice materials. AP Human Geography Free-Response Section Format There are three questions on the free-response section, each worth the same percentage of your score.You’ll have an hour and 15 minutes to answer all three questions.Free-response prompts will ask you to: Demonstrate an understanding of geographic models Analyze and evaluate geographic concepts Cite and explain examples of various geographic processes Synthesize different topics covered in the curriculum Most free-response questions have multiple parts, and you can earn anywhere from 6-10 raw points on each of them.It’s usually fairly obvious where the points are earned on these questions, as you’ll see in the examples in the upcoming sections. How to Answer AP Human Geography FRQs Before we get into examples with answer explanations, I’ll give you some essential steps for answering these types of questions.AP Human Geography free-response questions are typically pretty straightforward so you can attack them in a methodical fashion. Here's a sample question from the 2015 exam that I'll use as a reference so you can see how the different steps apply: Step 1: Read the Introductory Statement Before you start in on the first part of the question, make sure you read the short introductory blurb.It sets up the topic you’ll be analyzing and gives you firmer ground to stand on when addressing the rest of the question. In the sample question above, the introductory statement makes it clear that the question will deal with refugees and the political and social origins of mass emigration. Reading all the introductory statements for the three free-response questions in the section before you start answering any of them can help you decide where to begin.If you see a topic that is especially familiar, you might go for that question first because you’ll be able to answer it the fastest. Step 2: Identify the Key Command In each part of the question, underline what it’s asking you to do.Common examples of key commands include â€Å"compare,† â€Å"describe,† â€Å"identify,† and â€Å"explain.†It’s helpful to underline these words to keep yourself on track when responding to the question.This is also useful because it will get you in the habit of paying closer attention to the differences between each of these tasks. For example, a question that asks you to â€Å"identify† something will merit a much more succinct answer than one that asks you to â€Å"describe† it.In part A of the sample question, the key command is "define," meaning you could just give a one sentence answer that clearly outlines what a refugee is. For part B, the key command is "discuss," which denotes a longer answer that elaborates on each reason for refugees leaving their countries of origin. In part C, the key commands are "identify and explain," which would mean a very succinct answer followed by greater detail. The final part of the question asks you to "explain" two economic impacts, which means a couple of sentences of further clarification for each example you give.You’ll save time and earn points if you’re careful to make these distinctions! Step 3: Hit the Points Now it’s time to answer the question.Make an estimate of how many points are possible in this part of the question.For example, if a question tells you to give two examples of how a concept applies to a certain country’s economic landscape, there are likely two points that you can potentially earn for that part of the question.In the sample question, you can see relatively clearly that part A is worth one point, part B is worth three points, part C is worth two points, and part D is worth two points. Part C is the only tricky part - notice that you're only asked for one reason, but you must identify AND explain it. There is typically one point available for completing each key command.After making this determination, write a clear answer that addresses all of the points thoroughly and will make it easy for the grader to find your responses. Step 4: Reread and Double Check When you’ve finished writing your answer, reread the question and your response to make sure you’ve done everything it asked you to do.If you’re satisfied, move onto the next part of the question, and repeat the process of identifying key commands and hitting all the possible points.After you finish the last part, check over all of your answers for that question one last time to ensure that everything is the way you want it to be. Then you can move onto the next free-response question. Review your answers with a second, more critical eye. I think this picture is photoshopped, but I don't know for sure because I don't feel like Googling "can you have two pupil/iris combos within one eyeball?" Just kidding, I did Googleit, and it's probably not a thing, but not even the internet knows for sure.OoOoOoOo. AP Human Geography FRQ Examples In this section, I'll go through the answers to two different free-response questions that were asked on real AP Human Geography tests within the last couple of years. Here's the first question: For this question, a knowledge of the most prevalent geographic models and theories is very important.You need to be able to relate one of these models to the economic development of a specific country.This question requires almost all the skills listed in the first section of this guide. As you may have guessed, there were three points possible for the answer to the first part.Here are some examples of differences between the two models that you could identify and compare: Rostow’s five-stage model says that national economies are developing forward over time (never moving backward) while Wallerstein’s core-periphery model says that countries are static or can move backward in development. Rostow’s model says that international trade may help countries to grow economically while Wallerstein’s model says that international trade strengthens development in core countries and constrains development in peripheral countries. Rostow’s model provides a national-level analysis while Wallerstein’s model provides an international-level analysis. For part B, you need to show that you can apply these models in the context of Mexico and Brazil, countries that are in the midst of fully developing and modernizing their economies.One point would be earned for identifying a stage or part of one of the models, and a second point would be earned for explaining that stage or part.For example, you could talk about Stage 4, or the Drive to Maturity, in Rostow’s model.This stage is exemplified by increased manufacturing specialization and integration into the global economy. For part C, you would have to identify two examples of the core-periphery concept below the national level.One example might be a core city and its peripheral suburbs.Another example might be a core productive area surrounded by a less developed or impoverished periphery. Now, let’s take a look at a second example with an image component: Forpart A, we have to consult the map and determine one characteristic that the shaded countries have in common.Examples of characteristics you could mention include: They’re all developing countries. They’re former colonies. They all use plantation or small-scale agriculture. They’re all equatorial countries. Part A was worth one point.Notice that this only requires a very broad understanding of the nature of these countries or a basic knowledge of climate in different parts of the world. For part B, you could earn two points for identifying each impact of coffee farming.Possibilities include: Economic development:Coffee farming leads to increased employment, growth in GNP, development of infrastructure, improved foreign exchange, increased global trade and better international relations. Environmental impacts:Coffee farming causes harmful effects from agricultural chemicals, water use issues, deforestation, biodiversity loss, and soil erosion. You could also talk about how coffee farming might lead to too much economic dependence on a single commodity and cause the land to be used for commercial agriculture rather than food. Part C was also worth two points, one for identifying a way that increased consumption affects coffee-producing countries and one for explaining the effect in more detail.For example, you might say that increased consumption leads to increased production.This, in turn, means more resources dedicated to coffee production, the adoption of new technologies related to the industry, increased profit, and the introduction of new producers into the coffee industry. Finally, for part D, you have to explain a specifically urban change in the developed world related to coffee production.You might say that more coffee shops will start to spring up in urban areas.That gets you one point.Then, you could earn a second point if you got into a more specific discussion about how the placement of coffee shops is related to geographic theories.You might explain it in the context of consumer proximity, central place theory, and diffusion. How to Practice AP Human Geography FRQs You can find plenty of sample AP Human Geography free-response questions (and their corresponding answer guidelines) online.The College Board site has real test questions that were administered between 2004 and 2015 with sample responses and scoring guidelines.This is the best resource for free response questions because you can be sure that they’re accurate representations of what you’ll see on your exam in terms of content and difficulty level.There’s nothing wrong with using free-response questions crafted by test prep companies for preliminary practice, but you should always incorporate real questions into your studying at frequent intervals. Barron’s has a free practice test that you can take in timed or practice mode depending on how serious you’re feeling.It might be good to make use of the timed mode when you’re close to the real test so you can get an accurate feel for the conditions.It has three free-response questions just like the actual AP test, and you can consult scoring guidelines to check your answers (the multiple-choice portion of the test is scored automatically, but you have to do a little more work for free response).If you’re not averse to spending a bit of money ($25), you might also register with Learnerator to get access to a bunch of additional AP Human Geography practice free-response questions. It's time to fly free! Go, respond. It is your destiny. What's Next? If you want an overview of the whole exam with examples of multiple-choice and free-response questions, take a look at my survey of the AP Human Geography test including study tips and sample questions. Looking for more resources to use in preparing for this test? Check out my ultimate study guide for AP Human Geography! If you want more free response practice, you might consider getting a review book to supplement the online resources listed in this article. Here's a list of the best review books for AP Human Geography.

Sexual Harassment in the Workplace Research Paper

Sexual Harassment in the Workplace - Research Paper Example Definitions Sexual harassment as defined by the EEOC is an unwanted verbal, non verbal or physical act that is sexual committed by the employer towards the employee. This means that it is due to the person’s sex that he or she is being harassed. The sexual harassment has to be proved and the following is an analysis of what has to be proved. The presence of unwanted sexual advances is the first point to be proved. The second ground is whether sex, where it occurs was solicited or wanted. The law states that a consensual relationship that later leads to rejection of sexual advances will amount to sexual harassment. The employee, to have a claim for sexual harassment under a consensual relationship has to notify the employer that the sexual advances are no longer wanted. This is necessary to prove that the act was unwelcome. The question that then arises is regarding the sexual behaviour. The law sets the test on whether conduct is sexual to be an objective test. This means that the burden of proof rests on the person making the claim, to show that the act was sexual in nature. This creates problems when it comes to proving the allegation. This is because it is a scenario of one person’s word against the other. The element of unwelcome or unsolicited advances is difficult to prove as either party may assert that the advance was made by the other party. The problem lies especially where there is absence of corroborative evidence. The best evidence entails showing that there was an explicit rejection of the sexual request. The tabling of evidence to show the complainant resisted is sufficient to show the advance was not welcome. The law does not only give protection for harassment by way of sexual advances, but also goes further and covers discrimination based on the basis of sex. Sex here connotes one’s gender. The law as to sexual harassment under Title Vii of the Civil Rights Act Of 1964 bars employers from discrimination of employees on the basis of race, colour, religion sex or national origin. This law applies to employers with a minimum of 15 employees or more. The law covers the following employers. Federal Government, State and Local governments’ Labour bodies and Employment agencies. Sexual harassment is divided into two Quid Pro Quo Sexual Harassment and Hostile Environment Sexual Harassment. Quid Pro Quo Sexual Harassment The employer-employee relationship is one of one party asserting power over the other. The employer is the one who has power. The employer can misuse this power to get sexual favours. The law comes in to giving protection to the employee. This protection is provided throughout the whole employment process. This is from time of interview, employment and dismissal. The law also covers training and benefits. The law that deals with this is called Quid Pro Quo Sexual Harassment. Quid pro quo in Latin means getting â€Å"something for something† or â€Å"this for that† Quid pr o quo sexual harassment under the law is defined as the situation where the employer directly or overtly asks for sexual favours, physical or verbal sexual conduct or makes unwanted sexual advances as a prerequisite to employment. The other employment situations