Iraq`s Problems Essays - Iraq And Weapons Of Mass Destruction

Iraq`s Problems The topic I choose was Iraq and its past and still ongoing problems with the United Nations. The reason I choose this topic as oppose to another topic is war and the United Nations has always fascinated me. With Saddam Hussein still being stubborn with UN weapons inspectors it was incredibly easy to obtain information regarding this topic. The Los Angles Times; California; Feb 12 2000; The newest article I attained was from the February 12 edition of the Los Angles Times. It was entitled "Compromise Broached on issue of Arms Inspectors in Iraq". It discussed how Iraq is still refusing to allow the UN weapons inspector into the nation. It also talks about the UN feelings on the chance of inspectors ever being allowed to do their job. Apparently the Vice President has no intention of ever letting the inspectors into the country. Last Thursday he said, " There shall be no return of the so-called inspection teams. We reject the infiltration by spies using such cover." In my humble opinion it would make life in Iraq better if the inspectors where just allowed into the country. Most importantly sanctions the UN has placed upon Iraq would be removed. Apparently the really don't care about the sanctions according to their deputy foreign minister Nizar Hamdoun who said they can live without sanctions "forever". The UN has a different opinion they believe they cannot. I believe they can, they have done fine up to this point and I think they will continue to do fine. I think Iraq has many things they don't want the UN to know about such as chemical and biological weapons. They are a threat and need to be dealt with accordingly. New York Times; New York; Feb 8, 2000; Barbara Crossette The next article I choose was from the February 8 issue of the New York Times. This article was entitled "Iraq Suspected of Secret War Effort". This article sort of scared me. It was about in Britain, research and intelligence experts, also convinced that there are more germ warfare agents left in Iraq than previously known, have suggested that Iraq may have produced the organism that causes bubonic plague. But no evidence has been published in support of that theory, but American experts say, and United Nations inspectors found not trace of the plague in Iraq. This is only because Iraq not allowing them to inspect and when the UN inspectors where allowed in they where only allowed to inspect "certain" areas. This statement made by the so-called American experts was bull*censored*; they only said to comfort the American public. This expert Milton Leitenberg from the Center for International and Security Studies at the University of Maryland has been collecting information about Iraqi weapons sites and activities from two Iraqi defectors. Milton is really not sure if the new thing is a virus and not a bacterial agent but he said in an interview that Hans Blix, the new chief inspector for Iraq might need to focus his attention on Biological weapons. Milton and other British experts say inspector will have to be more aggressive in demanding access in Iraq. I think so to, biological weapons are illegal as a form of warfare since the Geneva Convention outlawed them. And the fact that there are not allowed to be used as a form of warfare should be reason enough to be more aggressive not to mention the fact that these weapons of mass destruction will be if not are already in the hands of a mad man! Also according to this article the eradication of biological weapons in Iraq may be as important or more important to the people of Iraq as to the outside world. Experts working with the United Nations Special Commission, the first disarmament task force created for Iraq after the Gulf War said some of the bacterial and viral agents Iraq was producing then had little application for war. Evidently a fungal agent called aflatoxin can lead to liver cancer, and rotavirus, which causes diarrhea in children and the elderly. This is just another reason for the inspectors to be more insistent in their attempt to gain entry into Iraq, their military compounds, and laboratories. World History Volume II; William J. Duiker & Jackson J. Spielvogel Pages 1136-1137 Duiker provided some insight on the history of this conflict. According to Duiker "Saddam Hussein, assumed power in Baghdad in 1979, then accused Iran of violating the territorial agreement and launched an attack on his neighbor." (1136) It seems

Fawlty Towers Review and Analysis

Fawlty Towers Review and Analysis Free Online Research Papers Fawlty Towers is a series of twelve television episodes taking place in a hotel in Torquay. The protagonists consist of Basil Fawlty and Sybil, his wife, who are the managers of the hotel. Manuel, who does not speak English properly since he comes from Barcelona, and Polly are both members of the staff. â€Å"A Touch of Class† is the first episode. Frustrated by the social class of his guests, Basil Fawlty places a  £40 advertisement in the newspaper to try to attract a â€Å"higher class of clientele.† In this extract, Dany Brown, in a leather jacket, asks for a room for the night. Basil immediately dislikes him and tells him that there are no rooms available. However, Sybil immediately gives Mr Brown the room seven. Later, Lord Melbury, who is just the sort of client that Basil wants to attract to his hotel, appears. Nevertheless, the manager is, as usual, impatient bordering on the downright rude. He takes a phone call while he is barking out instructions to his new guest until Lord Melbury tells Basil that he does not have any first name since he is known as Lord Melbury. At that moment, Basil realises his rude behaviour and immediately slams down the phone to talk with his, so long expected, Lord Melbury. Later, Mr Brown is revealed to be in fact an undercover p olice officer trying to arrest the so calling Lord Melbury, who has very simply ripped Basil off. As far as the pragmatic aspect of my study is concerned, I have decided to develop the politeness aspect in this specific extract since we have a clear and obvious opposition in Basil’s behaviour depending on what person he is speaking to: a very rude and impolite language or, by contrast, a very high register of language when he learns that Melbury is in fact Lord Melbury. This contrast enables us to develop and to analyse different approaches of politeness in the English language through a real conversation with a background, a function (humoristic in that case to make the audience laugh), stereotyped characters and a mix of social relationships. Therefore throughout this essay, I will do my utmost to show how politeness is used in conversation, and how we use politeness to underline a certain trait of our behaviour, or as Brown and Levinson asserted: â€Å"what sort of assumptions and what sort of reasoning are utilized by participants to produce strategies of a verbal int eraction.† (1987:57) First of all, let us focus on the first part of this extract, that is to say, the exchange between Mr Brown and Basil, and particularly the beginning of the conversation since the start is important in a dialogue because this is the starting point of tensions, greeting, and requests. Mr Brown asks for a room. He seems to forget the boundaries set between Basil and himself and he totally ignores the social difference. He is speaking as if Basil was a friend – a â€Å"mate† – instead of considering him as the hotel manager. He does not say â€Å"Hello† or â€Å"Good morning/afternoon/evening.† He just says â€Å"Allo!† Then, instead of apologising for disturbing, he just asks very directly for a room: â€Å"Got a room?† This question is very inappropriate considering the status of both men. It would be suitable between two people from the same social status or the same age, like friends for example. There are no mitigating devices such a s â€Å"excuse me† or â€Å"please†, and no auxiliary at all. Basil answers indeed in asking, â€Å"I beg your pardon?†, which shows that he did not expect such a language from Mr Brown. That sentence immediately shows the gap that Basil wants to re-create, saying to Mr Brown that they are not from the same world. Consequently, he does not greet his new guest. However, Mr Brown insists repeating, â€Å"Got a room for tonight, mate.† He obviously ignores Basil’s remark and goes even further calling Basil his â€Å"mate†. He wants to be put on the same level as Basil. The manager keeps on the same king of language insisting on the social gap contrasting â€Å"mate† by â€Å"sir† (l.4) and using modals (â€Å"shall have to†). Mr Brown answers that he would like a double room using the imperative form, ordering â€Å"Yeah. (instead of yes) No, make it a double.† This can be interpreted in two ways. Mr Brown may despis e Basil’s job or he has completely forgotten what person he talks to, giving him orders. To take his revenge, Basil decides not to give Mr Brown a room for the night pretending that Mr Tone is already in room number seven. Nevertheless, the room is kindly offered by Sybil who expresses his respect towards her guests, considering them customers bringing money, and therefore is very polite as witnessed by the mitigating devices: â€Å"would you†, â€Å"sir.† She even greets her new guest, telling him â€Å"hope you enjoy your stay,† and she calls him by his family name. This is a very conventional way to speak, but this is the appropriate register used for talking to customers. Besides, Basil shows his sarcasm and irony, once again, calling Mr Brown â€Å"gentleman† (l.15) in spite of he does not mean what he is just saying. Later on, Basil recalls to Mr Brown that Barcelona is in Spain. (l.19) He willingly floutes Grice’s maxim of quantity. (Grice, 1989) He gives indeed too much information that we need. It creates humour, thinking Mr Brown is an idiot for perhaps not knowing that Barcelona is in Spain. The last line of that exchange is â€Å"Key?† to summarize all this talk as far as politeness is concerned. There is not even any sentence to that question, showing Mr Brown’s lack of deference. This dialogue enables us to clearly show the concept of a â€Å"positive politeness† and of a â€Å"negative politeness†. According to Brown and Levinson, â€Å"positive politeness is redress directed to the addressee’s positive face, his perennial desire that his wants should be thought of as desirable.† (1987:101) By contrast, â€Å"negative politeness is redressive action addressed to the addressee’s ‘negative face.’† (1987:129) In other words, we use a â€Å"positive politeness† when we want to be accepted by others such as Mr Brown willing to associate Basil to his sphere. On the other hand, â€Å"negative politeness† is used not to be imposed on by others and to create a social distance like Basil refusing being called â€Å"mate.† In addition to that, the second conversation is between Melbury and Basil. However, we can divide this oral exchange into two parts. On one hand, we have Basil’s behaviour before he learns that Melbury is a Lord and after, which is completely different as I am going to demonstrate. So, in the first part, Melbury opens the talk, asking a room for a few nights as well. However, the register is completely different from Mr Brown’s. We have, here, a face saving act since Melbury by saying, â€Å"I was wondering if†, offers a greater freedom for Basil to refuse his request. Then, he plays down his request saying that it is just for a â€Å"a few nights†, and he uses, besides, terms belonging to a high register such as â€Å"accommodation† (l.35) or â€Å"I beg your pardon?† (l.49) Basil’s language is just the contrary in that extract. He asks very direct questions without any mitigating devices repeating his question twice: â€Å"Have you booked?† There is no â€Å"sir† or â€Å"gentleman† at all. Furthermore, the manager is rather aggressive asserting, â€Å"we’re not full, we’re not full. Of course, we’re not full.† The repetition of the adjective â€Å"full† is not required and is irrelevant here, rendering that quite abrupt like in â€Å"There! There!†(l.48). Basil keeps on behaving that way, interrupting his guest twice. (ll.44,46) However, he cannot forget to use a minimum of politeness due to his job. This is the reason why, he is using â€Å"could† (l.46), â€Å"please† (l.48), and â€Å"would you† (l.50) Apart from doing two thinks at the same time: addressing Melbury and being on the phone with Mr O’Reilly, Basil asks very directly â€Å"You don’t have a first name?† This lack of politeness can be seen as a â€Å"face-threatening act.† However, Basil has extenuating circumstances since he is surprised by Melbury’s reply. Finally, as soon as Basil understands that Melbury is in fact â€Å"Lord Melbury† and that he, consequently, fits perfectly to his vision of a â€Å"higher class of clientele†, he reacts completely differently. He immediately changes his language and his behaviour calling for instance Melbury: â€Å"your Lordship† (l.54) or â€Å"your honour† (l.58). This sudden change makes the audience laugh since they can notice just in two seconds time Basil’s transformation. He realises his rude attitude towards the guest and tries to apologise, begging, â€Å"I’m sorry†, â€Å"I do apologise†, â€Å"please†, â€Å"forgive me.† He uses emphatic forms â€Å"so† â€Å"do† to underline that. He does indeed too much in order to satisfy Melbury, and this exaggeration renders Basil’s character even more hilarious. Next, he employs indirect expressions like â€Å"I’m so sorry† or â€Å"to have kept you.† Then, he offers Melbury all that he can offer, telling him â€Å"Is there something, anything I can do for you? Anything at all†, and the fact that he is fetching Melbury’s cases – accepting therefore to do Manuel’s job – is a way to satisfy Melbury’s requests. This is what Peccei called â€Å"maximize the praise of the other to look more polite.† (Peccei, 1999:63) On top of that, he flatters Melbury exclaiming â€Å"how very wise† (l.58), but he takes immediately precautions saying, â€Å"If I may say so,† which is a way not to offend Melbury. Then, Basil tries to be funny saying â€Å"naturellement† with a French accent. Jokes are basic positive politeness techniques to put the addressee at ease. As far as Melbury is concerned, he keeps on using the same language as before, using modality such as â€Å"I shall† (l.61). Later on in the exchange, Basil rings the bell to call Manuel, but unfort unately, this latter does not come. That situation obviously embarrasses Basil since he does not know what to say. The only theme he finds is weather in Torquay. According to Brown and Levinson’s theory about politeness, weather is a â€Å"safe topic allow[ing Basil] to stress his agreement with [Melbury] and therefore to satisfy [Melbury]’s desire ‘right’, or to be corroborated in his opinions.† (1987:112) As Levinson says, the more the speaker knows about the addressee, the more close to home will be the safe topics. â€Å"The Face Threatening Act of making a request is normally preceded by an interim of small talks on safe topics, as a way of reassuring the addressee that you did not come simply to exploit him by making a request, but have an interest in general in maintaining a relationship with him.† (Brown and Levinson, 1987: 112) Finally, Basil Fawlty does not hesitate to exaggerate facts, making his discourse totally absurd, unlikely, and hilarious. He uses exclamations such as â€Å"splendid† (l.68), â€Å"beautiful† (l.64) and â€Å"wonderfully† (l.66). Basil invents completely trying to satisfy Melbury, who does not care about what the manager says at all. To conclude, on this extract of Fawlty Towers, â€Å"A touch of class†, we constructed an overall theory of politeness, integrating notions of polite friendliness and polite formality in a single scheme. That analysis shows that strategies, used to look more polite, could be mixed allowing us to investigate about the diversity of social relations in the British society. However, despite this analysis is based on real situations which could happen in real life, this is crucial to bear in mind that the script was invented and built to make people laugh, and therefore in everyday life, it is often unlikely to have all these features in one single conversation. BIBLIOGRAPHY BROWN, P. and LEVINSON, S.C. (1987) Politeness: Some universals in language usage Cambridge: Cambridge University Press. PECCEI, J.S. (1999) Pragmatics London: Routledge. FURTHER READING BRIGHT, M. (2001) Fawlty Towers: fully booked London: BBC. EELEN, G. (2001) A critique of politeness theories Manchester: St. Jerome. WATTS, R.J. (2003) Politeness Cambridge: Cambridge University Press. Research Papers on Fawlty Towers Review and AnalysisHarry Potter and the Deathly Hallows EssayAnalysis Of A Cosmetics AdvertisementThe Masque of the Red Death Room meaningsMind TravelQuebec and CanadaHonest Iagos Truth through Deception19 Century Society: A Deeply Divided EraIncorporating Risk and Uncertainty Factor in CapitalRelationship between Media Coverage and Social andEffects of Television Violence on Children

Financial Statement part 2 Essay Example | Topics and Well Written Essays - 1250 words

Financial Statement part 2 - Essay Example The main operation is carried out in the United States but there are also several Home Depots located in Mexico, Canada, People’s Republic of China. Focusing on a long term scenario the industry is unpredictable, but the development of the home industry can lead to a promising future if the housing market remains stable (Roush, 1999). The current ratio indicates whether the current assets of the company are able to pay off its short term liabilities and obligations. The current ratio of the company that is 1.15 is good. As too high current ratio or too low current ratio is not a good indicator of the liquidity position of the company. Here the ratio indicates that the company has a sound liquidity condition to meet its short term liabilities. Current assets are 0.3 which indicates that the company should increase the current ratio to 1 because a higher current ratio indicates the liquid position of the company. The return on asset is 20% is fairly good as it indicates the profitability position of the company. A company with high return on asset indicates that how a company is able to generate profit by employing the asset of the company. The higher return signifies that the management is able to well utilize its asset. The return on capital employed is 63% which indicates that the company is has a strong asset base. It signifies the ability to generate revenue from its current capital base. The debt ratio that is the debt equity ratio indicates or compares the shareholders equity with that of the total liabilities of the company. It identifies and compares the commitment of the company with the commitment done by the shareholders. Here the ratio is 1.50 which is a result of a good scenario. It signifies less difference in the total liabilities and the shareholders equity. The debt capitalization ratio plays an important role in focusing the growth of the company. As it delivers an insight into the company’s leverage, the asset turnover ratio

How to Prepare Yourself for your Future Essay Example | Topics and Well Written Essays - 750 words

How to Prepare Yourself for your Future - Essay Example There is also huge scope for career advancement in this profession that would give me financial security. Baccalaureate Nursing Graduates are eligible for license to work as registered nurse and avail employment opportunities in various capacities within the healthcare industry. I therefore plan to become RN with associate degree from Bishop State Community College. My long term goal is to work at Springhill Hospital as RN. One of my friends is already enrolled in Bishop State Community College. Thus, it became a natural choice for me also. It is a world renowned University that offers excellent degree program in Baccalaureate Nursing. I have no doubt this is the area where I would be able to realize my dreams. The college has envious reputation in providing wide scope of personal development by facilitating cross cultural interaction and community development. They symbolize the high standard of legal, ethical and moral consideration within the broader paradigms of nursing. The cour se curricula also equip the students with leadership qualities. It helps to inspire confidence and promotes better understanding in patient nurse relationship. These are critical issues within the nursing profession

Organisational Strategy and Decision Making Essay

Organisational Strategy and Decision Making - Essay Example This is the simplest definition of the term strategy. However in real life, the organization faces a lot of complexity to form & maintain a strategy. (Jeffs, 2008, pp. 13-14) A strategy addresses questions like- What’s the objective of the firm What are the resources of the firm Who are the competitors What strategy are they adopting What pros & cons did they face In which ways our product is separate from theirs Who are our target consumers How to reach them What’s the budget allocated for the promotion of the products The prices fixed are according to the market or not How to know the customer’s preference Through which channels we can promote our products Are we adapting an ethical approach Are we carrying out the Corporate Social Responsibility These questions are never ending. From the questions it’s clear that strategy can be formed to address any issue, be it the launch of a new product, be it a sales promotion effort or be it budget creation. Strat egies ultimately helps the organization in the decision making process. Introduction Strategy formulation depends on the management’s ability & organizations resources. These are the predictable issues which can be answered by forming brilliant strategies. But we should also keep a provision for the uncertainties of the environment. These uncertainties can destroy any good enterprise if the provision to face them is not properly & timely created. The objectives of a firm are the primary guideline for preparing the strategy. These objectives are clearly mentioned in the Vision & Mission Statement of the company. The Mission Statement is a written document where the ideas & thoughts of the company are communicated & the purpose of the firm is clearly defined to the internal & the external stakeholders. This statement helps the managers in the decision of resource allocation & investment. The Vision Statement is a kind of future planning document which states where the company w ants to reach in future. It deals with the questions like what are the company’s upcoming projects, what are their future plans, how are they going to achieve those plans etc. These statements are very useful in the strategy making decision of the firm. (Harrison & St. John, 2009, p 74) The anticipation of the future risks & benefits is termed as SWOT analysis in the language of management. It helps in getting knowledge about the past & thinking about probable solutions to an existing or potential problem. The method involves detailed study of the market, the company & competitors. The analysis includes two parts; the internal environment includes the strength & weaknesses of the company which is controllable by the company itself. The external environment consists of the threats & opportunities which are completely controlled by the outside sources like market & competitors. The product of our choice is British Airways. Company Background British Airways is the largest airli ne company based on sizes of the fleets and the second largest in passenger carriage. It is based near the main hub at London Heathrow Airport is the leading airline in the United Kingdom. Previously The British Airways Board was formed in the year 1971 and the task of the board was to control BOAC and BEA, the two nationalized airline corporations. In 1974, British Airways came into existence with the merger of two state-owned airlines, British

Critical Pedagogy Is Very Broad Education Essay

Critical Pedagogy Is Very Broad Education Essay The literature of critical pedagogy is very broad indeed and contains dense information. In fact, the political perspective of critical pedagogy towards the curriculum contributes much to creating abundant scholarships in the field. In addition, as many authors perceive, critical pedagogy lacks a set of definite principles; which makes the process of setting a unified definition of its premises so challenging. Still, the implementation of aspects of critical pedagogy in the classroom setting can have wide scale results on the teaching process as a whole. Hence, it is important to give a brief examination of the literature of critical pedagogy, an analysis of its core principles, and an investigation of the critique directed against its assumptions. By virtue of being critical, critical pedagogy and critical thinking share some common grounds. However, despite the existence of the critical stance in both disciplines, there are broad differences between them. One of these differences is related to the expectation of action in each discipline. In its emphasis on analysis and deep interpretation, critical thinking does not necessitate any action to achieve social change. On the other hand, the principles of critical pedagogy aim at creating a social action that comes mainly through educational practices. Another important difference has to do with the scope of interest of each discipline. Critical thinking is, by definition, individualistic and largely ignores the collective relations. Critical pedagogy, on the other hand, is more concerned with corporate action; that is why, as Burbules and Berk suggest, in critical pedagogy individual criticality is intimately linked to social criticality (55-56). Critical pedagogy might also be thought of as an extension of critical theory. Both critical theory and critical pedagogy employ their strategies with view at obliterating the hegemonic collective standards and paradigms. However, critical pedagogy is different from critical theory in the fact that it is mainly an educational philosophy that reacts towards the oppressive systems in the educational arena. The primary concern of critical pedagogy in this aspect is with issues that have to do with maintaining equal opportunities and establishing dialogical mode of discourse. As Burbules and Berk put it in the language of critical pedagogy, the critical person is one who is empowered to seek justice, to seek emancipation (50). Collins also describes the framework of critical pedagogy as being realistically involved in enlarging the sites within our institutions where genuine, noncoercive dialogue and reasonable opposition to oppressive bureaucratic controls can emerge (63). This proves that critical pedagogy involves an entirely new orientation that departs from traditional models of education and embraces a number of principles that may not be familiar in the generic pedagogical systems. The basic characteristic that separates critical pedagogy from other approaches is its celebration of social justice and emancipation. In addition, a critical approach to pedagogy is distinguished by an emphasis on dialogic interactions with view at giving equal opportunities for all voices. Critical pedagogy values the students experiences and locates these experiences at the centre of the learning process. The mission of critical pedagogy is more complex than it seems to be, and its scope encompasses a plethora of pedagogical approaches and practices. In Life in Schools: An Introduction to Critical Pedagogy in the Social Foundations of Education, McLaren points out that critical pedagogy aims at investigating, questioning and changing the relationship among different factors in the learning experience. These factors include classroom teaching, the structure of the school, and the social relations with the community. This imposes a great task on the critical pedagogue as he has to take into account a wide range of social and educational variables in his work (26-28). Critical pedagogy has its roots in Paulo Freire who is generally considered to be the inaugural philosopher of critical pedagogy (McLaren, Paulo 1). Although at first Freire dedicated his efforts to issues related to literacy in Brazil, his philosophy expanded gradually to embrace a cornucopia of social and educational issues that have been the object of criticism. In Pedagogy of Freedom: Ethics, Democracy, and Civic Courage, Freire pointed out that what he called for was not merely a pedagogical method; rather, it was a strategy of living within the educational system (67). McLaren observes that the bottom-line of Freires pedagogy is to establish a non-hegemonic approach that is based on dialogue and interaction (McLaren, Paulo 2). This clearly shows the political dimensions of Freires philosophy. Freire actually stressed the importance of incorporating social and political critiques in the curriculum. This explains why his approach promotes a liberatory form of education that emphasizes emancipation and rejects all forms of oppression and domestication. In The Politics of Education, Freire maintains that the learning process should take into consideration two essential dimensions. The first is the context of authentic dialogue between learners and educators (49). The dialogue will empower students to move toward becoming knowing subjects and they will develop a relationship with the teacher in which one knowing subject [is] face to face with other knowing subjects (49). For Freire, by employing authentic dialogue in the teaching process, education becomes pedagogy of knowing rather than an experience of narration sickness (Freire, Oppressed 57). However, Freire warns that the dialogic process should not be reduced to simple to-and-fro questions that may also become tedious and sterile. Instead, there should be a focus on creating interaction between students and teachers in problematizing knowledge. In this regard, it is the responsibility of the teacher to inspire students to move forward within this critical practice (Freire, Freedom 80). The second dimension that should be considered in the learning process is the social realities in which students live. Freire states that authentic thinking, thinking that is concerned about the world is concerned with reality, and does not take place in ivory tower isolation, but only in communication (Freire, Oppressed 64). This suggests that earning should be connected to the realities of students lives. Otherwise, by ignoring these realities, educators will be creating divisions that make difficult the construction of our ideals of change and transformation (Freire, Freedom 55). A very influential concept in Freires philosophy is that of praxis. Freires praxis, which delineates critical reflection and action, entails the application of educational practices and philosophies to create a better educational experience. To this end, students should be viewed as active participants in the teaching process and in the formulation of teaching methods. They are engaged in what Simon calls a transformative critique of their everyday lives (Simon, Teaching 60). The teachers role here resides in encouraging students to get involved in reflection on their worlds so as to assist them in engaging in critical consciousness. For Freire, the development of critical consciousness in the student can be attained by means of implementing what he called the problem-posing model of education. Freire proposed this model as a counterpart to the banking system of education dominating the educational institutions. He asserts that the banking system fosters domination and oppression, whereas the problem-posing mode promotes liberation and democracy. He goes on to claim that whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. (Freire Oppressed 68). Freires philosophy of education was adopted and modified by various writers. The most prominent figure in this aspect is Ira Shor, who was mainly influenced by Freire. In his Critical Teaching and Everyday Life, Shor criticizes the institutionalized modes of education which involve undemocratic approaches. He demonstrates that these traditional systems have restricted students from contributing to the learning processes. He calls for implementing learning activities that are democratic in nature. These activities are set against the notions of education that students have from their previous experiences within the traditional pedagogical system. The democratic methods of teaching would change the role of students from passive to active critical subjects in which they become active participants in their own learning (111-113). Shor also pointed out some of the limitations of Freires assumptions. Examining the applicability of the Freirean philosophy, he stressed the difficulties involved in implementing the principles of this philosophy within the classroom setting. In his When Students Have Power, he strongly argues that despite the benefits gained from the implementation of the assumptions of critical pedagogy; these assumptions do not go smoothly when turned into practice in the context of classroom environment (56). However, Freire responded to this claim when he stressed the fact that his educational philosophy was not merely a collection of strategies that could be implemented in all educational environments. Rather, different educational practices should be adapted depending on each individual context. Freire acknowledged that pedagogy is influenced by ideology and since ideologies vary a lot, the existence of a single philosophy of critical pedagogy is not practical. Hence, one cannot speak of pedagogy but must speak instead of pedagogies which respond to particular necessities, interests and conditions (Gaudiano and de Alba 128). The challenges of reaching a definite conception of critical pedagogy brought about different approaches to the philosophy by many writers. bell hooks, for example, supports Freire in promoting the link between theory and practice in order for the student to be the center of the teaching process. However, she does not employ Freires concept of critical pedagogy. Rather, she has introduced what she calls engaged pedagogy. She defines it as a system that combines anticolonial, critical, and feminist pedagogies à ¢Ã¢â€š ¬Ã‚ ¦ for interrogating biases in curricula that reinscribe systems of domination à ¢Ã¢â€š ¬Ã‚ ¦ while simultaneously providing new ways to teach diverse groups of students (qtd. in Florence 10). A central feature of this model is the repudiation of the use of sophisticated language; a key feature of traditional educational methods that creates barriers between students and teachers. Roger Simon has introduced another significant approach to critical pedagogy which he calls pedagogy of possibility. In his Empowerment as a Pedagogy of Possibility Simon contends that proposing pedagogy is also proposing a political ideology. Hence, this model of pedagogy aims at enabling a particular moral project, a particular not yet of how we might live our lives together (372). He stresses the fact that such a pedagogy will require forms of teaching and learning linked to the goal of educating students to take risks, to struggle with ongoing relations of power, to critically appropriate forms of knowledge that exist outside their immediate experience, and to envisage versions of a world that is not yet in order to be able to alter the grounds upon which life is lived (375). Like Freire, Simon stresses the importance of not looking at his ideas as mere abstractions. Rather, they should be put into practice in all educational environments. Teachers who would implement the principles of the pedagogy of possibility must not expect a guideline for techniques to be adopted, but rather approach such a task strategically, locally and contextually formulating practice within an integrated moral and epistemological stance (Simon, Teaching 58). This will lead to a possibility for creating counterdiscursive activity that attempts to provoke a process through which people might engage in a transformative critique of their everyday lives (60). The complexities inherent in critical pedagogy have given rise to many critiques of its principles and assumptions. The scope of the criticism directed against critical pedagogy is so vast that it includes critiques from disciplines such as feminism, and postmodernism. It is of high importance to shed light on some these critiques directed against critical pedagogy in order to identify the potential challenges in implementing its practices in classroom environment. The first critique to be considered is that which comes from the very nature of critical pedagogy itself. Critical pedagogy inherently requires a constant investigation of its principles and practices. In this aspect, Giroux and McLaren contend that many current trends in critical pedagogy are embedded in the endemic weaknesses of a theoretical project overly concerned with developing a language of critique. Critical pedagogy is steeped in a posture of moral indignation toward the injustices reproduced in American public schools. Unfortunately, this one-sided emphasis on critique is matched by the lack of theoretical and pragmatic discourse upon which to ground its own vision of society and schooling and to shape the direction of a critical praxis (32). In her The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, Jennifer Gores critique of critical pedagogy is based on her contention that there are two distinct versions within critical pedagogy; she identifies these versions according the prominent figures who most contributed to the philosophy of each strand. The first version contributes to what she calls pedagogical practice. She suggests that Freire and Shor represent this strand of critical pedagogy which offers concrete suggestions and examples taken from their own pedagogical practice, and which is intended to help other educators (40). Gores criticism is directed against the other approach which she calls pedagogical project. This approach is represented in the contributions of many significant pedagogues, mainly Giroux and McLaren. Gore claims that their approach relies heavily on an abstract political vision and should not be called critical pedagogy, but critical educational theory (42). She goes on to argue that the major shortcoming of such an approach resides in its failure to delineate a set of practices for classroom teaching. As a result, their pedagogy might be seen to restrict its audience to those readers who have the time, energy, or inclination to struggle with it à ¢Ã¢â€š ¬Ã‚ ¦ and, in so limiting its audience, it subsequently limits its political potential (38). Essentially, Gores criticizes the fact that such critical pedagogues tend to focus on abstract theories that lack the potential for implementation. As an example, Gore cites the concept of empowerment, which is a key principle in critical pedagogy. Within the pedagogical project model, the concept of empowerment has been confined to extreme abstraction that forces teachers to be the agents of empowerment, without providing much in the way of tangible guidance for that work (Gore, What 66). Hence Gore calls for creating guidance for teachers so that principles of critical pedagogy can be translated into reality. However, Gore does not call for creating recipes for educational practices. Rather, she contends that theorists of critical pedagogy should take into consideration the context of the educational process instead of merely adhering to a unified theoretical background (Gore, What 67). As mentioned above, Freire himself rejected an essentialist view of critical pedagogy and called on teachers to adapt the learning process to the context of students experiences. In this regard, a great responsibility lies on teachers in determining the methodologies appropriate for each particular context. Similarly, Elizabeth Ellsworth employs a feminist perspective to refute any essentialist interpretation of critical pedagogy. She goes on to claim that even the term critical is a repressive myth[s] that perpetuate[s] relations of domination and hides the actual political agendas à ¢Ã¢â€š ¬Ã‚ ¦ namely antiracism, antisexism, anti-elitism, anti-heterosexism, anti-ableism, anti-classism, and anti-neoconservatism (93). She also believes that theorists of critical pedagogy have failed to launch any meaningful analysis of or program for reformulating the institutionalized power imbalances between themselves and their students, or of the essentially paternalistic project of education itself (98). Moreover, Ellsworth develops a deconstructionist critique of critical pedagogues. She claims that these pedagogues are implicated in the very structures they are trying to change (101). She criticizes the fact that much of the literature of critical pedagogy is the work of the dominant white middle class men. She goes on to argue that a relation between teacher/student becomes voyeuristic when the voice of the pedagogue himself goes unexamined (104). In his Elements of a Post-liberal Theory of Education, Bowers basic criticism resides in his claim that, in a way, critical pedagogy enforces the assumptions and values of Western metaphysics. Although he promoted the contributions of Freire and his followers, Bowers believes that Freires model emphasizes the modernist way of thinking, and thus it reinforces Western values and principles. For Bowers, all Freires pedagogy is based on Western assumptions about man, freedom, progress, and the authority of the rational process (127). He claims that the problem with Freires position is not that he advocates critical reflection but that he makes it the only legitimate source of knowledge and authority (129). Although Freires emphasis on dialogue as a basic component of the educational process has been praised as a democratic strategy, Bowers criticizes the very notion of using dialogue as a tool for emancipation. He contends that relying on dialogue in this aspect shifts the locus of authority from that of community and tradition to the individual who unifies thought and action in a new praxis (129). This focus on the individual on the expense of other collective concerns has lead to the failure of critical pedagogy in addressing issues related to ecology and the nature of the world. As he puts it, The problems of inequality and restricted individual empowerment are not nearly as important as the cultural roots of our alienation from nature. Regardless of how our agenda for social reform is framed, the bottom line has to do with reversing the global ecological deterioration we are now witnessing (159). A very important critique of critical pedagogy that should be highlighted here is that which comes from a postmodern perspective. In their Dialogue across Difference: Continuing the Conversation, Burbules and Rice explore the postmodern critique of critical pedagogy. The authors start their argument by suggesting that there are two versions of postmodernism that hold different positions relative to modernism itself (397). They call these two versions postmodernism and antimodernism. The authors suggest that a basic characteristic of postmodernism is that it goes beyond the norm but at the same time accepts the basic significance of the tradition it proposes to go beyond (397). They cite Giroux and McLaren as examples on postmodernist critics who relish some key democratic assumptions of modernism and yet go beyond them. Antimodernism, on the other hand, defines itself as the antithesis of modernism and is characterized by a strong antipathy to the language, issues, and values of modernism (398). The authors criticize this strand and assert that having deconstructed all metanarratives and radically relativized all possible values, antimodernism is left with no clear way of justifying any alternatives (398). The different positions of postmodernism and antimodernism account for the dissenting views related to the relationship between critical pedagogy and postmodernism. In this regard, some writers strongly believe that critical pedagogy is far from incorporating the premises of postmodernism. In Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity, Parker holds the view that many critical educational practices involve some modernist assumptions and fail to account for a genuine understanding of the process of knowledge construction from a postmodern perspective (16). Similarly, there are other feminist and postmodernist writers who assert that some strands of critical pedagogy do not address such issues which are of high importance in the field. In her Freire and a Feminist Pedagogy of Difference, Weiler explores the conflict she perceives between the modernist orientations of critical pedagogy and postmodernism. As a feminist writer arguing from a postmodern perspective, she claims that her goal is to retain the vision of social justice and transformation that underlies liberatory pedagogies (450). She suggests that the universal goals of liberation do not directly analyze the contradictions between conflicting oppressed groups or the ways in which a single individual can experience oppression in one sphere while being privileged or oppressive in another (450). Accordingly, Weiler believes that the theory that calls for the existence of universal experience of oppression does not take into account the specific contexts of the classroom experience. Hence the focal point of her argument resides in redefining the collective experience in the context of historically defined struggles (Weiler 451). In this regard, Weiler claims that Freire ignored the existence of diverse experience of oppression; hence she calls for a more situated theory of oppression and subjectivity, and for the need to consider the contradictions of such universal claims of truth or process (456). Weiler argues for a feminist-postmodern approach to confront the deficits in Freires philosophy of pedagogy. In this regard, she delineates three major issues where this process can be implemented. She names these as the role and authority of the teacher, the claims for knowledge and truth in personal experience, and the question of difference. Weiler concludes by asserting that the existence of different approaches in this arena does not necessitate abandonment of the goals of social justice and empowerment, but it does make clear the need to recognize contingent and situated claims and to acknowledge our own histories and selves in process (470). On the other side of the spectrum, there are many writers who strongly believe that critical pedagogy strongly incorporates some aspects of postmodernism. In Critical Crosscurrents in Education, Collins sheds light on this link between critical pedagogy and postmodernism as he suggests that, like critical pedagogy, postmodernist critical discourse is about the struggles for power to be heard about the empowerment of other voices' (76). In the same vein, Pinar et al. suggest that there is a possibility for developing a strand of pedagogy that engages in some postmodern principles. This version of pedagogy goes beyond the issues of oppression and suffering that are merely viewed from a class- struggle perspective (305). Other writers share the same view and contend that the philosophy of Freire and other critical pedagogues does incorporate some postmodern dimensions. Most of these writers approach this issue through dividing Freires writing into different phases, stressing that the postmodern orientations appear in his later work. Peters, for example, suggests that there are some postmodern ideas that can be clearly seen in Freires later work. These ideas include Freires emphasis on textuality, subjectivity, experience and culture in addition to his own interpretation of oppression and power (117). Similar to Peters, Roberts asserts that in order to locate the modernist inclinations in Freires writing we should look at Freires work as a whole, and not to focus on his writings during the first stage of his work. Roberts contends that Freire did promote some postmodern techniques in confronting all forms of oppression. He also highlights Freires confrontation with postmodern critics, especially in his later writing. Roberts examination of this issue concluded in his contention that Freire argues for what he called progressive postmodernism. Freire has stressed the fact that educators should challenge modern ways of thinking through becoming more tolerant, open and forthright, critical, curious, and humble (112). Clearly, the above argument proves that any attempt to come up with a clear-cut definition of critical pedagogy is utterly challenging. As mentioned above, there are multiple approaches to critical pedagogy, and there are also variables from other disciplines that are easily accommodated in this literature. All this results in creating critical pedagogies rather than one definite and universally- accepted form of critical pedagogy. These critical pedagogies are always involved in a constant process of redefinition and change, thus imposing great challenge on pedagogues in this regard. Despite these variations and challenges, teachers are always urged to go beyond the mere theoretical background of critical pedagogy. The process of theorizing without action creates no change and goes against the objectives of critical pedagogy. Teachers must promote an integrated approach of theory and practice, or what Freire called praxis. In other words, they should seriously consider the potential for implementing the premises of critical pedagogy in the teaching process. This implementation should go beyond the mere adherence to an essentialist view of a critical pedagogical methodology. Teachers should attempt, to the best of their abilities, to locate the teaching process within the realities of students lives. They should take into account the various variables, realities and experiences pertinent to students lives. Hence, they should adapt their techniques according to the specific variables pertinent to the context in which they work. The critique directed against critical pedagogy maximizes the need for this constant action on the part of teachers. In addition to adapting their educational tools to the classroom context, teachers are exhorted to encourage the involvement and empowerment of the students. Without putting the assumptions, principles and paradigms of critical pedagogy into practice, teachers run the risk of going within the traditional mainstream models of education. As Bahruth and Steiner beautifully put it: in our profession we have two choices; we can succumb to the mainstream and become programmed toward deskilling our intellect, or we can become critical pedagogues and liberate ourselves and those who choose to join in the dialogue (143).

Acetaminophen :: essays research papers

Acetaminophen   Ã‚  Ã‚  Ã‚  Ã‚  In the late 1800’s it was discovered that papa-amino-phenol, could reduce fever, but the drug was too toxic to use. A less toxic extract called phenacetin was later found to be just as effective but also had pain-relieving properties. In 1949, it was learned that phenacetin was metabolized into an active but also less toxic drug, acetaminophen. Since then, acetaminophen has been sold under many over the counter brand names, most popular being Tylenol.   Ã‚  Ã‚  Ã‚  Ã‚  Acetaminophen serves one basic purpose, to relieve pain. It is the main ingredient in pain killers that relieve headaches. It also substitutes anesthesia in circumcision surgery because anesthesia often cannot be used on infants. Dr. Michael Weitzman and 2 other doctors performed an experiment on an infant to test the effectiveness of the drug. The results were not identical, but there were increases in heart rate respiratory rate and crying. But the drug did more good as a pain reliever after the surgery than before the surgery.   Ã‚  Ã‚  Ã‚  Ã‚   Acetaminophen is ingested orally and is rapidly and completely absorbed into the gastrointestinal tract. It works in about one hour. The liver detoxifies 90% of it by mixing it with sulfuric acid, and another 3-5% is catabolized by enzyme reactions to the acid. The metabolites are excreted in the urine. The dosage of the drug should be used according to the carton instructions. A 10 gram over dose in adults, 140 mg for kids, can cause permanent liver damage. Also if you had just taken some other drugs , The acetaminophen may become more toxic since the drugs are catabolized in the liver. To protect yourself from injury, you should take 1 gram of vitamin C and Cysteine -a bodily antioxidant.   Ã‚  Ã‚  Ã‚  Ã‚   The kidneys can be permanently damaged if you continuously take the drug over a long period of time. You can get all kinds of cancers such as heart, liver , kidney. 40 % increase !!There are no nutrient supplements known to protect against kidney damage, but some amino acids such as Taurine powder and lots of Vitamin E might help.   Ã‚  Ã‚  Ã‚  Ã‚   Some people alternate the use of other OTC such as Aspirin, which also has other dangerous effects , but hopefully will reduce acetaminophen toxicity.

Patterns of Democracy Essay

The book Patterns of Democracy: Government Forms and Performances in Thirty-Six Countries compared consensus democracy vis-a-vis majoritarian democracy as society’s backbone towards social and economic development. Through its discourse, it made evident that consensus democracy exhibits a more mature type of democracy as it better responds to many of the contemporary community’s social and political issues such as women’s rights, environmental awareness and voter’s turnout. The books presented ideas that broadened my perception of sociopolitical and socioeconomic issues. It has effectively demonstrated the complexities of our society and the dynamics of democracy in particular. For this, the book is a good baseline for building our political awareness and ideological stance. However, I find consensus democracy, as presented in the book, a very debatable concept. As the book relates, consensus democracy is a type of government where every sector with a valid purpose is given due representation in the socio-civic segments of society. It has been practiced and seen success in Switzerland, Belgium and even international organization such as the European Union among others. Among its identified key characteristics are the formation of a grand coalition where elite leaders of each sector recognizes the dangers of non-cooperation; exercise of mutual veto which requires consensus to confirm the majority rule; proportionality where representation in the national and civic segments of the society is equal to the sector’s population; and segmental autonomy which creates a sense of individuality and allows for different culturally-based community laws (www. wikipedia. com). Popular literature credits Arend Lijphart as is the primary promoter of this type of democracy. Lijphart sees consensus democracy as â€Å"kinder, gentler† approach compared to majoritarian democracy. The book advocates this type of democracy – also called consociationalism – not only as an antidote to countries in conflict but also as the supreme state of society. The way he presented and navigated his evidences into asserting the numerous advantages of consociationalism is obviously coming from a one-track mind. Understanding his standpoint as an avid and pious promoter of this political theory as evidenced in his early works such as Democracy in Plural Societies (1977), he must have been so immersed and engrossed on this concept. There is no question that this type of democracy works, in some situations far better even, than other democracies. Yet, as a reader, one may not help but feel overwhelmed by the bombardment of too-good-to-be-true attributes and then start to look for flaws and critique the concept. In his narration on how idyllic consensus democracy is, he missed out on several obvious contentions which real life circumstances may pose on its actual implementation. He may also have overlooked some contextual considerations that had served as crucial factors in the success of consociationalism. Therefore as a review of his work – Patterns of Democracy – it would be insightful to mention several observations from an outsider’s point of view. Consensus democracy is ideal; in fact it’s too ideal it seems too good to be true. Operating from a realist point of view, consociationalism is a fantasy. It is difficult to imagine sectors of the society – each with its own agenda and interest, some with contrasting views as the other – would come together and work for a policy that may not have any effect on their cause. There will always be an opportunity cost which one or several sectors should be willing to pay. The question now is how much each sector is willing to sacrifice for the common good. Also, the sectors which they intend to integrate in policy-making initiatives are largely issue-based. This introduces another complexity since some of them are ad-hoc groups that disintegrate once their mission has been realized, unable to sustain the support of its subordinates. Except for some constant concerns such as labor, health and education, sectors with less important concerns need not to be raised on national level regardless of its populace. Institutionalizing a long term sectoral representation and compromise agreements in a much diversified society is a serious challenge to meet, and even harder to maintain. Consensus democracy dreams of a welfare state with less violence, more equality, and greater environmental concern, and all the good things every government aspires for its people. However, the book discussion of consensus democracy makes it seem so easy to realize, eliciting false hopes, leading to unrest and eventual breakdown of the society. There is nothing wrong in setting goals but it should also be practical and pragmatic as to not mislead the people into an overnight change. The goals of consociationalism could also be interpreted as being preachy. As in the case of consociationalism in Lebanon which was tagged as â€Å"confessionalism† due to its religious linkages, consensus democracy defies the separation of church and state – a characteristic common to most democratic states. Aligning the government’s policies with that of the church’s is a U-turn back to the conservative ages which democracies have long tried to break from. Another comment on the book is that it had the impression of being too imposing. Though it may have seen several successes in some countries as in the Netherlands and Belgium, this type of democracy cannot be forced upon other states. Again, operating from a relativist’s perspective, one must realize that each sovereign state is a unique entity. In fact, recognizing pre-conditions for better application of consensus democracy is in itself a recognition that it cannot be function as effectively in other states. This is precisely the purpose of comparative politics where various forms of governments are studied to determine which would work best in a particular society. Contrasting consensus democracy with majoritarian democracy was Lijphart’s way of highlighting the positive facets of the former. However, the manner on which the comparison was presented seems to be discrediting the latter in order to elevate the status of consociationalism. It is ironic that consensus democracy calls for tolerance for unparallel views for various sectors yet he is maligning majoritarian democracy to forward his thoughts. This manner of persuasion holds no chance in a consensus democracy for it will only stir more conflict and cleavages among disparate groups. As sectors are represented by elites in a consensus democracy, it manifests an imbalance in the society; elites who have their own interests to protect, have secured places in the society and have nothing much to lose should they fail to forward their cause. This leaves the sectors they represent helpless should the elites decide go with the majority. The minority will have no power against the majority in fear of retaliating on them with a bigger impact. This scenario is highly hegemonic. Lastly, the federalism by means of identifying the racial and cultural backgrounds is not cohesive, rather it’s the opposite. Continuously referring to them as the minority will not improve the chances of garnering greater support. This will allow the so called ethic groups to detach from the coalition and pursue their own initiatives in some other venue that may not be as diplomatic as consociationalism suggests.

Is E-Reading to Your Toddler Story Time, or Simply Essays

Is E-Reading to Your Toddler Story Time, or Simply Essays Is E-Reading to Your Toddler Story Time, or Simply Screen Time? ByDOUGLAS QUENQUAOCT. 11, 2014 Clifford the Big Red Dog looks fabulous on an iPad . He sounds good, too tap the screen and hear him pant as a blue truck roars into the frame. "Go, truck, go!" cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children's books, just like all the other ones, migrate to digital media. For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables. On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? The answer, researchers say, is not yet entirely clear. "We know how children learn to read," said Kyle Snow, the applied research director at the National Association for the Education of Young Children. "But we don't know how that process will be affected by digital technology." Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning. Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. "We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age," she said. "And there isn't any data, really, on e-books." But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. "There's a lot of interaction when you're reading a book with your child," Dr. High said. "You're turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you're using an e-book." In a2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusionshared by at leasttwoother studies). "Parents were literally putting their hands over the kids' hands and saying, Wait, don't press the button yet. Finish this up first,' " said Dr. Julia Parish-Morris, a developmental psychologist at Children's Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call "dialogic reading," the sort of back-and-forth discussion of the story and its relation to the child's life that research has shown are key to a child's linguistic development. Complicating matters is that fewer and fewer children's e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. "What we're really after in reading to our children is behavior that sparks a conversation," said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. "But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it's not offering you the same advantages as an old-fashioned book." Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles Clifford's bark, the sleepy narration of "Goodnight Moon," the appearance of the word "ham" when a child taps the ham in the Green Eggs and Ham app help the child pick

US Army essays

US Army essays In 1829, Andrew Jackson enacted a law that forced all Indians to move west to land that was set aside for them. Before the Indians settled on their new land, more white settlers moved in and searched for gold. They took away land set aside for the Indians. The whites again moved westward to California, and once again, the government took land, which it had given to the Indians, and called it Manifest Destiny. In 1877, Chief Joseph chose between peace and war with the white man, and he changed the future of his people forever, when he chose war. During the war, the white men continued their immoral acts upon the Indians. The U.S. Army engaged in endless slaughter and massacres based on lies and deceptions. Along with their purposes for war, these reasons made the U.S. Army guilty of gross inhumanity towards the Indians in their long and costly war. The U.S. Armys purposes when they went to war were not just, because all that brought them into war was their greed for more land. When the whites landed in America, the Indians took them in, gave them land, and taught them the skills they needed to survive in the new world. All this, of course, was taken as a sign of weakness (Wounded Knee 1) and the Indians were sent packing West. The white settlers took advantage of the Indians kindness and took over their territories. More and more people were shipped across the Atlantic. To make room for them, they took over land that used to belong to the Indians. The Indians attempted to save their tribes from extinction by attacking many white settlements that had originally belonged to them. The Indians attacked fifty-two settlements, completely destroying twelve of them. (Wounded Knee 4) This was taken as a sign of war by the new settlers, so they retaliated in a much stronger effort. The U.S. Army took the Indians to war to fulf ill their own greed and took over the land they claimed...

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as Essay - 5

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as one of the corner stones of English Company Law. Discuss the rationale and impact of the decision on company law - Essay Example However, this paper argues that such balance has positive implications. The House of Lords decision in the case was good. At various general levels, Salomons case had universal recognition of the authority and principle where corporations were separate legal entities. Cases of this nature had firm establishment of incorporation, and new as well as separate artificial entities came to existence. From a legal perspective, corporations are distinct persons that have their personality independent of and distinct from the persons forming it, invested money in it, and directed and managed the operations (MÃ ¤ntysaari, 2006, p 34). The identity that corporations are separate legal entities in their right forms grounds for modern corporate law such as in Department of Trade and Industry v MacLaine Watson & Co Ltd. Every legal system that attains various levels of maturity appears to enjoy compulsion by the increasing complexities of human affairs and creation of persons without human characteristics. Consistency with such observation illustrates that various central and essential notions that give logical symmetry in industrial feudalism are personification of industrial enterprises. The support awarded to principles of legal personality separateness is shared among academic commentators and are unbroken into judicial and legislative circles (Ferran & Ho, 2014, p 312). The principle has enshrined depictions in section 124 in Corporations Act. The judiciary has consistent reaffirmations of the need of treating the legal doctrine with few exceptions. Subsequent Australian and English decisions of the court uphold the Salomon principle. Since Salomons case had the decision, the entire separation of company and members is rather evident. The ruling stands the test of time even with few exceptions (Routledge. 2010, p 352). In theory,

Parenting Model Metaphor Essay Example | Topics and Well Written Essays - 1000 words - 1

Parenting Model Metaphor - Essay Example In a game of chess, to be able to win, a player must move the right piece at the right time. That also happens in parenting. When parents want their children to behave well, they need to send the right message at the right time to them. Children are very sensitive sometimes. Parents might feel a short message or an unexplained order is enough to control their children’s behavior. The children, on the other hand, might think that the short unexplainable message means that they are not needed or that they are not loved. Taking time to help the children understand what happens around them, what is expected from them, and what will happen if they do that is very crucial for parents to make them understand and, more importantly, feel appreciated. (Chapter 12) A game of chess is played step by step. In this game, it is impossible to move all the pieces at the same time without disrupting the rule. At most, in special occasions, the player can only move two pieces in the same turn. This is also true in parenting. Parents-children relationship cannot be built in a day. Their trust is built through simple and continuous daily interactions. Parents, even mothers, cannot expect their children to completely accept them trustfully from the very first day. Children, especially infants, will grow closer and more attached when the parents keep showing their affections through loving and caring contacts like when these parents change their diapers, feed them, comfort them, or talk to them. (Chapter 12) A chess player indeed needs to capture the opponent’s chess king to win the game. However, it doesn’t mean that the player should forget his/her own chess king. He/She must guard the king carefully so that the opponent is unable to capture it. Does this defense also apply in parenting? Yes, it does. Promoting and keeping guard of a secure attachment with their children should be a major goal of all good parents. Parents who are