Women and War

Empiricism in Geography - 1294 Words

For the purpose of this essay I will critically discuss aspects of empiricism and the empirical method and their use in geography. I will discuss these aspects with close reference to a recommended reading for our course by Ward et al (2007). Empiricism is a philosophical idea that experience, which is based on observation and experimentation, is the only source of knowledge. Empiricism believes that the mind is a blank canvas and all knowledge arrives in the mind through the portals that are the 5 senses. It believes that all that we as a race know about the world is what the world wishes to tell us. Empiricism states that only information garnered using ones senses should be decreed as credible when making a decision An essential†¦show more content†¦One such influential figure was John Locke. Locke believed that from birth human beings are ignorant and all that we know is derived from experience. It was lock who coined the term synonymous with empiricism, ‘tabula ra sa’ which basically means blank slate. The reading from Ward et al (2007) is entitled ‘Living and Working in Urban Class Communities’. It was compiled by Kevin Ward, Collete Fagan, Linda McDowell, Diane Perrins and Kath Ray. All the authors hold esteemed positions in prestigious third level institutes in the United Kingdom, among them the University of Manchester, the University of Oxford and the London School of Economics. This fact alone leads the reader to automatically assume that the reading is a credible piece of work. All but one author are in the geographical field. Collete Fagan is part of a school of Sociology and therefore she brings a social viewpoint to the table. The reading was completed fully in May 2006 making it 6 years old at present. It focuses on an area of Manchester, England called Sharston. Sharston is a smaller district of the larger Manchester region called Wythenshawe. Sharston is predominately what the reading terms a ‘disadvantaged’ area which suffers from social an d economic deprivation. Most of the residents are involved in semi or unskilled work in the local area with low rates of pay. There are also low levels of home ownership in Wythenshawe andShow MoreRelatedThe Age of Enlightenment and Rebellion against Authority Essay1023 Words   |  5 PagesCrusades brought back old Aristotelian learning from the middle east, all this changed. Advances in Geography were made with the introduction of Ptolemaic Geography. More importantly than the rediscovery of ancient geography was the beginning of skepticism in Western Europe. No longer would the Churchs word be taken on faith. The idea that the physical world could be understood through the use of empiricism-analytical thought-was also introduced. Renà © Descartes even began to doubt his own existence untilRead MoreHume Skepticism1111 Words   |  5 Pagesinductive skepticism is daunting for empiricism. We explain things using causation, so what is causation? There is an idea that causation i s a hidden connection between things. It is unobservable, yet essential in the operation of things. Hume justifies his account of necessary connection and causation by accounting for irregularities as secret unknown causes. His talk merely mirrors induction to justify itself. Hume, being a defender of empiricism has an account for the mind as well. Read MoreEssay about David Hume and Future Occurrences1116 Words   |  5 Pagesskepticism is daunting for empiricism. We explain things using causation, so what is causation? There is an idea that causation is a hidden connection between things. It is unobservable, yet essential in the operation of things. Hume justifies his account of necessary connection and causation by accounting for irregularities as secret unknown causes. His talk merely mirrors induction to justify itself. nbsp;nbsp;nbsp;nbsp;nbsp;Hume, being a defender of empiricism has an account for the mindRead MoreJohn Locke s Views On Education879 Words   |  4 PagesJohn Locke was a philosopher, doctor and political theorists of the 17th century. He was one of the founders of the school of thought known as British Empiricism. Mr. Locke made foundational contributions to modern theories of limited, liberal government. He was also influential in the areas of theology, religious toleration, and educational theory. During his services at Shaftesbury, John Locke had been writing. He published all of his most significant works within six years of following his returnRead MorePositionality: Scientific Method and Research3342 Words   |  14 Pagesthat we undertake to give the fair enough to the outcome of the research. Table of contents Abstract i The Title 1 Introduction 1 Background: 1 Literature Review 2 Positivism verses Interpretivism Approach: 2 Emic verses Etic Approach: 3 Empiricism Verses Rationalism: 4 Constructivism and Reductionism: 4 Main Argument 5 Religion: 5 Culture: 6 Language: 6 Education: 7 Discussion 7 Conclusions 9 References 10 Bibliography 11 The Title Please provide a critical review of your ownRead MoreHow Knowledge Is Gained?1427 Words   |  6 Pageslearning English. Here I will reason because of my belief and faith. I will learn what has not only caused changes today but how it has affected life today and how the world is benefiting or suffering. Knowledge can be gained from basic experience or empiricism, intuition, observation. It is not proved that we possess knowledge from birth but from young you do learn several things such as reading and eating. From birth, everyday you observe your mother and father do certain jobs such as cook or read orRead MoreEssay about Race and the Development of Anthropological Theory1856 Words   |  8 Pagesheld beliefs about empiricism, which is the idea that scientific classes that place the world into rigid categories are not applicable to the real world due to the range of variation between people. There is a certain skepticism about being to scientific about ethnographic work, it was an idea that put Boas more on the side of the cosmographers, it also has left the imprint of skepticism throughout the field of anthropology (Boas, The Study of Geography, pp. 639-647). Empiricism is also seen in BoasRead MoreResearch Methodology : Methods For Collecting Information And Interpreting Them Es say2164 Words   |  9 Pageshonest picture of the society. Literary realism talks about the society as it exists. Empiricism is the sensory experience. Taking my topic as an example: single child- †¢ Views which are constructed by people. Single child is a good option as the child gets all the attention from the parents. †¢ Realism would be that there is no freedom for the child and he is getting more attention than it is required. †¢ Empiricism will give idea through the senses, through the body language of the people and whatRead MorePersonal Reflection And Analysis Of Nursing1826 Words   |  8 Pagesare included as part of the environment as they influence how someone will interpret and feel about what’s around them. Interactions with family and friends are part of the persons environment, as are physical and social factors like economics, geography, social and cultural influences as well as technology (World Health organization, 2004). An example of a person interacting within their environment would be how patients can feel reassured to be admitted to the hospital, this may have a calmingRead MoreThe Complexity Of Language Acquisition Analyzed By Contrasting Theories1855 Words   |  8 Pagesto humans. So this is why linguistics tries to explain the ability of language and help make observations to draw data of the nature of human language. Linguistics also helps explain how factors change l anguages through many circumstances such as geography, second language and language grammatical errors. For example both Skinner and Chomsky readily explain slips of the tongue, but whose theory is best understood is debatable. Since the slip of the tongue are mistakes, which category does it fall under

Murder in missouri celia’s story Free Essays

Slavery in America is one of the most intriguing yet controversial episodes in modern history.   Essentially an economic system, its tentacles reached north, south, east, and west.   The culture of slavery, particularly as it developed in the south, was a complex web of social and labor arrangements ranging from gang to task labor, skilled and unskilled workers, field and domestic servants. We will write a custom essay sample on Murder in missouri: celia’s story or any similar topic only for you Order Now    Perpetual servitude found legitimacy in the construction of local and state laws designed to undermine the ability of black men, women, and their children to negotiate the conditions of labor and leisure. Although ubiquitous, the character of slavery was unique to each region and the extent of its acceptance determined by local politics and profitability. In the north, where the soil was unsuitable for an agricultural based economy, the factory system developed allowing for the rapid conversion of southern grown raw materials to finished goods.   In the south the plantation system emerged due, in large part, to the richness of the soil, numerous waterways, and the widespread of slave laborers both domestic and imported. In the west, where virgin land was most plentiful during the early nineteenth-century, young men like Robert Newsom left the depleted regions of Virginia, oftentimes with their families and slaves, to seek fortune and a better life. It was this â€Å"promise and its fulfillment,† argues Melton A. McLaurin in his true story, Celia, A Slave, that inspired people like Newsom to emigrate to Missouri. [1]   Ã‚  A decisive region in pro and anti-slavery debates, the Missouri Compromise of 1821 insured that there would be slavery in the old Louisiana Territory.   By 1850 Newsom was well respected and considered â€Å"comfortably well off.† [2] In antebellum Missouri, plantations were more the exception than the rule as the economic profitability determined the number of slaves owned by a small farmer.   Still slaves were considered property and enslaved women were always subject to the sexual advances of the master. These coerced and morally questionable encounters oftentimes produced children who were the object of the mistress’s hate and a reminder of her husband’s promiscuity.   Ã‚  Enslaved women in Callaway County, Missouri, much like those in other slaveholding regions, were without legal or community protection and, all too often, their suppressed anger erupted in violence and, in some cases, the brutal murder of their master and sexual abuser.[3] Consider the case of Celia, a slave.   Celia was purchased by Robert Newsom when she just fourteen years old.     Convinced that she should be his continuous sex partner and not simply a cook, he raped her on the return trip to Callaway County.   After repeated unwelcome sexual encounters, she bore two children and, at some point, Newsom provided her with a â€Å"luxurious† cabin adjacent to his home near a â€Å"beat down path.†[4]   As it turns out, Celia fell in love with George, a slave owned by Newsom who was aware of his [Newsom’s] sexual assaults.     George gave Celia an ultimatum demanding that if she did not â€Å"force Newsom to stop having sexual relations with her† their relationship would be over. [5]   Celia confronted Newsom who ignored her warnings.   She even turned to his daughters for help.   It was then that Celia decided she would â€Å"resort to a physical attack to repel his advances.†[6] When Newsom arrived on the night of June 23, 1855 as promised, Celia hit him with a stick.   When he reached for her again, Celia â€Å"raised the club with both hands and once again brought it crashing down on Newsom’s skull.†[7]   Celia disposed of the body by burning it in the fireplace.   On the following morning she asked Newsom’s grandson, Coffee Waynescott, to â€Å"clean out her fireplace† and â€Å"carry the ashes out† in a container and, after which, he â€Å"spilled the remains in the grass.† [8] [1] Melton A, McLaurin, Celia, A Slave: A True Story of Violence and Retribution in Antebellum Missouri (Athens: University of Georgia Press), 3; 4-8, (hereinafter cited as Celia, A Slave). [2] Under the terms of the Compromise, Missouri was to be admitted to the Union as a slave state; Ibid, 8. [3] McLaurin, Celia A Slave, 14-16; 95-101. How to cite Murder in missouri: celia’s story, Papers

In The Play Othello, The Character Of Othello Has Certain Traits Which Essay Example For Students

In The Play Othello, The Character Of Othello Has Certain Traits Which Essay make him seem naive and unsophisticated compared to many other people. This is why Iago, to get his just rewards uses him as a scapegoat. Iago told Roderigo, O,sir, content you. I follow him to serve my turn upon him (I, i lines 38-9). Iago is saying, he only follows Othello to a point, and upon reaching it he will not follow him any longer. Iago has opened my eyes to see the real meaning of deceit. No matter what, Iago will try to take advantage of Othello any time and he will be easily lead to believe the lies of Iago. The Moor, as many Venetians call him, is of strong character. He is very proud and in control of every move throughout the play. The control is not only of power but of the sense of his being who he is, a great warrior. In Act I, Othello has a scuffle with Brabantio, who has come to kill him, but before anything could happen Othello said, Hold your hands, both of you of my inclining and the rest. Were it my cue to fight, I should have known it without a prompter (I, ii, lines 80-3). The power shown here is quite astounding. The nature of Othellos character is of a dark man. A dark man, not only because he is black, but also because his whole person is very mysterious. He is mysterious in that he believes there is magic brewing everywhere. With this dark side he is also very outgoing, and not very bright. He isnt observant and the schemes of Iago work well on him. Though he doesnt reflect too much on his past, except occasional ventures of wars fought, he does let his emotions run his life. For all the dangers and encounters he has been involved in, this man is still naive of the corruptness of other individuals. Othello has a trusting nature in which he gives it all. He put all his trust in Iago during times of war and during Othellos marriage to Desdemona. This wasnt very bright of Othello, even if he wasnt trusting or more corrupt he still wouldnt realize Iago was lying. Everyone considered Iago as honest, and would be out of character for Othello to believe any different. For example, Othello had told the Duke, So please your grace, my ancient; A man he is of honesty and trust. To his conveyance I assign my wife, With what else needful your good grace shall think, To be sent after me (I, iii, lines 284-8). The control over any situation is one Othellos strong characteristics. Through the whole first act you can picture a man so much power and natural leadership and when he changes you cannot believe it. For example, when Lodovico had witnessed Othello hit Desdemona, he said:Is this the noble Moor whom our full SenateCall all in all sufficient? Is this the natureWhom passion could not shake? whose solid virtueThe shot of accident nor dart of chancecould neither graze nor pierce (IV, i, lines 264-8)?While Iago, being the honest man he is, answers:Hes that he is, I may not breathe my censure. What he might be (if, what he might, he is not)I would to heaven he were (IV, i, lines 270-2). Another place where Shakespeare shows Othello taking control over a situation is when Cassio and Montano are fighting after Roderigo antagonized him. These words Othello said are important now, but they will be more important later when he is alone with Desdemona in their bedroom. He will say:Now, by heaven,My blood begins my safer guides to rule,And passion, having my best judgement collied,Assays to lead the way. If I once stirOr do but lift this arm, the best of youShall sink in my rebuke (II, iii, lines 203-8). .u8cf88dc36bc344952d284dc3986b6f6c , .u8cf88dc36bc344952d284dc3986b6f6c .postImageUrl , .u8cf88dc36bc344952d284dc3986b6f6c .centered-text-area { min-height: 80px; position: relative; } .u8cf88dc36bc344952d284dc3986b6f6c , .u8cf88dc36bc344952d284dc3986b6f6c:hover , .u8cf88dc36bc344952d284dc3986b6f6c:visited , .u8cf88dc36bc344952d284dc3986b6f6c:active { border:0!important; } .u8cf88dc36bc344952d284dc3986b6f6c .clearfix:after { content: ""; display: table; clear: both; } .u8cf88dc36bc344952d284dc3986b6f6c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8cf88dc36bc344952d284dc3986b6f6c:active , .u8cf88dc36bc344952d284dc3986b6f6c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8cf88dc36bc344952d284dc3986b6f6c .centered-text-area { width: 100%; position: relative ; } .u8cf88dc36bc344952d284dc3986b6f6c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8cf88dc36bc344952d284dc3986b6f6c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8cf88dc36bc344952d284dc3986b6f6c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8cf88dc36bc344952d284dc3986b6f6c:hover .ctaButton { background-color: #34495E!important; } .u8cf88dc36bc344952d284dc3986b6f6c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8cf88dc36bc344952d284dc3986b6f6c .u8cf88dc36bc344952d284dc3986b6f6c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8cf88dc36bc344952d284dc3986b6f6c:after { content: ""; display: block; clear: both; } READ: Feminism in Jane Erye EssayYou must feel sorrow for Othello because with all the power he has and the endless trust he gives, you try to reach out and show him the truth. By having his ancient or friend, Honest Iago bring him the news of his wifes bad habits. Othello had no alternative but to believe him. If any man was brought news of this type they would surely go off the deep end. Iago not only told him but he told him in a way that it was hard not to believe. He didnt tell a couple who have been married for years, and who would know the likes and dislikes of one another, but he told a newly wed couple. Othello didnt really know Desdemona before they were married. Othello said, She loved me for the dangers I had passed, and I loved her that she did pity them(I,iii, lines 166-7). This man had really fallen in love with someone whose life was boring and needed adventure. Othellos origin also inhibited him from understanding European women. He did see for himself the deception of Desdemona toward her father and remembered the words he had said to him:Look to her, Moor, if thou has eyes to see:She has deceived her father, and may thee(I, iii, lines 286-7). When Othello has been given information from Iago in Act III scene iii, he cannot take any more so he asks Iago to leave in which he does. Upon returning, Iago continues to enforce his previous statements and Othello seems not bothered for he replies, Fear not my government (III, iii, 256). With all this there is no man who can withstand such news like the news that Iago has given to Othello. Most of the men who are would do much worse than in the case of Othello. This doesnt show jealousy, but when he is alone and has time to contemplate the situation and has seen the handkerchief in the hands of Cassio, now is when his blood begins his safer guides to rule. After realizing Othello had been tricked into believing the lies of Iago. He couldnt handle the anguish of knowing he had murder in jealousy rather for justice. This devastation in Othellos character brought the strong warrior back into the scene. Where he transformed into his own judge, jury, and sentenced himself. He told the people around him in their letters to write of him not in malice, then he said:Then you must speak of one that loved not wisely but too well (V, ii, line 344). After the speech was done he carried out his sentence, took a knife and stabbed himself. He then said:I kissed thee ere I killed thee. No way but this, Killing myself, to die upon a kiss (V, ii, line 359-60). He then laid down on the bed and died with dignity ( Stauffer 173). Othello was jealous. He was told his wife was cheating on him and he thought he was killing for justice. He even said he loved not wisely but too well. When he did kill it was not very smart of him to believe another man about something he should know more about. This play introduced changes in Othellos character when these changes evolved there was Iago lurking and waiting for the chance to jump in and take advantage of Othello. This why my belief of Othello is one of a man whose character is brought to light of a horrible situation by a deceitful devil named Iago.

Business strategy and the economic environment of business Zorlu Group

Case Study Nissin Essay Essays

Case Study Nissin Essay Essays Case Study Nissin Essay Essay Case Study Nissin Essay Essay I. Synopsis ( sum-up of the instance including theoretical context of the job ) II. 2nd portion A. Time Context ( the clip when the job was noted ) B. Case Viewpoint ( indentification of the existent proprietor of the job ) C. Statement of the Problem ( in a spread or trouble that deter or prevents the company from accomplishing its aims D. Statement of the Objectives ( ends or consequences that you would wish to carry through ) E. Statement of the Areas of Consideration ( Facts of the instance in outline signifier ) F. Statement of the Alternative Courses of Action ( A pick between two or more possible solution to work out the problem. ) ( minimal acad demands should be two with advantages and disadvantages for each option ) . G. Statement of Conclusion ( the Final determination ) H. Statement of Recommendation ( Plans of action presented in Tabular signifier indicating activities. assigned individual or section and mark day of the month of completion ) Case Study I. Synopsis The Study is about the company. Monde Nissin where all of the caputs of the section consisting the said company were gathered to reiview and discourse the year’s public presentation for its instant noodle line. The said meeting was initiated by the demand analyst of the said company. He/She reported that their gross revenues growing over that past twelvemonth has been a individual figure from old ages 2006 to 2008. with regard to the old old ages which was twelvemonth 2003 to twelvemonth 2005. They discussed the job as to how did their gross revenues growing diminution. some of the section caputs reported that the diminution was due to increase in monetary value of their merchandise. The addition in merchandise monetary value was due to the addition of imported wheat. the monetary value of dollar is still unstable. and the add-on of the trade name new warehouse. They besides said the population in the Philippines decreased ingestion of instant noodles and other basics due to increase in monetary values of goods. Some besides said that the population in the state today is more concerned with their wellness and health. some people are besides environmentally witting and some people besides want merchandises that has variableness. With these restraints. the section caputs concluded that they should bring forth a new merchandise which features wellness and health but the debut of a new merchandise in the market will necessitate high cost. because they will recalibrate their installations because their installations are non flexible hence incurring high cost. II. A. Time Context The job was noted in twelvemonth 2008. B. Case Viewpoint The chief job of the Case Study is why the gross revenues growing of the Company declined and how to do their gross revenues growing rise once more. C. Statement of the Problem The company is faced with many jobs or challenges. these are: a. The imported wheat monetary value is lifting B. The dollar remains to be unstable c. The costs they are incurring because of the new warehouse d. The diminishing ingestion of the populace with their merchandise due to increase of the monetary values of goods vitamin E. The increasing demand for merchandises that has Health and Wellness benefits. merchandises that are good for the environment and merchandises that has variableness D. Statement of the Objectives f. To assist the company increase its gross revenues growing E. Statement of the Areas of Consideration g. The company has to see the addition in monetary value of imported wheat h. The dollar that is still unstable I. The lessening of the populace in purchasing their merchandise due to increase of monetary value of goods J. The increasing demand for merchandises that has Health and Wellness benefits. merchandises that are good for the environment and merchandises that has variableness.

Sex trafficking of children and it's long term affects Assignment

Sex trafficking of children and it's long term affects - Assignment Example Children who maybe victims of sexual trafficking lack positive peer relationships which provide a platform for development of attitude skills and values and hence should be condemned(Goldstein, and Robert 5) . The act of sexual trafficking on a child leaves him/her psychologically traumatized due to the overwhelming blow of forced sex which leaves the child in a situation of self denial. The human body is made up in such a way that the gangers we experience in life tend to be connected and hence exposing the child to sex trafficking will increase the number danger occurrences in the child’s mind which in turn leads to the child living a life with a lot of fear in them(Haggerty 77). The traumatizing experience of sexual exposure leads the child to developing stressing conditions which lead them to slow remembering and thinking while exposed to situations of danger (Territoand George 89) UNICEF has been in the frontline in addressing the issue by publicizing it so that children can be saved from the act. They have opened help sub agencies in most countries which move across the whole country carrying out investigations and helping the children who open up to them. Other agencies such as the WHO have also helped in dealing with the issue due to the risk it poses on the health of the child (Territo and George 89). UNICEF and other agencies with the help of governments in all countries should publicize the issue so that people get to know the channels of acting when such issues happen. They should also educate people on the effects it has so on children so that those who do it without knowing what it would cause to the child can stop it. Bloom, Sandra. "Trauma theory abbrevated."  HOME - The OpenCUNY Academic Medium.N.p.,  Oct.  1999. Web. 31  Mar.  2014.

Advertisings Fifteen Basic Appeals Essay Example | Topics and Well Written Essays - 1000 words

Advertisings Fifteen Basic Appeals - Essay Example Like most Advertisements aiming to persuade us into buying a certain product or service the advertisement employs a degree of persuasion to the tune of tapping into our emotional financial and sub-rational (Fowles) perspectives and subconsciousness. The aim of any advertisement then in Fowles observation is to permeate the inner layer of the subconsciousness to play with our securities and insecurities. Now coming to this advertisement under analysis it is as mentioned before about a financial services company, from the renowned Toyota Group. The Advertisement claims to be able to help college students in particular with funds and finances to be able to afford a car during their rocky college years when they have no stable source of income. The question here that springs to the mind can be very colloquially put as â€Å"So what’s the catch?†.The catch is what lies in the small print at the bottom of the page which will be discussed later. The first thing of utmost importance here is whether Fowles's psychological analysis that advertisers will try to sell anything to us in a box by packing it to get around the need for rational thinking and critical reflection. The advertisement is all set in white with what seems to be a college freshman displaying all signs of frustration due to some unknown matter in the first instance. Curiosity demands that the reason for this frustration should be traced. The problem here is that in the first instance the Advertisement seems to remind us of old Advertisements for Intel computers or maybe some software. Then it states â€Å"sociology term paper due at 9 am† and then it states that the computer of what is the screaming college freshman has crashed somewhere 45 minutes before the date of submission. At this point the consumer is confused.

HCI Assignment Example | Topics and Well Written Essays - 2250 words

HCI - Assignment Example This application could benefit students especially those who happen to be very committed. Such software would help students participate more in class by making things easier for them. Students relax as they wait for their lecturer to come to class and comment on their work but if they would share their work among themselves, comment on each other’s work and share learning material, they would more active. This paper entails the development of a possible mobile application that can unify a team of students around a design, especially in a class. The application can only be used in smart phones or tablets. The mobile application in this project would enhance the exposure to relevant information which would grant students a chance for creating, analyzing and evaluating information hence developing their critical thinking skills. After accessing collective information from classmates, a student will synthesise the information into ideas and present reasonable work (Microsoft.com, 2013). This process alone will encourage crucial thinking and more importantly, their scepticism. Students would also be encouraged to share all they learn in class and beyond their class setting. They would also be able to process their researches properly and then discuss all their concerns with their lecturers. The audience targeted by the mobile application are mainly students and their lecturers, but parents could be part of the audience in order to monitor their children closely. Typically, team sharing leads to increased communication amongst the team members, which would be a significant improvement to the students given the use of the proposed mobile application. Due to its aspect of allowing the sharing of data, the mobile application will offer students a platform perfect for study group formation (Microsoft, 2013). Teachers may also join by setting up pages with regard to particular projects and lesson plans. Students may not be the only ones to collaborate but also

Libyan Islamic Fighting Group

Libyan Islamic Fighting Group Introduction: The world is a place of diverse beings. The differences of each human civilization have been observed ever since the ancient times. As of today many terrorist groups are very evident from the West to the East. One of the most prominent terrorist groups is the Al Qaeda network but was debunked in the early days of 2011-2012. They are the proprietor of the 9-11 attack in the United States’ World Trade Center that has caused a worldwide uproar in the year 2001. Meanwhile, a distant relative of this Al Qaeda Network is the LIFG (or the Libyan Islamic Fighting Group). They have different views with the Al-Qaeda but some allegations say that they are connected. The objectives of this paper are to undermine the history of the terrorist group LIFG as well as the victims, and other conceptions of their attacks. The essay is limited to the entity and will not discuss any conspiracy theories further. History: The group was founded in year 1995 by the Libya nationals that are fighting against the Soviet Union in Afghanistan (in the 1980’s). Moreover, the group has a concrete objective of establishing an Islamic Government in Libya and is against the administration of Gaddafi and considers him as an anti-Muslim. This is based on a report by the Canadian Security Intelligence Service. In 1996, it was allegedly reported that LIFG was behind the assassination of Gaddafi; it was later admitted by the group later that month of February. It was later found out by David Shayler that MI6 funded the assassination. The group has been continuously attacking the Libyan security forces unitl the 1990s (NTC, 2011). They are also behind on many attacks in UK in 2002 and were allegedly included in the attacks of 2012 in America. The name change of the militant group is constant over the years. Nevertheless, they are still the same group in Libya and has the same mission with the predecessor. Acts done by the Libyan Islamic Fighting Group The LIFG is an Islamic militant organization that contradicts Colonel Muammar Qaddafis administration and is seen in action ever since in the year 1995. The militant group is very visible (in numbers) in eastern Libya, drawing upon an in number Islamic base that bolstered the Sanussi government, which governed Libya somewhere around 1951 and 1969. The Islamic group was erased after Qaddafis powers ousted the government in 1969, as Qaddafi saw them as a potential test to his control. Several senior individuals from the LIFG are accounted for to have battled in Afghanistan against the Soviet Union in the 1980s, including previous LIFG part and al-Qaeda field officer Abu Laith al-Libi and LIFG profound pioneer Sami al Saadi. It was also known that the LIFG has accepted to have been the proprietor of viciousness in eastern Libya – a district generally known as Cyrenaica – in the mid to late 1990s. Additionally, it guaranteed obligation regarding brutality against the police force in Benghazi amid July and September 1995, and were included in the wicked mobs at Abu Salim jail close to Benghazi in 1996 are 1,200 prisoners. The U.S. Bureau of the Treasury assigned the LIFG as a Foreign Terrorist Organization on December 8, 2004, referring to the bunchs contribution in a progression of suicide bombings in Casablanca in May 2003 and close linkages to al-Qaeda. The LIFG had bolster systems dynamic in the United Kingdom in the mid 2000s. In the months of February and May of 2006, British police captured nine individuals included in giving money related and logistical backing to the LIFG in Libya. It is not clear in open source reporting if such bolster systems stayed operational; while there are practically no reports of LIFG movement in the UK since the May 2006 captures, a double British-Libyan national who was captured in Libya in March 2011 asserted to have raised cash for the LIFG while living in the UK amid the last fourteen years. Al-Qaeda second-in-order Ayman al-Zawahiri discharged a sound tape declaring that the LIFG had joined al-Qaeda in the November of 2007. Abu Laith al-Libi is likewise heard on the tape, announcing his partnership with the al-Qaeda network. Several high positioning al-Qaeda individuals are connected with the LIFG, most remarkably Abu Yahya al-Libi, al-Qaedas publicity boss, and Abu Laith al-Libi, who was killed by an automaton strike in January 2008. The LIFG had all the earmarks of being generally outdated by the mid-2000s, until reports caught in Sinjar, Iraq demonstrated that more than 100 Libyans from LIFG fortresses in eastern Libya had joined al-Qaeda in Iraq (AQI) somewhere around 2006 and 2007. In year 2007, Saif al-Islam Qaddafi, Colonel Qaddafis second most established child, approached detained LIFG pioneers and offered to discharge LIFG contenders in return for people in general disavowal of Islamic radicalism. Saif al-Islam was worried that the late LIFG collusion with al-Qaeda and the disclosure of far reaching Libyan association in AQI demonstrated that Libya was progressively debilitated by Islamic radicalism. Starting in 2007, more than 250 LIFG individuals were discharged from jail and other implicit r ules negating al-Qaedas vicious standards was distributed by current administration (Witter, 2011). LIFG participated with the Moroccan Islamic Combatant Group in planning the May 2003 bombings in Morocco, Casablanca that killed over 40 people and injured more than a hundred wounded. The Group was also involved to the 2004 attacks in Spain’s capital Madrid. Al-Faqih was tried and found guilty in the said case for his involvement in the series of suicide bombings in Casablanca, Morocco by the Morocco Rabat Criminal Court of Appeals in May 2003. It was known that the Morrocan Group initiated it and was tried in court. In March 2011, individuals from the LIFG in Ajdabiya proclaimed to the press that the gathering backings the rebellion against Gaddafis standard, and had set themselves under the administration of the National Transitional Council. They likewise expressed that the gathering had transformed its name to Libyan Islamic Movement (al-Harakat al-Islamiya al-Libiya), had around 500–600 armed men from correctional facility lately, and denied any past or present connection with Al-Qaeda. A pioneer of the LIFG, Abdelhakim Belhadj, turned into the leader of the Tripoli Military Council after the radicals assumed control Tripoli amid the 2011’s Tripoli War. Abdel-Hakim from the gathering, admit to the Italian daily paper Il Sole 24 Ore that his contenders had al-Qaeda links on March 2011. Al-Hasidi was caught in 2002 in Peshwar, Pakistan, later gave over to the US, and afterward held in Libya before being discharged in 2008. He concedes in the same meeting that he had prior battled against the remote attack of Afghanistan. Victims of the LIFG Attacks: Most victims of the group are civilians of the Libyan nation. They are considered as suspects to many bombings in the year 2003. Moreover, they have also killed many policemen in the year 1996 to issue a stronghold against the Qaddafi/Gadaffi administration. The killings are subject to debate because for the Islamic movement to kill (in the name of Almighty) is to glorify Allah. But this part of the essay aims to describe the entity of the victims by the Islamic militants’ warfare. It is evident that the attacks are in lined with their mission as an independent organization that wants to establish an Islamic State in Libya. They have been killing innocent civilians to prove that they are doing these things to have a sovereign power. This is also as an act of rebellion to the Qadaffi government. Moreover, they are reiterating that the current administration is an Anti-Muslim. The killings are quite awful in the eyes of the reporter. Several Bombings of the year 2003 which has killed over a hundred people has caused a huge uproar in the United Nations congregation. Moreover, the victims are mutilated, severely injured or died on the spot. It is not a pleasing sight according to John Mint (2004). They have also joined forces with Moroccan Islamic Group and have caused a casualty of 140 individuals There are also allegations that the group has gang raped a woman in Libya (Veritas, 2011). The woman has been severely injured (mutilated) and could not be identified in the hospital where she was taken. The face of the woman is full of carvings allegedly by a knife. The relatives of the victims most probably are devastated with what their loved ones experienced before their death. Mitigation of threat: The group has been very dynamic to its mission to establish an Islamic State that is not governed by Qadaffi. Moreover, there expansion to the international scene as having ties with high ranking officials of the Al Qaeda is very alarming. The world is now suffering from many Islamic extremist groups that has caused a huge uproar to the international scene. Just last January 2015, a Japanese national has been beheaded by the ISIS. They are an Islamic group that is all behind the uproar in Syria, Iraq and Jordan. In the early days of February another individual has been brutally killed by the ISIS a Jordanian Pilot. Whether, the LIFG is a part or associated with the ISIS the group is still bringing unfair brutal killings in Libya. It is not fair for innocent people to die in the midst of a bias conflict. However, if the group is fighting for their rights, they could have made a peaceful move rather than killing innocent people. It is quite a disgrace to their religion; for Islam is a religion of peace. All in all, the attacks of the terrorist group are condemned by many including the proponent of this essay. No one has the right to kill anybody regardless of religion or race or whatsoever. If somebody is killing because of extreme advocacy, they are not only blind but they also lack empathy. References: Witter, David B., (2011). â€Å"Libyan Islamic Fighting Group.† A Fact Sheet: Institute for the Study of War. Retrieved from: [http://www.understandingwar.org/sites/default/files/FactSheet_LIFG.pdf] Mint, John., (2004). â€Å"Victims of the Libyan 2003 Bombing.† Archived Daily Esquire News. Retrieved from:[http:www. esquirenews.com/files/2003libya.html] Veritas, V., (2011). â€Å"Woman Gang Raped and Mutilated by Libyan Islamic Fighting Group.† Retrieved from: [http://www.bestgore.com/execution/woman-gang-raped-mutilated-libyan-islamic-fighting-group/] â€Å"Foreign Terrorist Organizations-Multimedia Counterterrorism Calendar†. Nctc.gov. Retrieved2011-11-08. [http://www.nctc.gov/site/other/fto.html]

Anticipatory (Pre-emptive) Self-defence: The Need for a Modern Approac

Anticipatory (Pre-emptive) Self-defence: The Need for a Modern Approach The use of military force is a valid customary international law norm and it is enshrined in the United Nations Charter. Nevertheless, the use of force is only authorised if it falls under one of two categories: self-defence (article 41 of the United Nations Charter), or Security Council authorisation. To justify a resort to pre-emptive war, a state must give reasonable proof that the action is necessary to the vital national security interests of the state, and that the act of aggression in self-defence is proportional, according to Charter principles. The threat imposed by an aggressor must be proven to be clear and imminent, direct, critical to the state facing disproportionate danger, and unable to be handled using peaceful alternatives. According to the Charter, to deem self-defence lawful requires that an attack has already been launched against a victim state. Examples of states acting pre-emptively in anticipatory self-defence have further elaborated on this legality, cr eating in some instances an international acceptance that in the case of an imminent attack, the necessity of a proportional assault in self-defence is lawful. However, the issue remains that the Charter, in order to deem an action as lawful self-defence, requires the existence of an armed attack on the victim state. Interpretation on what constitutes an armed attack is what generates the most disagreement amongst the international law community. It is agreeable, however, that no state can be expected to sit idly by and await the first blow of an armed attack by an aggressor state in the modern era of warfare. The recent War on Terrorism is giving us an example of how... ...efence†. American Journal Of International Law. Vol. 97, No. 3, pp. 601-602. [10] Bothe, Michael.(2003) â€Å"Terrorism and the Legality of Pre-emptive Force†. European Journal of International Law. Vol. 14, No. 2 : p. 230. [11] United States National Security Strategy. 17 September 2002. United States Department of State Information Service. Available at: http://www.state.gov/r/pa/ei/wh/c.7899.htm [12] Sapiro, Miriam. (2003) â€Å"Iraq: The Shifting Sands of Pre-Emptive Self-Defence†. American Journal Of International Law. Vol. 97, No. 3, p. 602. [13] Schmitt, Michael.(2003). â€Å"Pre-emptive Strategies and International Law†. Michigan Journal of International Law. Pp 513-548. [14] Schmitt, Michael. (2003) â€Å"Pre-emptive Strategies and International Law†. Michigan Journal of International Law. Pp 513-548.

Reflect on my roles as student in the university based on Gibbs theory Essay

1.1 Introduction: Reflective practice is â€Å"the capacity to reflect on action so as to engage in a process of continuous learning†, which, according to the originator of the term, is â€Å"one of the defining characteristics of professional practice†, Schà ¶n, D. (1983) Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. I am going to reflect on my roles as student In the university, The reflective model I have chosen to use is Gibbs model (Gibbs 1988). Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb’s â€Å"experiential learning cycle†. He presents the stages of a full structured debriefing as follows: (Initial experience) Description: â€Å"What happened? Don’t make judgments yet or try to draw conclusions; simply describe.† Feelings: â€Å"What were your reactions and feelings? Again don’t move on to analysing these yet.† Evaluation: â€Å"What was good or bad about the experience? Make value judgements.† Analysis: â€Å"What sense can you make of the situation? Bring in ideas from outside the experience to help you.† â€Å"What was really going on?† â€Å"Were different people’s experiences similar or different in important ways?† Conclusions (general): â€Å"What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?† Conclusions (specific): â€Å"What can be concluded about your own specific, unique, personal situation or way of working?† Personal action plans: â€Å"What are you going to do differently in this type of situation next time?† â€Å"What steps are you going to take on the basis of what you have learnt?† Gibbs, G. (1998), Gibbs, G. (2001). Gibbs’ suggestions are often cited as Gibbs’ reflective cycle or Gibbs’ model of reflection (1988), and simplified into the following six distinct stages: Description 1.2 Why is reflective practice so important? Reflective practice is important for everyone – and nurses in particular – for a number of reasons. First, nurses are responsible for providing care to the best of their ability to patients and their families . They need to focus on their knowledge, skills and behaviour to ensure that they are able to meet the demands made on them by this commitment. Second, reflective practice is part of the requirement for nurses constantly to update professional skills. Keeping a portfolio offers considerable opportunity for reflection on ongoing development. Annual reviews enable nurses to identify strengths and areas of opportunity for future development. Third, nurses should consider the ways in which they interact and communicate with their colleagues. The profession depends on a culture of mutual support. Nurses should aim to become self-aware, self-directing and in touch with their environment . They can only achieve this goal if they make full use of opportunities to gain feedback on their impact on patients, patients’ families, their colleagues and the organization as a whole. Gaining this feedback involves using complex skills in detecting patterns, making connections, and making appropriate choices. Reflective practice enables nurses to develop their skills, increase their knowledge, and deal with emotionally challenging situations. Developing my reflective practice early on in your education will pay dividends on every clinical placement I undertake, building a strong foundation for a successful career in nursing. Developing reflective practice involves asking myself what worked, what didn’t, and what you would change for a better outcome in a particular situation. By effectively assessing my own and other’s practice, I will gain new skills and knowledge as a nurse. A vital part of the reflective process is to plan for changes in your behavior. One way to tackle this is to adopt the creative thinking strategy devised by Walt Disney. He had three stages to his strategy, based on different characters, each of which surfaced at appropriate points in the process of creating new projects. These three characters were: The Dreamer. This character looks towards ideas for the future. The main focus is on how the imagined future feels and looks. In this phase, people say: ‘I wish†¦ What if†¦? Just imagine if†¦Ã¢â‚¬â„¢ The Realist. This character is action-oriented, looking at how the dream can be turned into a practical, workable plan or project given the existing constraints and realities. The realist weighs up all the possibilities, asking: ‘How can I†¦? Have I enough time to†¦?’ The Critic. This character is very logical and looks for the whys and why nots to a given situation. The critic evaluates the plan, looking for potential problems and missing links, and says: ‘That’s not going to work because†¦ What happens when†¦?’ Effective planning of personal learning requires a synthesis of these different processes. The dreamer is needed in order to form new ideas and goals. The realist is necessary as a means of transforming these ideas into concrete expressions. The critic is necessary as a filter for refining ideas and avoiding possible problems 2.1 reflect on my roles as student in the university based on Gibbs theory: First stage of Gibbs (1988) model of reflection requires a description of my roles as student: Only one week before coming to Malaysia my husband and I celebrated our wedding. A wedding transforms both men and women. For whatever reason, spouses begin to talk each other for granted. It is probably because they know that will be together until death do us part. I really believe that even great marriages have terrible years, so bad that you are just tempted to give up. And do not. Hold on. There will come a time when you will look back on this moment as the prelude to something fuller and richer than you have ever experienced (from the movie â€Å"hope springs†) A relationship is like a house. When a light bulb burns out, you do not go out and buy a new house, you change the light bulb. It was very difficult for both of us (my husband and I) to start our marriage life in foreign country without any family support, learning and studying English with a lot of changes in our roles. I am now going to enter into the second stage of Gibbs (1988) model of reflection, which is a discussion about my thoughts and feelings: As student in university I should try to respects the safety and well-being of other people in the learning experience, recognizing my knowledge, skills and abilities, limits of responsibilities, legislative authority and supervision requirements. Understanding and clarifying my roles. Use clear, accurate and effective communication skill in professional interactions, identifying my needs as student, I should try to identify my responsibility and try to improve my ability and quality of my objectives. Becomes familiar with and follows the agency’s policies, procedures and principles. On top of these I should try to cope myself with the new situation as student how live in the multicultural country with different cultures, languages, foods, climate condition, even driving direction and roles. My mother tongue is Persian then Kurdish, the educational system in Iran is very different with here for example most of the time we study Persian text, for the first time it was very difficult for me to study the English text. Evaluation is the third stage of Gibbs (1988) model of reflection and requires the reflector to with state what was good and bad about the event. By living in Malaysia I can choose more suitable education methods for myself because there are more options. The course and teaching methods are quite different from my country. Secondly, I can improve my foreign language furthermore I can contact with others. Thirdly, it helps me to promote the mutual understanding of between my mother land and other destination countries. It gives me this opportunity to exchange information with the locals. I can get better understanding of the destination countries. Similarly, the locals also can get more clear recognition about other countries. On the other hand Believing in certain values and traditions when you are in a country which has the opposite ideals, can sometimes cause stress. Being far from my country and families, trying to cope with the climate and geographical area, trying the new foods and tastes, having allergy to some of foods and products, learning English and try to communicate with other people with English language, high cost of living and studying are the most difficulties of studying in Malaysia. Stage four of Gibbs (1988) is an analysis of the event, where Gibbs encourages the reflector to make sense of the situation. When I first time came to Malaysia I have experienced the cultural shock. Just as it took time to adjust to a different culture when I arrived here. I experience these kinds of symptoms: Restlessness The coping skills and strategies that were successful help me to adjust to my host culture are: Get involved Identify a support group of other study abroad students Suspend judgment until you understand a situation Always, always keep a sense of humor Because of different in geographical area the air pressure in Malaysia is lower than Iran thus the amount of oxygen is lower. Because of these matters After 2 days of arriving to Malaysia I had a severe headache and I was extremely sleepy I try to visit a doctor, she recommend me to do regular exercise. In conclusion, stage five of the Gibbs (1988) model, I really glad to have this chance to study in Malaysia and especially in university of Malaya, gaining an incredible experience and having international friends are the most important things which I have acquired by studying in Malaysia. By living in multicultural society I have this chance to expose to other cultures and learn about them. This leads to respect to other people and adapt to each other. I learn how to improve my talents and passions. I learn to develop tolerance for everything and eventually acceptance. In general being a student in university of Malaysia help me to balance myself and cope myself with my new roles as a wife and students in the university. 3.1 Conclusion In conclusion my reflection skills have developed through the production of this assignment. Using a model of reflection has helped me to structure my thoughts and feelings appropriately. My level of awareness concerning evidence based practice, and its importance, has been enhanced with the use of critical reflection. My competence has been further developed and I now feel that my personal and professional development is progressing. Using this reflective model has helped me to realize that my learning is something which I must be proactive in. Furthermore as a student nurse I have recognized that reflection is an important learning tool in practice. I realized that Reflective practice is the process of developing new Insights through self awareness and critical reflection upon experiences both in the moment and from past experiences. Reflection is a remarkable learning tool, research methodology, and leadership strategy to gain clarity of inner beliefs and enhance the art of being present in the moment. References: Gibbs, G. (2001). Learning by Doing: A Guide to Teaching and Learning Methods [monograph online]. Reproduced by the Geography Discipline Network. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods, Oxford Centre for Staff and Learning Development, Oxford Polytechnic. London: Further Education Unit. ISBN 1-85338-071-7. Section 4.3.5 Schà ¶n, D. (1983) The Reflective Practitioner, How Professionals Think In Action, Basic Books. ISBN 0-465-06878-2.a

Sentence Fragments and Run-ons in SAT Writing Tips and Questions

Sentence Fragments and Run-ons in SAT Writing Tips and Questions SAT / ACT Prep Online Guides and Tips Can you recognize a sentence when you see one? Most people will automatically answer that they can. But correct sentence structureis one of the most commonly-tested grammatical concepts on the SAT Writing section. What does it take to makea sentence complete? How can you recognize a fragment or a run-on? Read on to figure out how the SAT manages to trick so many students with this seemingly easy concept. In this guide I am going to show you: What constitutes a complete sentence How prepositional phrases, appositives and non-essential clauses can make sentences more difficult to understand How to recognize and fix fragments How to recognize and fix run-on sentences Strategies to attack these kinds of questions Examples of this kind of question from the SAT Test Yourself To start, take a look at the following. Some of these are correct sentences. Others are fragmentsorrun-ons. Can you tell which are which? Do you understand why the incorrect sentences are incorrect? Rebecca, the chef, struggles to find fresh mozzarella in the stores. Rebecca, who was a fantastic chef skilled in making pasta and pizzas. After working in a restaurant for ten years, Rebecca opened her own Italian cafe, it was called â€Å"Mi Piace.† Rebecca, who was skilled in making pasta, did not enjoy eating it. Although Rebecca was very skilled in making pasta, and ate it all the time. Her friends delighting in her pizzas and baked goods. She loved pizza. Because she showed a talent for cooking from a young age, Rebecca, who had a closet full of children’s cookbooks. Rebecca ate a lot of pizza, soon she started cooking it, too. Answers: 1. Sentence; 2. Fragment; 3. Run-on; 4. Sentence; 5. Fragment; 6. Fragment; 7. Sentence; 8. Fragment; 9. Run-on How did you do? As you can see, it can be more difficult than you might think to correctly identify a sentence every time - and even more so to understandwhy an incorrect sentence is not right.Keep reading and we will cover exactly what a sentenceneeds to becorrect. What Is a Sentence? Sentences can be short or long, simple or complex. In order to have a correct, complete sentence, you really only need two things: asubject, and averb that is conjugated to match the subject. A subject and a correctly conjugated verb together, along with anything else that goes with them, formanindependent clause.Don't worry, you don't need to know that term for the SAT! But it will be useful as we move forward for understanding sentences. An independent clause can stand on its own as a complete sentence becauseit makes sense as it is and expresses a complete thought. For example, all of the following are independent clauses: The girl runs. The girl with bows in her hair runs. The young girl with bows in her hair runs through the village square. Each of these has a subject, a correctly conjugated verb, and makes sense without any additional information. The subject in each of these sentences is "girl". The verb, "runs", is correctly conjugated in the third person singular to match the subject. If you wanted to, you could get rid of all the additional words in the second and third sentences above, and they would still make sense. There is one situation in which you can have a complete sentence, but you will not be able to pick out the subject and the verb. This is withcommands. Commands always have anunderstood subject of "you", which means that it does not need to be written. Example Run! Speak! Run down the street and speak to your grandmother! Fortunately, the SAT does not test this concept very often, but it's important to understand just in case it does come up. So now you know the basics of a simple sentence! Sentences can have more than just one independent clause, however - and this is where things can get tricky. They can have a second independent clause, or the independent clause can be attached to a dependent clause. Sentences with More than One Independent Clause Sometimes, sentences can have more than one independent clause. If this is the case, you have to make sure that they are joined together correctly. If they are not, they are considered run-on sentences.We will talk more about how to recognize run-ons, but let's first focus on how things are done correctly. There are a few different ways that you can correctly join two independent clauses together to make onecompound sentence. #1: Don't join them at all! This may be the easiest solution at times.You do not have to join the clauses together.Keep them separated by a period. Example Julia and Louise both like to eat pizza.They both love pepperoni. #2: Join the sentences with a comma followed by a coordinating conjunction. Coordinating conjunctions can be remembered by the acronym FANBOYS: F for A and N nor B but O or Y yet S so Example Julia and Louise both like to eat pizza, for they both love pepperoni. #3: Join the independent clauses with a semicolon. A semicolon on its own basically functionsexactly the same way a period does.You can join the two clauses with a semicolon and nothing else. Example Julia and Louise both like to eat pizza; they both love pepperoni. #4: Join the sentences with a semicolon and aconjunctive adverb. Some of the most common conjunctive adverbs include however, nevertheless, therefore, moreover, and consequently. Different conjunctive adverbs show different relationships. For example, "however" and "nevertheless" imply a contrast, so use these if one sentence gives information that somehow contrasts the previous one. "Therefore" and "consequently" imply a cause-and-effect relationship. Use these when one sentence is a result of something the happened in the previous sentence. "Moreover" is used to indicate expand on the information given in the first sentence. Example Julia and Louise both like to eat pizza; moreover, they both love pepperoni. Note that conjunctive adverbs can come after either a semicolon or a period, but they must be followed by a comma. #5: Turn one of the independent clauses into a dependent (or subordinate) clause. We will go into dependent clauses in more detail in a moment, but for now, this is what this solution would look like: Example Since they love pepperoni,both Julia and Louise like to eat pizza. Understanding how dependent clauses work and are formed is very important for being able to spot run-ons and fragments. Let's take a closer look at how they can be used in sentences. Sentences with Dependent (or Subordinate) Clauses Again, the terminology here isn't important, but the concept is. Like an independent clause, a dependent clausehas a subject and a verb, but it doesn't make sense on its own. Dependent clauses are usually used to describe the circumstances in which anindependent clause occurs. Example While she was gardening, Jennyfound an old penny. In this sentence, the dependent clause "While she was gardening", gives the context for when Jennyfound the penny. Note that "while she was gardening" does not express a complete thought on its own - it's just setting the scene for more information to come. We will talk more about this later. Be careful, because, when speaking, people often use dependent clauses in place ofcomplete sentences.Imagine the following conversation: You: â€Å"Look at this cool old penny I found! It’s from 1933!† Friend: â€Å"Wow, that is cool. Where did you find that?† You: â€Å"While I was gardening.† Though we talkthis way, it’s not acceptable inwritten English. Even in this conversation, â€Å"While I was gardening† is describing an independent clause you have already said - â€Å"Look at this cool old penny I found!† On the SAT, a sentence that only consists of a dependent clause will always be incorrect. I will cover this idea in more detail in the â€Å"Fragments† section below. Sentences with Prepositional Phrases, Appositives, and RelativeClauses Some sentences include additional phrases or clauses that describe a noun or verb. There are a few different tupes, but none can replace a independent clause. Prepositional Phrases Prepositional phrases can be added to sentences to add more detail about something in the sentence. To learn more about prepositional phrases, see this article. You can add a prepositional phrasealmost anywhere in the sentence, depending on what the prepositional phrase is describing. The man in my kitchen was making sandwiches. The man was making sandwiches in my kitchen. Remember that you should be able to completely delete the prepositional phase and still be left with a complete sentence: The man was making sandwiches. Also remember that a prepositional phrase cannot stand alone as a sentence: In my kitchen. = INCORRECT Relative Clauses A relative clause gives extra information about a noun in the sentence- it oftencomes between the subject and the verb. Relative clauses are so named because theybegin withrelative pronouns, likethat, who, which, whose,or where. Examples The man, who was standing in my kitchen, was making sandwiches. The man, whose sandwiches we enjoyed, works in the cafe down the street. Thesecan be removed from the sentence and a complete sentence will be left over: The man was making sandwiches. The man works in the cafe down the street. Appositives An appositive is when a word or phrase that consists of a noun or pronoun (along with any descriptive words)is placed directly next to another noun in the sentence to re-state it and add a description. Appositives can be a single word, or a phrase (a group of words). Appositive are also set off by commas. Examples My dad, Phil, works in the cafe down the street. My father, the man who is in the kitchen, likes making sandwiches. Sandwiches, one of my favorite types of food, are delicious. Appositives can also be crossed out and you will have a complete sentence left over. My dad works in the cafe down the street. My father likes making sandwiches. Sandwiches are delicious. Now that you know various ways to construct acorrect, complete sentence,let's discuss some of themistakes that students often make in doing so. We'll start with common pitfalls that causeincomplete sentences. What is a Fragment? A fragment is an incomplete sentence. There are 6main mistakes that can make a sentence a fragment: A â€Å"sentence† that lacks a verb A â€Å"sentence† that has an -ing or non-past tense -ed verb without a helping verb A â€Å"sentence† that lack a subject A â€Å"sentence† that begins with a subordinating conjunction and has no main clause A â€Å"sentence† that add details to the main clause, but is separated from it A â€Å"sentence† that has a nonessential clause or prepositional phrase and incomplete main clause Let's discuss each of these separately. 1. Sentences that do not have a verb To recognize these kinds of fragments, ask yourself what the subject of the sentence is doing. If you can't answer that question, it's probably because there's no verb! Examples John, after winning the trophy. (What did he do?) Ten cakes and two dozen cupcakes. (What about them?) Next Tuesday. (What is next Tuesday?) To fix these kinds of fragments, you must add a verb to show an action or state of being. John, after winning the trophy, smiled. Ten cakes and two dozen cupcakes were prepared by the bakery. Next Tuesday is my birthday. 2. Sentences with a gerund or past participleand no helping verb. These errors can be a bit more difficult to recognize. Whenever you see a gerund, an â€Å"-ing† verb, or a past participle, an â€Å"-ed† verb that doesn’t seem to be describing the past tense, thereMUST bea helping verb with it oranother verb somewhere else in the sentence. If the sentencehas neither, it's a fragment. Examples The children walking through the park. The paintings created by the students. Students studying every night for the SAT. The actress smiling at the crowd There are two ways to fix these kinds of fragments. The first is toadd a helping verb or change the verb to another form. Examples The children were walking through the park. The paintings were created by the students. The students had been studying every night for the SAT. The actress was smiling at the crowd. OR The actress smiled at the crowd. The second way to fix these fragments is to use the -ing or -ed word as a participle - meaning that it is an adjective describing a noun in the sentence - and add a main verb. Examples The children walking through the park shouted with joy. The paintings created by the students were hung in the hallway. The students studying every night for the SAT were sleep deprived. The actress, smiling at the crowd, accepted the award. 3. A sentence is also a fragment if it lacks a subject. To recognize this error, ask yourself: who is doing the action? Examples After reading all the assigned material. (Who read it?) Wanted to discuss her grades with the teacher. (Who wanted to?) Contemplating the meaning of life. (Who was?) You may notice that some of these examples also have errors we have already discussed. To fix these, we need to add a subject and make sure there is a correctly conjugated main verb. Examples Phil went to bed after reading all the assigned material. Amanda wanted to discuss her grades with the teacher. She was contemplating the meaning of life. 4. A sentence is a fragment if it is a dependent or subordinate clause. This means that it has both a subject and a verb in the correct form, but it begins with a subordinating conjunctionand is not attached to another, main clause that is a complete sentence on its own. To recognize these errors, see if the sentence begins with a subordinating conjunction.Some common subordinating conjunctions include: after, although, as, as if, because, before, ever since, if, in order, just as, since, so that, though, unless, until, when, whenever, where, whether, whereas, whichever, while. Examples While I was parking the car. When he finished baking cupcakes. Since she owns two horses. To fix these errors, you need to connect them to an independent clause - a complete thoughtthat can stand on its own. Examples While I was parking the car, I saw a cat run across the driveway. When he finished baking cupcakes, I iced them. Since she owns two horses, she is going to give me riding lessons. 5. Look out foradded detail fragments. These constructions come after a complete sentence and give extra information, but they don't express a complete thought on their own. They usually begin with words like such as, including, and for example. If you see a "sentence" that begins with one of the above words or phrases, check to see if it has a subject and a verb. If the subject and verb are part of another sentence, then it is a fragment. Examples I enjoy seeing animals at the zoo. Such as monkeys, zebras, and lions. Julia enjoys watching anime. For example, YuYu Hakusho and Princess Mononoke. I like to eat sweets, such as: donuts, chocolate, and candy. These fragments can be fixed in several ways. The first is to add the detail fragment to the main sentence it is describing. I enjoy seeing animals such as monkeys, zebras, and lions at the zoo. Additionally, you can make a complete sentence out of the fragment by adding a subject and a verb. Julia enjoys watching anime. For example, she watches YuYu Hakusho and Princess Mononoke. When one of the words introduces a list with a colon, make sure that what comes before the colon can stand on its own as a complete sentence. I like to eat sweets: donuts, chocolate, and candy. Or you can make a sentence without the colon. I like to eat sweets, such as donuts, chocolate, and candy. 6. Some fragments will have a relativeclause, appositive, or prepositional phrase with an incomplete main clause. To spot these errors, cross out the relativeclause, appositive, or prepositional phrase. Are you left with a complete sentence? Examples John, who won the trophy four years in a row.→John, who won the trophy four years in a row.(Missing verb) In the newspapers. →In the newspapers.(Missing subject and verb) The trophy, which was given to the person who could cook an omelette the fastest. → The trophy, which was given to the person who could cook an omelette the fastest.(Missing verb) Santa Claus, the jolly man in the red suit. → Santa Claus, the jolly man in the red suit.(Missing verb) To correct these errors, add a subject or a verb as needed. Make sure that if you eliminate the prepositional phrase or non-essential clause, that there is complete sentence left over. John, who won the trophy four years in a row, congratulated his competitors. John congratulated his competitors. = CORRECT John’s victory was announced in the newspapers. John’s victory was announced. = CORRECT The trophy, which was given to the person who could cook an omelette the fastest, was shaped like an egg. The trophy was shaped like an egg. = CORRECT Santa Claus, the jolly man in the red suit, ate all my cookies. Santa Claus ate all my cookies. = CORRECT Now you know the ways to fix incomplete sentences! Another common error that the SAT will test you on is whetheryou can recognize sentences that are incorrect because the clauses have been joined together incorrectly. Let's look at how to tackle these questions. What is a Run-on? A run-on is when two or more sentences run together and aren't separated by the correct punctuation.Some people think that â€Å"run-on† just means a really long sentence. This isn't true - you can have a very long sentence that is grammatically correct.This sentence is 239 words long but is not a run-on. There are three main types of run-ons: Comma splices Fused sentences Sentences joined by a conjunctive adverb and commas Comma Splices Acomma spliceoccurs whentwo complete independent clauses (full sentences) arejoined together by a comma and nothing else. A comma can never join together two complete sentences on its own. When you see a sentence with a comma in the middle, check to see if there is a coordinating conjunction (see this article for more info) that joins the sentences together or if one of the clauses is a subordinate clause that begins with a subordinating conjunction. If not, the sentence is a run-on. Example She was offered the prestigious job, she turned it down because she did not want to move to Texas. Fused Sentences Fused sentencesoccur when two or more sentences run right into each other, with no punctuation at all. To recognize these, look to see if a sentencehas two unconnected subjects and verbs without the necessary punctuation (see above for the correct ways to join two independent clauses). She was offered the prestigious job she turned it down because she did not want to move to Texas. Incorrectly Punctuated Conjunctive Adverbs Joining two independent clauses with a conjunctive adverb and commas is another recipe for a run-on. Conjunctive adverbs can only be used to connect two independent clauses in concert with a period or a semicolon. When you see a conjunctive adverb (however, moreover, nevertheless, therefore, consequently, etc.)with commas on either side of it, check whether it's being used to connect independentclauses on either side of it. If so, the sentence is a run-on. She was offered the prestigious job, however, she turned it down because she did not want to move to Texas. Correcting Run-ons To fix run-ons, you will use the rules outlined above to correctly join two sentences: 1. Create two separate sentences. She was offered the prestigious job. She turned it down because she did not want to move to Texas. 2. Use a comma and FANBOYS conjunction. She was offered the prestigious job, but she turned it down because she did not want to move to Texas. 3. Use a semicolon. She was offered the prestigious job; she turned it down because she did not want to move to Texas. 4. Use a semicolon with a conjunctive adverb. She was offered the prestigious job; however, she turned it down because she did not want to move to Texas. 5. Re-write the sentence with a subordinate clause. Depending on the sentence, this may not always be as easily done, and may require extra work. Since she did not want to move to Texas, she turned down the prestigious job that she was offered. 6. If the two clauses have the same subject, join the sentences and remove the repeated subject. Notice that this way, you do not need a comma with your FANBOYS conjunction. She was offered the prestigious job but turned it down because she did not want to move to Texas. Specific Strategies for Fragments and Run-ons Fragments and run-ons will most frequently be tested in Improving Sentences questions, though they will also sometimes appear in Identifying Errors and Improving Paragraphs. Use the following steps to approach a fragment or run-on question: 1. When you first read the sentence, make sure you can find the subjectand correctly conjugated verb. Is this difficult? If you see a prepositional phrase, appositive, or a non-essential clause, cross it out. See if you have a correct sentence left over. 2. In both the original sentence and the answer choices, look for the telltale signs of a fragment or run-on error: -ed or -ing verbs. Check for appropriate helping verbs. Clause that begins with a subordinating conjunction. Check it is connected to a main clause. A separate sentence describing a previous sentence, with words like â€Å"for example.† Conjunctive adverbs like â€Å"however† surrounded by commas A semicolon followed by a FANBOYS conjunction A single comma in the middle of the sentence - often a sign of comma splice 3. Immediately cross out any answer choices that make the above errors. 4. IMPORTANT: One almost sure sign of a mistake is a non-essential clause that is not immediately followed by a verb. If you see one of these, it is almost always a fragment that needs fixing. Examples My father, who is one of the greatest violinists in the world, and he plays the piano, as well. → FRAGMENT My father, who is one of the greatest violinists in the world, plays the piano, as well. → CORRECT 5. IMPORTANT: Watch out for commas separating two independent clauses (aka a comma splice). This is the most common type of run-on that you will see on the SAT. 6. Select a final answer choice that follows the above rules and also follows the standard style rules used on the Writing SAT: No unnecessary prepositions or articles Pronouns must have clear antecedents Use fewer gerunds and participles if possible No dangling or misplaced modifiers Choose the most concise option that is also grammatically correct. Let’s try one together†¦ Santa Fe is one of the oldest cities in the United States, its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. Santa Fe is one of the oldest cities in the United States, its Santa Fe, which is one of the oldest cities in the Unites States, its Santa Fe, which is one of the oldest cities in the United States, has Santa Fe is one of the oldest cities in the United States; its Santa Fe, one of the oldest cities in the United States, and it The first thing that I notice in this question is that part of the underlined portion contains a comma. This is a clue that I should check to see how it is being used. Commas are correctly used to separate items in a list and to separate dependent clauses from independent clauses. This is obviously not a list (though we do have a list at the end of the sentence) and I don’t see any subordinating conjunctions, so it’s not a dependent clause. Now I need to check if I am dealing with a comma splice. Can I make two separate sentences out of the above by replacing the comma with a period? Santa Fe is one of the oldest cities in the United States. Its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. This works, so I'm dealing witha comma splice. Now I’m going to look at the answer choices and see if I can spot some other obvious errors. Choice (A) is always the same as the original sentence, so it contains the comma splice. I can rule it out. Choices (B) and (C) both contain non-essential clauses beginning with â€Å"which†. As I know from the rules above, I should always be able to cross out non-essential clauses and have a complete sentence left over. So let’s try that: B: Santa Fe its adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (B) is out. C: Santa Fe has adobe architecture, spectacular setting, and clear radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (C) is out. Choice (D) uses a semicolon to separate the two independent clauses, which is one of the correct ways to join two sentences together. Therefore, answer (D) is correct. But just to be certain, let’s look at answer (E). This option contains an appositive. We should be able to cross it out and have a correct sentence: E: Santa Fe and it adobe architecture, spectacular setting, and clear, radiant light have long made it a magnet for artists. → SENTENCE DOES NOT MAKE SENSE, so (E) is out. Now time to try some on your own! Practice Questions from the SAT #1: What must be done with sentence 1 below? (1) The students in the class agreed - some of them unhappily - that they would all participate in the new book club. (2) Started by their literature professor, who also ran a film club on campus. Combine it with sentence 2, putting a comma after â€Å"club†. Begin it with the words â€Å"It was†. Replace the comma after "professor" with a semicolon. Place the word "ran" by "was running". Change â€Å"professor, who† to â€Å"professor, she† #2: Many people do not like anchovies on their pizza, it is because they think they taste bad and are disgusting as a result. pizza, it is because they think they taste bad and are disgusting as a result pizza because they think they taste bad and therefore find them disgusting pizza for the reason that they think they taste bad with resulting disgust pizza because of thinking they taste bad and therefore they think them disgusting pizza, their thoughts of them being that they taste bad resulting in finding them disgusting #3: Having won gold in the Olympics two years in a row, the Brazilian women's soccer team praised for their athleticism. praised for their athleticism praised and were very athletic has been praised for its athleticism are praised for having athleticism is being praised for being athletic #4: To assist the team in the timely production of the film, a revised script written overnight by the director and producer. a revised script written overnight by the director and producer. a revised script being written overnight by the director and producer and to write overnight a revised script by the director and producer the director and producer have written a revised script overnight with the director and producer writing a revised script overnight #5: A form of dance traditional to northern Spain is the Flamenco, it combines rhythmic stamping with emotional intensity. Flamenco, it combines rhythmic stamping Flamenco, which combines rythmic stamping Flamenco, which lets them combine rhythmic stamping Flamenco; letting them combine rhythmic stamping Flamenco by having a combination of rhythmic stamping #6: London's iconic Tower Bridge, which was opened on(A) June 30, 1894,to span the Thames River, and is crossed by(B) a minimum of(C) 40,000people(D) perday. Noerror. (E) Answers: 1. B; 2. B; 3. C; 4. D; 5. B; 6. B What’s Next? Now that you’ve mastered one of the trickiest concepts on SAT Writing, time to check out some others! Read about how the SAT will test you on parallel structure, illogical comparisons, and wordiness and redundancy. Need to review some of the basics before moving forward? Brush up on the fundamentals of grammar with our Parts of Speech guide. Was this concept too easy? Check out some of the most difficult questions you’ll encounter on SAT Writing. Aiming high? Read this article for top tips for a perfect Writing SAT score from a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Marc Antonys Speech In Caesar Essays - Julius Caesar, Free Essays

Marc Antony's Speech In Caesar Essays - Julius Caesar, Free Essays Marc Antony's Speech In Caesar In just a few words, a complete portrait of a character can be formed. As in all Shakespearean drama, The Tragedy of Julius Caesar is masterful in its technique of characterization and eloquence. In Marc Antonys famous speech to the plebeians after Caesars death, he repeatedly states that Brutus is an honorable man (3.2.89). The quote, which can be taken both on a literal and nonliteral level, reveals much about the character of Brutus. Not only does Antonys quote point, obviously, to the fact that Brutus is seen as an honorable man, but in its tone and application, it also raises questions as to whether this honor is duly placed. Marcus Brutus is seen by all of Rome, including himself, as an upstanding man of the state. He has learned to take pride in his reputation and is eager to use his distinguished status to every possible advantage. After Caesars assasination, Brutus gains the attention of the people by asking them to Believe [him] for [his] honor and have respect to [his] honor that [they] may believe (3.2.14-16). He knows that he is seen as possessing nobility and uses this image to sway the minds of the commoners. Since he is honorable, after all, then all of his decisions must also be both honorable and true. Antony, however, sees the self-important side of Brutus that has developed. He notices Brutus unassuming hubris and uses it against him. Through repeatedly stating the idea that Brutus is an honorable man in his speech, and then pointing out the fact that Brutus is claiming to be so honorable because he murdered Caesar, Antony quickly dissuades the people from Brutus line of thought to his own. Although it is apparent that Brutus is perceived as a respectable member of the Roman community, this respect by the people is not strong enough to hold when Brutus takes his supposed moral obligations too far and murders his friend. Brutus reputation, although sound, is not sound enough to cover such blatantly faulty motives: motives that serve his own conceited conscience rather than serving the concerns and fears of the citizens of Rome. Antony may have also noticed (and be using the knowledge in his speech) that Cassius flattery, as well as the flattery of the other conspirators, has finally made its mark on Brutus. From the beginning of act one, Cassius attempts to lure Brutus into the Caesar assassination plot through flattery. Why should [Caesars] name be sounded more than yours? Cassius asks Brutus (1.2.143). Weigh them, Cassius says, Brutus, is as heavy; conjure with em, Brutus will start a spirit as soon as Caesar (1.2.146-147). For a man of such nobility, it is strange that Brutus reacts so considerably to the praise that Cassius so easily offers. Brutus never questions Cassius reasons for the murder conspiracy. He sees them as true. The only predicament he has in killing Caesar lies solely in the idea that Caesar is his friendnot that Caesar does not possess the characteristics of ambition that Cassius convinces Brutus are viable reasons for conspiracy. Since Brutus image of himself has gained in intensity t hrough the flattery of others, he comes to the point that he sees no wrong in his actions because they do come from such an upstanding member of Romehimself. Brutus allows his self-assuredness to balloon into conceit, and, no doubt, sets himself to be trapped by Antonys speech to the plebeians. Brutus believes that all men who respect his dignity must share the same values as himself. He loves Caesar, but since Caesar does not share the same ideals for Rome that Brutus does, Brutus finds sufficient reason to slay him. Antony states that all the conspirators save only [Brutus] did what they did in envy of great Caesar (5.5.69-70). Brutus in no way envies Caesar. He is merely afraid of Caesars growing power and how Caesar may attempt a dictatorship in Brutus beloved Rome. However, since Cassius appears to uphold the same standards as himself, Brutus states that [Cassius] does love [him], [he] is nothing jealous (1.2.163). Since he is allegedly so honorable, Brutus believes that only those with values in line with his are worth his complete

Muslim-Croat Alliance and War Research Paper Example | Topics and Well Written Essays - 2000 words

Muslim-Croat Alliance and War - Research Paper Example The country was home to ethnic and religious groups that had been rivals in history and enemies at times, including Muslims, Croats and Serbs. World War II led to the invasion of Yugoslavia by Nazi Germany and its subsequent disintegration. The division was transient however, because as soon as Germany was defeated Josip Tito reunified Yugoslavia, inspiring the unification of Slovenia, Bosnia, Croatia, Serbia, Montenegro, Macedonia and two self governing provinces namely Kosovo and Vojvodina. This new Yugoslavia was inspired by Tito who was a communist leader. He was a shrewd leader who played with both the United States and the Soviet Union during the cold war and obtained financial assistance from both sides as a result. This unity, however, could last as long as Josip Tito’s life as Serbia plunged into political and economic chaos after his death. Disintegration of the New Yugoslavia and its fall out:- The death of Tito led to the rise of a new leader Slobodan Milosevic, a former communist. Milosevic believed in the principle of divide and rule to further his goals. He turned to triggering nationalism and religious hatred to gain power. His first plan of action was to set fire to the long-standing tensions between Muslims and Serbs of Kosovo. The minority populace of Serbs (Orthodox Christians) was led to believe that they were being ill-treated by the Muslim majority. The purpose of triggering this conflict was to broaden Milosevic’s power by eventually taking control of the politically broken Kosovo. Kosovo eventually lost its independence and was taken over by Milosevic. His politically twisted motives led to violence and chaos in other parts of Yugoslavia as well. Slovenia and Croatia declared their independence from Yugoslavia in June 1991. This was not met well by the leaders and populaces of the mentioned states and led to civil war. Milosevic tried to regain control by sending his Serbian concentrated army to Slovenia however his attemp ts were fruitless. This failure led to Milosevic’s shift in focus from Slovenia to Croatia. Croatia was a catholic country with people from diverse ethnic groups residing there. It was however a pro-Nazi and anti-Serb state which followed policies of fascism underlined by the Ustasha party. In 1991, the independence of Croatia led to a tilt of the country’s orientations towards doctrines of the Nazi era which involved enactment of discriminatory laws against orthodox Serbs. The Croat state consisted of a minority Serbian population of 12 %. Milosevic, loyal to his people and oblivious to territorial boundaries, was aided by Serbian guerrillas in Croatia in its invasion. The constant bombardment of the city of Vukavor turned it to ruins. The might of Milosevic’s army was too much for the Croats to handle. The arms embargo imposed by the UN on all former Yugoslavian states was of little use due to the military might of Milosevic’s Serbian forces. The fighti ng led to monumental damage for the weak Croats and the their infrastructure, military might and financial strength was significantly impaired by the time a US Sponsored ceasefire was exercised between the Serbs and Croats. The Muslim-Croat Alliance: Chronology and fall out. Bosnia had been fighting for its independence for a considerable period of time. It was a Muslim majority country. At the time Chairman of the

2.In the past the body was seen by managers simply as a tool of Essay

2.In the past the body was seen by managers simply as a tool of labour, whereas more contemporary approaches see workers bodies and emotions as largely aesthetic resources. Discuss - Essay Example omoting the organizational culture and principles that enhance the management and the production in the part of labor force (Anderson 1999, P.58). In the past management have been viewed as fully impacted for managers to implement the processes of management which to some extent have, added as the object of only inculcating the labor as a tool of production. This has shrunk the workforce in the organizations, as they do not have an open platform to express their views in an open and amicable way. The collective bargaining power and the ability to set a binding agreement by the management have been paralyzed. However, despite the above challenges the improvements, which are sound and amicable with the sense of improving the welfare of the workers, have been put into place. This serves to be the primary liaison with the various employees union to make the daily running of the organizations’ to be in the right context and sound order. The emotion running of an organizational setup brings a mixed perception of the organization as this brings the subjective of the biological and the psychological reactions of the individual’s mental health. Emotion being is a conscious experience that drives an individual’s way of reaction depending on the presented situation. The emotional setup of an individual drives the mood and temperament of a person and the emotion largely determines the personality of a person. The behavioral and the emotional aspect of a person help to determine the specific functional role carried by an individual in the management of the organization. The issue of the many companies lacking the human resource management department leads to the organization allocating a wider range of responsibilities to the managers. The aligned duties to the mangers to carry out the peoples management activities brings a mixed reactions since the workload depends on a single individual who can inject perso nal

An Energy Management or Efficiency Essay Example | Topics and Well Written Essays - 500 words

An Energy Management or Efficiency - Essay Example In today’s world, thanks to the great technological strides; wind turbines have been developed to wring electricity from the breeze. Thus as more and more people resort to wind energy over the past decade: wind turbine use has increased at more than twenty five percent a year-though only still proving a fraction of the world’s energy. Undoubtedly, most wind energy comes from turbines that can be as tall as a twenty story building and have three 200- foot- long (60-meter-long) blades. These contraptions look like giant airplane propellers on a massive stick. The wind spins the blades, which turns a shaft connected to a generator that produces electricity. Other turbines work on the same principle, but the turbine rests on a vertical axis (Burton, 2011, 57). Interestingly, the biggest wind turbines generate enough electricity to supply about 600 United States homes. Furthermore wind farms can contain tens and sometimes hundreds of these turbines lined up together in particular windy spots, for example along a ridge where the wind is blowing strong. However smaller turbines erected in a back-yard can produce electricity enough to power a single home or meet power needs of a small business. Wind is a clean source of renewable energy that produces no air or water pollution. Interestingly since the wind is free, there are minimal if not, nearly zero operational costs once a turbine is erected. Mass production coupled with technology advances are making turbines cheaper, and many governments are offering tax incentives to spur wind-energy development. Even so, not all people look at wind energy favorably. Some think that the turbines look ugly and complain about the noise generated by the machine. The slowly rotating blades can also kill birds and bats. But this cannot be compared to road carnage, destruction by power lines, and high-rise buildings. The wind is also variable in

Classroom Community Investigative Paper Essay Example for Free

Classroom Community Investigative Paper Essay Feeling a sense of community is important for almost anyone. Even now, in college, the students in the Elementary Education Program at Utah Valley University are in cohorts. Why? To help us find others who we have common interests with, and who can help us learn and grow into great teachers. Because being in an environment where we feel safe as well as feeling a sense of belonging is important. Developing a classroom community for elementary students is imperative. A student who feels comfortable in the classroom will be able to learn and grow because they will not be afraid to make mistakes in front of others, and they will learn to appreciate the opinions of others. The sooner a child learns to work with and value others, the better. This not only benefits a person during their school years, but is an important part of success later in life. One tool we have learned about this semester to improve classroom community is morning meetings. Though I have not personally seen an elementary classroom morning meeting in action, the evidence of its success that I have seen and heard from our guest speaker, Sylvia Allan, as well as what I have read in our text books and researched online, has convinced me to try morning meetings in my own classroom. Our morning meeting packet states that morning meetings build a classroom community, which may improve student test scores. That is great reason to try them. Earlier in the semester when we were introduced to morning meetings, I was so excited. My goal as a teacher has always been to value every student. I was thrilled to have been given a tool that would do just that. My focus for morning meetings will be to help each child in my classroom realize how important and irreplaceable they are. Morning meetings will help to create an atmosphere of trust, which is essential for optimal student learning. The responsive classroom. org states that morning meetings â€Å"Build community, increase student investment, and improve academic and social skills. † That is exactly what I hope to do with them. Using the morning meeting tool in our own college classroom has been an effective tool for me as a student. Because I transferred from another cohort this semester, I did not know anyone else in our cohort. Participating in morning meeting has given me the opportunity to learn more about the other people in our class. Learning about the similarities I share with these people has allowed me to make connections with some of the students in my class, and has made me feel more comfortable and more willing to participate. I plan to use the morning meeting format as it is presented in the morning meeting packet with a few modifications. The greeting, sharing, group activity, and news and announcements portions are all important for the children to get to know one another and feel comfortable in the classroom. However, I will probably just write the news and announcements on the board and briefly go over it with the class because I plan to be teaching older grades. I would also like to add memorization of a poem each day, as well as a fun saying a la Silvia Allan. I like these ideas because it gives me the opportunity to prove to my principal that morning meetings are not only effective in building a classroom community, they are academic as well. I plan to initiate full morning meetings into my classroom on the first day of school. Because I have not actually used them in an elementary classroom setting yet, I am not sure if I will do every component every day. For example, the greeting may have to be on Mondays only due to time constraints. I also may not do a group activity every day. I may use this time as an opportunity to work on a concept I noticed the entire class had a hard time with. For example, if most of the class had a difficult time learning a math concept the day before, I would have a student with a good understanding of the concept explain it to the class while we are in morning meeting while the positive classroom community juice is flowing. Hopefully, the students who are having a difficult time with the concept will feel less threatened because we are working on the concept during morning meeting time, not math time. So how does a classroom community lead to differentiation in the classroom? Having a classroom where students feel accepted and accepting allows the teacher to be able to make accommodations for students who need it because the rest of the class understands why they need it. One of my favorite â€Å"Hallmarks of a Differentiated Classroom† that describes this in detail is â€Å"shared responsibility for the classroom between teacher and students, in the goal of making it work for everyone†. When students feel comfortable in the classroom and care about their fellow classmates, students are willing to share their strengths with the rest of the class for the betterment of others. They also realize their limits and are willing to strengthen them by learning from other students. A classroom community is a very important part of a successful classroom. It gives students a place where they feel comfortable and are not afraid to make mistakes. Students who feel comfortable in the classroom are more willing to make mistakes and learn from them, thus giving them a better opportunity to achieve their full potential. I am excited to use morning meetings in my classroom to build a successful classroom community.