Genres and Dates and Authors Flashcard

Genres and Dates and Authors

State Sponsored Terrorism in Iran

State Sponsored Terrorism in Iran Iran has consistently been described by the United States as the worlds foremost state sponsor of terrorism. It actively supports terrorist groups, most prominently the Lebanese group Hezbollah. The Iranian relationship with Hezbollah demonstrates one accepted explanation of why states sponsor terrorism: to indirectly influence politics elsewhere. According to Michael Scheuer, the former CIA officer: State-sponsored terrorism came in the middle-1970s, and ... its heyday was in the 1980s and early-90s. And typically, the definition of a state sponsor of terrorism is a country that uses surrogates as its weapon to attack other people. The primary example to this day is Iran and Lebanese Hezbollah. Hezbollah, in the nomenclature of the discussion, would be the surrogate of Iran. State Sponsored Terrorism Thrives, says Michale Scheuer Islamic Revolutionary Guard Corps The Islamic Revolutionary Guard Corps (IRGC) was created following the 1979 revolution to protect and promote the objectives of the revolution. As a foreign force, they have also exported that revolution, by training Hezbollah, Islamic Jihad, and other groups. There is evidence that that IRGC is playing an active role to undermine Iraq, by funneling funds and arms to Shiite militias, engaging directly in military activity and gathering intelligence. The extent of Iranian involvement is not clear.​ Iran and Hezbollah Hezbollah (which means Party of God, in Arabic), an Islamist Shiite militia based in Lebanon, is a direct product of Iran. It was formally established in 1982 following the Israeli invasion of Lebanon, aimed at uprooting the PLO (Palestinian Liberation Organization) bases there. Iran sent Revolutionary Guard Corps members to assist in the war. A generation later, the relationship between Iran and Hezbollah is not entirely transparent, so it is not clear whether Hezbollah should be considered a full proxy for Iranian intentions. However, Iran funds, arms, and trains Hezbollah, in large part through the IRGC. According to the New York Sun, Iranian Revolutionary Guard soldiers fought alongside Hezbollah in the Israel-Hezbollah summer 2006 war by supplying intelligence on Israeli targets and manning and firing missiles. Profile of HezbollahIsrael Concludes Serious Errors Made in 2006 War with HezbollahNY Sun: Iranian Revolutionary Guards helped Hezbollah in 2006 War Iran and Hamas Irans relationship with the Palestinian Islamist group Hamas has not been constant over time. It has, rather, waxed and waned according to the interests of Iran and Hamas at different times since the late 1980s. Hamas is the dominant political party in the Palestinian territories that has long relied on terrorist tactics, including suicide bombing, to register a protest against Israeli policies. According to Cambridge University Professor George Joffe, Irans relationship with Hamas began in the 1990s; it was around this time that Irans interest in exporting revolution coincided with Hamas rejection of compromise with Israel. Iran has been alleged to provide funding and training for Hamas since the 1990s, but the extent of either is unknown. However, Iran did pledge to help fund the Hamas-led Palestinian government after its parliamentary win in January 2006. Profile of HamasGeorge Joffe discusses Iran-Hamas relations Iran and Palestinian Islamic Jihad The Iranians and PIJ first made extended contact in the late 1980s in Lebanon. Subsequently, Islamic Revolutionary Guard Corps trained PIJ members at Hezbollah camps in Lebanon and Iran commenced funding PIJ.​​ Iran and Nuclear Weapons The creation of WMD is not itself a criterion for being a state sponsor of terrorism, however, when already designated state sponsors to appear to have manufacturing or acquisition capabilities, the U.S. grows especially worried because could be transferred to terrorist groups. At the end of 2006, the United Nations adopted Resolution 1737 and imposed sanctions on Iran for failing to halt its uranium enrichment. Iran has contended that it has that right, in order to create a civil nuclear program

The Movie Mulholland Drive Essay Example | Topics and Well Written Essays - 750 words

The Movie Mulholland Drive - Essay Example The movie starts with a story that seems like that of any other thriller movie but as the movie moves ahead, the story becomes highly twisted. The viewer can not predict what would happen next and this fact makes the story more thrilling. The writer of the story obviously has done a wonderful job hiding the contents or the ‘knowledge’ associated with the fantasy and the reality portions of the story. As a result, the writer deliberately uses the movie to serve an epistemological purpose. Although the fantasy and the real base story are almost completely opposite to each other in the movie, they are very much related to each other. They are similar both are haunted by an undefined guilt and a desire for blissful unity. Further, the characters in both the works are the people that the two main characters know. Hence, both of the stories have been written so well that each of them makes perfect sense and still, interestingly, the reason is not the only thing needed to understand the plot. The movie is a dream and an illusion that defies waking logic and yet seems remarkably complete and seamless. (Ruch, 2001) It is through this that the director tries to portray how sometimes real knowledge cannot be distinguished from the false one as both may seem so authentic and absolute. This idea directly questions how different kinds of knowledge can be differentiated and so the storyline comes under the realm of epistemology. Both of the narrations are also similar because of the presence of a simple concept. Both take place in the dreaming conscious of a single protagonist, Diane Selwyn. Diane (or Betty in the hallucination) is a character that is mostly dominated by emotions of envy and some darker feelings- there is a part of the character that seeks to consume the object of her desire.  

What Changes and what Stays the Same in America Taking a look at epic Essay

What Changes and what Stays the Same in America Taking a look at epic western films - Essay Example By this I mean to say that American society has undergone a vast amount of change since times immemorial and comparing one time period to another, especially through films set in that time, can help to give us a proper picture of the social status that different kinds of people had, and also help us understand their roles in society with respect to politics; the acceptance of their historical background, as well as their personal gender and identity and how they perceive the same. In this paper, we will be focusing on the Native American Indians and their diminishing face in contemporary American society. The objective of this paper is to understand the changes that American society has undergone over the last couple of decades by taking a look at epic western films and answering questions that are crucial to the existence of society such as the topics of politics, race, gender and sexuality, as well as the historical identity of Native Americans. The idea of race is a very harping issue, especially in the western society in the western world – the western genre of films, movies like Brokeback Mountain and Dances with Wolves for example, do not talk about the inclusion people belonging to different races. These films only address the â€Å"fantasies of the master race: the white hero's Indianness evokes the figure and fantasy not of the human and humane Indian but of the American Adam† (Pratts, Armando Jose) this statement merely encompasses the fact that most western American films only focus on the light skinned Americans, forgetting that there could be westerners belonging to a different racial background. This leads to a sort of lack of diversity among the community and also gives a very unclear picture to the rest of the world regarding the kind of people that live in west native Indian community. The idea of class on the other hand is portrayed wonderfully. In the film Dances With Wolves too, the hero is portrayed as a white Indian and thus gives the audience an image of the ‘perfect American’ hero rather than what the actual situation in the western Indian community is like. (Horner, Joy) Renowned Native American author Sherman Alexie makes an attempt to ans wer questions regarding Native Americans and race as is not easily portrayed in contemporary film and music today. He talks about the Buffalo Soldiers, or the all African-American regiment that fought during the American Civil war – also hailing from a western American Indian society. Such communities are given little or no representation at all today in art despite being a part of the community and that is the fundamental issue in the portrayal of western society and how it is incorrect for the rest of the world that looks at a cowboy as a young white man, with a southern accent. In Dances With Wolves, the idea of race is portrayed excellently as Colonel Dunbar manages to adapt himself to the life of a Buffalo Soldier, and even fall in love with one of their kin – thus the name ‘Dances With Wolves’ as he manages to adopt the lifestyle of a black western man. Next, we touch upon the aspect of gender and sexuality as seen in the two films and understood in terms of western society. Sexuality is a very daunting issue world over today; it is very difficult for people to understand the social construct of gender as opposed to sexuality because of the fact that they have been created by society. The director talks about â€Å"a story that had never been told before, of two aging men who bear up under their drab, empty, unbearably lonely lives as long as they can just escape a time or two a year to Brokeback Mountain, where, as teenaged boys herding sheep, they

The Respiratory System Assignment Example | Topics and Well Written Essays - 1250 words

The Respiratory System - Assignment Example Lungs and open airways are the fundamental components of human respiration. Air gets into and leaves the body via the nose. The nasal lining is has hairs and a mucous lining that helps to filter out solid particles that are contained in the inhaled air. Air moves to the pharynx from the nasal cavity. Pharynx opens to larynx which is an air way and the esophagus that leads to the stomach. At this point, an epiglottis closes the respiratory tract when swallowing food to prevent it from entering the respiratory system by way of trachea (Starr & McMillan, 2012). Trachea divides into two major airways referred to as bronchus, with each entering one lung. Bronchi further divide in the lungs to form several bronchioles. The bronchioles have air sacs referred to as alveoli. Each lung is made up of approximately 150 million alveoli. Through these air sacs is where air exchange between lungs and blood circulation system takes place. Oxygen that has been inhaled crosses the thin walls of the alveoli to the blood supply system. Carbon dioxide that has been collected from all body organs also crosses this wall from the circulation system to lungs so that it is expelled from the body via the nose (Starr & McMillan, 2012). Oxygen and carbon dioxide diffuse depending on their difference in concentration. Surface area in addition to partial pressure difference across the alveoli are the two major factors that affect the number of gas molecules that can move into and out the lungs in a given period of time. Hemoglobin present in red blood cells helps to facilitate the process of air exchange. Molecules of hemoglobin bind oxygen in the lungs where there is a high concentration of oxygen. Blood carries hemoglobin with bound oxygen to various body organs (Starr & McMillan, 2012). In the body tissues, oxygen concentration is low as compared to concentration within blood

Policy of Sport Development

Policy of Sport Development In this essay the writer is going to attempt to explore the policy of sport development and physical activities. The writer is going to discuss the policy in depth, why the policy was made, what was its aim and which social problems did it address. The writer is also going to discuss how the government implemented this policy and if the policy was successful or not. In discussing the policy the writer is also going to look at the different groups of the community that are affected and how they responded to the policy. The writer will conclude by looking at how the policy has had an impact on peoples lives both the negative and positive impact. In attempting to define social policy one can not come up with one precise definition as social policy is a broad and diverse subject. According to (Spicker, P. 1995) it is the study of social service and the welfare state. The main social services include social security, housing, education, health and personal social services. The wikipedia states that social policy is the guidelines for changing maintenance or creation of living conditions that are conducive to human welfare. Social policies are as a result of government intervention in human affairs. They do not just merge up but they come about to address a social problem. Every policy has an ideological origin, aim, nature and an effect. When the labour gorvenment came into power it adopted a policy on physical activity and sport development. In April 2001 the Government published its strategy for the development of sport over the next decade (Governments plans for sport 2001). The ideological origins of the policy of sport development and physical activities included the following to improve quality of life, improve health of the nation, tackle health inequalities, promote equality, reduce crime, provide opportunity of life long learning, neighborhood renewal and social integration. The aim was to bring Britain together and also set a national strategy for neighborhood renewal. According to the article from the office of the deputy minister on neighborhood renewal unit (Renewal.net 2008) it defined neighborhood renewal as about reversing the spiral decline, working from the grassroots to deliver economic prosperity ,jobs, safer communities, education, physical activities and better health. Sport would contribute to neighborhood renewal and make a difference in crime, employment, and education. This was to be achieved by providing access to all individuals to quality sport, play, physical activity opportunity promoting individual development (East Riding Council 2008). The Council of Europe defines sport as â€Å"All forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and well-being, forming social relationships, or obtaining results in competition at all levels† Sport is defined broadly, embracing both formal and informal activities undertaken for leisure, health and social benefit including recreational activities such as walking and cycling. Participation in appropriate sport and physical activity provides social, health and economic benefits for individuals, communities and the country as a whole. At the heart of the sport development and physical activities was social inclusion(sport development 2001). This was to promote equality and fairness in the society and remove any form of discrimination which may include age, race, gender, ability and need. Other reasons that may result people being excluded from the society may include unemployment, poor skills, low income, poor housing, crime, bad health or family breakdown. According to the report by (Renewal.net 2008) people living in disadvantage areas, older people, people from ethnic minorities and people with disabilities were not obtaining the full social health and economic benefits from participation in sport and physical activities. Therefore Sport development was to deal with the opportunities available for people to progress to their potential in sport, from taking part for fun and health to competition and also encompasses the provision of opportunities for addressing the social issues of the day through participation in sport. The policy in sport development and physical activities aimed at addressing number social problems which included crime, health, education and social exclusion. Sport would encourage community safety. (Collins et al 1999) suggested that â€Å"sport might contribute to combat crime particularly youth and juvenile criminal behaviors.† Sport could also help youth offenders, in that they can work with officers who will assist in helping them to gain qualifications and mentor them and use sport to prevent them in anti social behaviors. Sports and physical activities prevent or control risky behaviors among young people for example tobacco or other substance abuse, unhealthy diets or violence (WHO 2003). Providing sport for young people also helps to prevent boredom and helps to teach values and morals, teamwork, respect for others and have a common goal. Sports also help in both physical and mental health. An article from the East Riding Yorkshire Council cited that â€Å"absence from work cost United Kingdom business over eleven billion pounds per annum. Sports and physical activities increase employability and help contribute to the economic vitality of the community. They also help reduce the risk of prada Willis, obesity, coronary heart disease and even diabetes. Sports can also help in therapy and can reduce stress and depression. According to (Bourchard et al, 1994) benefits of sports and physical activities also include reduction in mobility and mortality from disease of several body systems. Establishment of healthful patterns of exercise, positive attitude and adaptive mechanism for coping with stress are likely to yield continued future benefits (Conger, 1987). In addition to that they help improve the sense of well being, self esteem and confidence. Many sporting activities can also be used for rehabilitation, therapeutic and recreation for people with disabilities helping them develop positive mental attitudes (Kumbhare D, Basmajian J 2000) Another aim of this policy was social inclusion; people in the community integrate together helping them to develop a sense community identity. Being involved in sports would make people with the similar interest work together and have a better understanding of one another. Sports and physical activities also help to break social barriers. People from different backgrounds, cultures and ethnicities are able to work together as a team and have a common goal. Every member of the community can participate as they have fair access of the resources. Sports and physical activities have a positive impact on the elderly and those with disabilities as they strengthen bones and help build and maintain healthy muscle joints for people with chronic disabling conditions improve stamina (WHO 2003) The policy also aimed at providing training, employment and improve skill within the sector itself thus enhancing individuals prospects for obtaining employment. Involving people with voluntary and paid sport and physical activity leadership and coaching can help some to gain qualifications and future employment, within or outside of the sports sector. A report from the (East Riding Yorkshire Council 2008) stated that the provision of sport business and services and the manufacturer of sport goods and equipment make a significant contribution to the employment and gross value (9.8 billion pounds). To implement this policy the government divided into the following groups sport in education and sport in the community. The government placed a special emphasis on school sport this is because taking part in school sport helped young people to develop a sporting talent, improved health, team work skills and self discipline. The school sport coordinator programme stated that every pupil was entitled to 2 hours of high quality of physical education and sport in a week within and beyond the curriculum(PE, School Sport And Club Links PESSCL strategy 2002(DFES) . The government introduced different programmes to help development in children and these included the Department of Children, Schools and Families (DFES),The Childrens Act 2004, and Every Child Matters 2004 and the sure start which was to help deliver the best in life for every child by bringing together early education, health and family support. There are also organization which are to mainly support childrens sport and one of them is Tames sport development which works in partnership with over 66 primary schools and its main purpose is to provide quality sporting experience within the schools. In the community one of the primary aim was to improve accessibility of sports to everyone. The main aim was to promote equality, resulting them targerting groups like the ethnic minorities, disabled, women and the elderly. Thus by incorporating the Disability Act 1995 or the Race relations (amendment) Act 2000. In the community local authorities were going to play a central role in delivering sport in the community. Older people should at least engage in moderate intensity sport a day or active recreation three or more days a week (sports playing its part 2005 sport England). The Ashton renewal sport officer aims to provide community access for young people with little or no cost. The policy of sport development and physical activities has already had an impact on the society as a whole. According to Jacquie Smith mp parliamentary under secretary of state of school standards, in 2002 the government had established eighty four specialist sport colleges in fifty nine local education authorities and 159 school sport co- coordinators had started working with teachers and parents to provide more for people in competing sports. A research done by the British market research bureau stated that children are most popular out of hours activity was participating in sports. Some of the positive effects of sport development and physical activities include helped people develop interpersonal skills, has helped combat adolescence depression and helped reduce childhood obesity 6% of childhood obesity .The sport development and physical activities policy has been successful to a greater extent. People in different communities are engaged in local community sport sessions and eventually becoming members of sport clubs. It has also made people aware of healthy lifestyles and also has promoted increased knowledge and understanding of physical activities. Another positive effect of this policy is that a lot of young people are now participating or are involved in sport or physical activities. The Tames sport development scheme engages 7000 young people into school sport and physical education and the after school clubs within a school year attract a total of about 5000 young people from all cultures and backgrounds. In Devon secondary schools are involved in different multi sport events one of them is the pentathlon challenge were over 400 students take part in different sports. The Norfolk county has adopted a vision for physical activity which is â€Å"to make sport and physical activity an everyday part of everybodys life in a Norfolk and one of its goals to promote the value of sport and physical activity improving quality of life for all. In Norfolk schools are able to access the resources for support in sport and physical development. Greater Manchester youth games have over 400 young people participating and has also produced Paralympics competitors. Several councils have now adopted a positive approach towards sports for their communities. An example is the East Riding Yorkshire Council that believes in working with people to promote physical and mental well being. In conclusion Nelson Mandela once said â€Å"Sport can create hope where there was once only despair. It breaks down racial barriers. It laughs in the face of discrimination. Sports speak to people in a language that they can understand.† References: Alcock, P 2003, Social policy in Britain. 2nd edition. Palgrave. Macmillan. Bourchard, C. Sherphard, RJ Stephens, T, 1994, Physical activity, fitness and health international proceedings and consensus statement and campaign. IL. Human kinetics publishers. Conger, J.J 1987. Behavioral medicine and health psychology in a changing world. Conger J, Galambos N, 1997, Adolescence and youth 5th edition, longman. East Riding of Yorkshire Council(2008) leisure sport and physical activity policy. http://www.eastriding.gov.uk [accessed on the 28/5/08] Kumbhare D, Basmajian J, Decision making and outcomes in sports rehabilitation. Renewal.Net 2008, Sport and physical activivity. http://www.renewal.net, [accessed on the 29/5/08] Spicker, P 1995, Social Policy .Themes and Approaches ,London, Prentice Hall. Sport development 2001, Government policy and sport. http://www.sportdevelopment.org.uk. [accessed on the 28/5/08] http://www.bmj.com/cgi/content/full/.308/6942/1500 http://www.neighbourhood.gov.uk

Films and Media Misrepresenting Race Essay -- Matrix Racism Blacks Ess

Films and Media Misrepresenting Race abstract: In many ways technology makes access to academic work, research and employment easier and faster. However, I am concerned that technology is too often chosen over humanity. Historically,representations of African Americans in technological media tend to value "white" bodies at the expense of Black bodies (Stam and Spence, 1983). Further, recent studies show (Zickmund 2000), in fact, the ways in which some World Wide Web sites make it easier for hate groups to spread their misinformation, contributing to the devaluation of black bodies in technological media. Together, these media representations can be understood in terms of a digital devide between technological "haves" and "have-nots". Film and new media play integral roles in misrepresenting race. The film,The Matrix, reflects these problematic representations of race. Yet it provides critical metaphors for African Americans who contend that we are controlled by beings other than ourselves, and that our bodies must first b e filtered through white bodies to be considered valuable. introduction The 1999 movie The Matrix is considerably more than entertainment for me. It experiments with the idea that we are all pawns of other beings. The Matrix leads the viewer into a world where humans are controlled by secret mechanical forces wishing to enslave humanity. Through critical thinking the humans in The Matrix are able to break the chains of bondage and reclaim their divine nature. Like the characters in The Matrix, I have often felt that I was trapped in an alternate reality, that everyone else around me is trapped as well, pawns in a game, and more importantly, I wonder what would happen if we resisted... ...e Spence, "Colonialism, Racism, and Representation: An Introduction," from Braudy, Leo and Cohen, Marshall, eds. Film Theory and Criticism 5th. ed. (New York : Oxford University Press,1999) Crane, David, "In Medias Race," from Kolko, Nakamura, Rodman, eds., Race In Cyberspace (New York: Routledge,2000) Marx, Leo, "Information Technology in Historical Perspective," from High Technology and Low-Income Communities (Cambridge: MIT Press, 1999) Mitchell, William, "The City of Bits Hypothesis", in High Technology and Low-Income Communities (Cambridge,MIT Press, 1999) Latimer, Christopher P. "New York State Forum for Information Resource Management Rockefeller Institute of Government". (Albany, NY:NYSFIRM, 2001) Zickmund, Susan "Approaching The Radical Other: the Discursive culture of Cyberhate" from the Cyberculture Reader (London/New York: Routhledge,2000)

Gandhi Concept of Development

GANDHI’S WAY Decentralization According to Gandhi, modern civilization was responsible for impoverishing the Indian villages, which occupied a pivotal position in the Indian situation. Gandhi has always been a critic of the centralization of economic and political power. Large scale production inevitably led to concentration of economic and political power. Labor and material, production and distribution became the monopoly of the few rich. Such a concentration of economic power resulted in corresponding centralization of political power.Aldous Huxley, in his  Science,  Liberty  and  Peace, drew attention to this universal tendency of modern technology: â€Å"The centralizing of industrial capacity in big, mass-producing factories has resulted in the centralization of a large part of the population in cities and the reduction of ever-increasing numbers of individuals to complete dependence upon a few private capitalists and their managers, or upon the public capitalis t, the state, represented by politicians and working through civil servants.So far as liberty is concerned, there is little to choose between the two types of bosses. â€Å"14   One of the recurring themes in the writings and pronouncements of Gandhi is this centralizing tendency of technology: â€Å"I want the concentration of wealth, not in the hands of few but in the hands of all. Today machinery merely helps a few to ride on the backs of millions. â€Å"15  Again he said, â€Å"What is industrialism but a control of the majority by the small minority? â€Å"16   The solution to the problem of centralization consists in decentralization of political and economic power.Small-scale, manageable techniques, capable of being handled by individual producers, the co-operatives in the villages or the region should be given priority and promoted on a mass scale for the benefit of the masses. Gandhi, though judged wrongly by many, was not advocating a return to medieval techniqu es. He vehemently opposed the indiscriminate multiplication of large-scale industries which obstructed village development. He wanted technological research to be village-oriented, perfecting the cottage and village industries. When every village should be able to own its own technology, economic power will be diffused and the illage will emerge in the Gandhian scheme as the nucleus of social life. Decentralization of economic power will result in the decentralization of political power. Modern technology will no more be in a position to exploit the village. A proper balance between agriculture and industry will be established and, in due course, the village will exert a transformative influence. Production will be regulated by the needs of the village. Pyarelal has very lucidly described this relationship: Agriculture in this set-up will go hand in hand with industry.Such products of the village, as they enter into the daily consumption of the villagers or as they are needed for th eir cottage crafts, will be processed in the village itself; the surplus alone being sent out to the cities in exchange for services and goods on a fair and equitable basis. Cities will serve as emporia for village products instead of the villages being used as a dumping ground for the manufactured goods of the cities. Machines will not be abolished. On the contrary, the people will have many more of them. But these machines will be simple machines which the people can themselves operate and own individually or collectively. 7 This relationship between agriculture and industry, village and city, will stop exploitation and bring self-sufficiency. For him it was imperative that sufficiency should start from below, i. e. , from the village and then upward to the regional level. In Gandhi’s own words: My idea of village  Swaraj  is that it is a complete republic, independent of its neighbors for its own vital wants, and yet interdependent for many others which dependence is a necessity. Thus, every village’s first concern will be to grow its own food and cotton for its cloth. It should have a reserve for its cattle.Then, if there is more land available, it will grow useful money crops, thus excluding ganja, tobacco, opium and the like. 18 His village is self-sufficient in vital wants, but interdependent in many other spheres. Interdependence, while maintaining the independence of the village, is the keynote of Gandhi’s approach to village life. Society: Not a Pyramid, but an Oceanic Circle Gandhi described the organization of the society in the form of an ‘oceanic circle’. In this structure composed of innumerable villages, there will be ever-widening but never-ascending circles.Life will not be a pyramid with the apex sustained by the bottom. But it will be an oceanic circle whose center will be the individual always ready to perish for the village, the latter ready to perish for the circle of villages, till at last the whole becomes one life composed of individuals, never aggressive but ever humble, sharing the majesty of the oceanic circle of which they are integral units. Therefore, the outmost circumference will not wield power to crush the inner circle, but will give strength to all within and derive its own strength from it. 19He believed that all power resided in the people and that it should also originate from the people. The dynamo of power in a country like India should be the village. The village was to be a knot in a system of oceanic circles in which the remotest circle derived its strength from the center, i. e. , the individual. This would mean that sovereignty was not to remain concentrated at any one level. It was to be diffused among units rising horizontally till they reached the national level. In terms of political science, the residuary power remained with the village and the center was there to co-ordinate the work.Gandhi believed in Thoreau’s saying, â€Å"that governmen t is the best which governs the least. â€Å"20 Charkha (Spinning-Wheel): Hope of Rural Masses The message of the spinning-wheel is to â€Å"replace the spirit of exploitation by the spirit of service. The dominant note in the West is the note of exploitation. I have no desire that our country should copy that spirit or that note. â€Å"21   Gandhi again maintains: â€Å"I do feel that it [Charkha] has a message for the U. S. A. and the whole world. But it cannot be until India has demonstrated to the world that it has made the spinning-wheel its own, which it has not done today.The fault is not of the wheel. I have not the slightest doubt that the saving of India and of the world lies in the wheel. If India becomes the slave of the machine, then, I say, heaven save the world. â€Å"22   Hence, the message of the spinning-wheel is â€Å"much wider than its circumference. Its message is one of simplicity, service of mankind, living so as not to hurt others, creating an indi ssoluble bond between the rich and the poor, capital and labor, the prince and the peasant. That larger message is naturally for all. 23   Gandhi felt convinced that â€Å"the revival of hand-spinning and hand-weaving would make the largest contribution to the economic and the moral regeneration of India. The millions must have a simple industry to supplement agriculture. Spinning was the cottage industry years ago, and if the millions are to be saved from starvation, they must be enabled to introduce spinning in their homes, and every village must repossess its own weaver. â€Å"24  He wanted to make the spinning-wheel the center of all handicrafts. The spinning-wheel was a symbol of hope to the masses.The masses lost their freedom, such as it was, with the loss of the  charkha. The  charkhasupplemented the agriculture of the villagers and gave it dignity. It was the friend and solace of the widow. It kept the villagers from idleness. For the  charkhaincluded all the an terior and posterior industries B ginning, carding, wrapping, sizing, dyeing and weaving. These in their turn kept the village carpenter and blacksmith busy. The  charkha  enabled the seven hundred thousand villages to become self-contained. With the exit of the  charkha  went the other village industries, such as the oil press.Nothing took the place of these industries. Therefore, the villages were drained of their varied occupations and their creative talent which brought them meager income to supplement their limited source of income. Hence, it was suggested that the revival of  charkha  would result in making the villages economically self-sufficient. Gandhi had no doubt in his mind that the wheel could serve as the instrument of earning one’s livelihood and, at the same time, enable the worker to render useful service to his neighbors. In order to ply the wheel intelligently, he should know all the processes that precede and succeed spinning.This conviction d awned upon Gandhi even before he came to India, that the revival of hand-spinning alone could restore India to its pristine glory. He compared the spinning-wheel to the sun around which the solar system of the village economy revolved. It provided the golden bridge between the rich and the poor. Swadeshi: Antidote to Modernization Gandhi said that  Swadeshi  would mean that one should not serve one’s distant neighbor at the expense of the nearest. It is never vindictive or punitive. It is in no sense narrow, because it buys from every part of the world what is needed for our growth.We must refuse to buy from anyone anything, however nice or beautiful, if it interferes with our growth. Gandhi bought useful and thought provoking literature from every part of the world. One could buy surgical instruments from England, pins and pencils from Austria and watches from Switzerland. But one should not buy an inch of the finest cotton fabric from England or Japan or any other part of the world, because it could be easily made in India and to buy it from elsewhere would hurt the sentiments of those who work for their livelihood.Hence, Gandhi held it to be sinful for anyone to refuse to buy the cloth spun and woven by the needy millions of India’s paupers and to buy foreign cloth, although it may be superior in quality to the Indian hand-spun. â€Å"My  Swadeshi, therefore, chiefly centers round the hand  Khaddar  and extends to everything that can be and is produced in India. â€Å"25 Soul-Force: The Secret of Success Gandhi wanted to popularize the use of soul-force, which is but another name for the force of love, in place of brute-force. â€Å"Having flung aside the sword, there is nothing except the cup of love which I can offer to those who oppose me.It is by offering that cup that I expect to draw them close to me. I cannot think of permanent enmity between man and man, and believing as I do in the theory of rebirth, I live in the hope th at, if not in this birth, in some other birth, I shall be able to hug all humanity in friendly embrace. â€Å"26   Chapter 17, the most important chapter in the whole book of  Hind Swaraj  starts with the question whether there is any historical evidence of â€Å"any nation having risen through soul-force. â€Å"27  According to Gandhi, Tulsidas is a better guide here than are the Indian princes.Tulsidas and such other Acharyas taught that  daya(compassion) is the true ultimate basis of  Dharma  (duty) and, therefore, also of the  Dharma  that should govern the  Praja  (the ordinary people). However widespread the use of brute-force may have been in history, it is no reason to doubt the validity of the counter thesis. If the story of the universe had commenced with wars, not a man would have been found alive today. . . . Therefore, the greatest and the most unimpeachable evidence of the success of this force is to be found in the fact that, in spite of the w ars of the world, it still lives on. . . Hundreds of nations live in peace. . . . History is really a record of every interruption of the even working of the force of love or the soul. 28 Gandhi believed that Indian civilization had the potential to give to the world a way to achieve freedom without bloodshed and violence. To achieve this we have to develop the right relationship between  daya  (compassion) and national interest. The error of modern nationalism had been to take for granted that national interest divorced from  daya  is the ultimate principle of national conduct.He sees the distinct possibility of the national elite B the doctors, the lawyers, and the modern professional class taken as a whole B acting in their own interest, and exploiting, deceiving and oppressing the people at large in the name of the nation. They would be able to act in the interest of the  Praja  only if their nationalism is founded on the principle of  daya. For this one has to und ergo a process of inner liberation  (chhutkara). Gandhi shows how one can achieve this inner liberation. He now identifies the nation with the elite who are eager to have Home Rule.He insists that the elite have to undergo genuine moral transformation. For this they have to be imbued with a deep sense of real nationalism which is different from what the modern nationalism depicts. He wants them to be imbued with real love and to experience the soul-force within themselves. Only those who have undergone such interior transformation can speak to the English without fear or hatred. Only such transformed Indian nationals can really understand the threat posed by modern civilization and the promise held by Indian civilization. Swaraj: An Eternal Quest and Perennial ChallengeOne has to understand the true meaning of  Swaraj. In the first place,  Swaraj  is a mental condition of: (i) inner liberation from the temptations of greed and power offered by modern civilization, (ii) freed om from hatred towards the national ‘enemy,’ the British, and (iii) active love for the Indian  Praja, a love that can conquer the temptations of greed and power. Secondly,  Swaraj  is an external condition of: (i) political independence from alien domination, and (ii) life-long dedication to the task of improving the material conditions of poverty and caste oppression of the Indian  Praja.In concrete terms,  Swaraj  requires one to take a stand on brute-force and soul-force. â€Å"If there be only one such Indian,† Gandhi affirms, â€Å"the English will have to listen to him. â€Å"29   Attaining national liberation is not so much a matter of getting rid of the British as getting rid of the fascination for modern civilization which teaches the Indian elite to exploit and oppress the Indian  Praja  and establish their superiority.We have to liberate ourselves from the evils of modern civilization and fill our hearts with  daya,satya  (trut h) and  ahimsa  (non-violence). Only then would we become morally fit to deal both with the British and with the Indian people. Unless and until we are healed of the chronic sickness of imitating the West, ignoring our own age old tradition and cultural heritage, we will not be able to face any one else.

Ionic Reactions

The purpose of this lab is to study the nature of ionic reactions through the experiment and be able to write balanced equations along with net ionic equations for precipitation reactions using formulas Procedure First, make sure that the items needed for the lab are ready along with the safety precautions. What we do is mix and observe the reaction of 5 main substances while they are being mixed with 7 different substances in a 96 well plate.Observations The first column which as the sodium phosphate had a reaction with the five substances inside of the 96 well plate and also the Sodium Hydroxide had a reaction with all the five substances inside the 96 well plate. The other thing that I observed with learning from this experiment was the color that was given off when the substances mixed for example; whenever the barium nitrate had a reaction it changed to a cloudy color white.Reactions of the chemical (equations) A1) Co(N03)2 + 6 H20 + Na3P04 + 12 H20 ? Na3 + P02Co(N03)2 + 18 H20 A6) Co(N03)2 †¢ 6 H20 †¢ Na2C03 ? NaCo(N03)2 + C03 + 6 H20 A7) Co(N03)2 †¢ 6 H20 †¢ NaOH ? B1) Cu(N03)2 †¢ 3 H20 †¢ Na3P04 †¢ 12 H20 ? B2) Cu(N03)2 †¢ 3 H20 †¢ NaI ? B5) Cu(N03)2 †¢ 3 H20 †¢ NaHC03 ? B6) Cu(N03)2 †¢ 3 H20 †¢ Na2C03 ? B7) Cu(N03)2 †¢ 3 H20 †¢ NaOH ? C1) Fe(N03)3 †¢ 9 H20 †¢ Na3P04 †¢ 12 H20 ? C2) Fe(N03)3 †¢ 9 H20 †¢ Nal ?C6) Fe(N03)3 †¢ 9 H20 †¢ Na2C03 ? D1) Ba(N03)2 †¢ Na3P04 †¢ 12 H20 ? D3) Ba(N03)2 †¢ Na2S04 ? D5) Ba(N03)2 †¢ NaHC03 ? D6) Ba(N03)2 †¢ Na2C03 ? Conclusions I have learned that some of the substances don’t have a reaction with another substance, but on this particle experiment about half and half had a reaction and didn’t have a reaction. The ones that were easy to decide if they were having a reaction changed colors and became very cloudy.

How to Decide Between the IELTS or TOEFL Exams

How to Decide Between the IELTS or TOEFL Exams Congratulations! You are now ready to take an important internationally recognized exam in order to prove your mastery of the English language. The only problem is that there are a number of exams to choose from! Two of the most important exams are the TOEFL and the IELTS. Often it is the students choice as to which one they want to take since both exams are accepted as meeting the entry requirements for academic settings. However, in some cases, the IELTS is requested for visa purposes to Canadian or Australian immigration. If this is not the case, you have even more to choose from and may want to review this guide to choosing an Engish test before you decide on the IELTS or TOEFL. Deciding Which One to Take Here are some points to take into consideration before you decide whether to take the IELTS or the TOEFL exam. These questions are very important because the IELTS exam is maintained by the University of Cambridge, whereas the TOEFL exam is provided by ETS, a US company based in New Jersey. Both tests are also different in how the test is administered. Take note of your answers: Do you need the IELTS or the TOEFL for academic English? If you need the IELTS or TOEFL for academic English, then keep answering these questions. If you dont need the IELTS or TOEFL for academic English, for example for immigration, take the general version of the IELTS. It is much easier than either the IELTS academic version or the TOEFL!Are you more comfortable with North American or British/UK accents? If you have more experience with British English (or Australian English), take the IELTS as vocabulary and accents tend more towards British English. If you watch a lot of Hollywood movies and like US idiomatic language, choose the TOEFL as it reflects American English.Do you feel more comfortable with a wide range of North American vocabulary and idiomatic expressions or British English vocabulary and idiomatic expressions? Same answer as above! IELTS for British English TOEFL for American English.Can you type relatively fast? As you will read below in the section on key differen ces between the IELTS or TOEFL, the TOEFL requires that you type your essays in the written section of the test. If you type very slowly, we would strongly recommend taking the IELTS as you handwrite your essay responses. Do you want to finish the test as quickly as possible? If you become extremely nervous during a test and want the experience to end as quickly as posable, the choice between IELTS or TOEFL is easier. The TOEFL lasts approximately four hours, whereas the IELTS is significantly shorter - about 2 hours 45 minutes. Remember, however, that shorter does not necessarily mean easier!Do you feel comfortable with a wide range of question types? The TOEFL exam is made up of almost entirely multiple choice questions. The IELTS, on the other hand, has a much wider range of question types including multiple choice, gap fill, matching exercises, etc. If you do NOT feel comfortable with multiple choice questions, the TOEFL is not the test for you.Are you proficient at taking notes? Note taking is important on both the IELTS and the TOEFL. However, it is much more critical on the TOEFL exam. As you will read below, the listening section, in particular, depends on note-taking skills in the TOEFL as yo u answer questions after you have listened to a longer selection. The IELTS asks you to answer questions as you listen to the exam. Major Differences Reading:TOEFL - You will have 3 to 5 reading selections of twenty minutes each. Reading materials are academic in nature. Questions are multiple choice.IELTS - 3 reading selections of twenty minutes each. Materials are, as in the case of the TOEFL, related to an academic setting. There are multiple type questions (gap fill, matching, etc.)Listening:TOEFL - The listening selection very different from the IELTS. In the TOEFL, you will have 40 to 60 minutes worth of listening selections from lectures or campus conversations. Take notes and respond to multiple choice questions.IELTS - The largest difference between the two exams is in listening. In the IELTS exam, there are a wider variety of question types, as well as exercises of differing lengths. You will answer questions as you move through the listening selection of the test.Writing:TOEFL - Two written tasks are required on the TOEFL and all writing is done on the computer. Task one involves writing a five-paragraph essay of 300 to 350 words. Note taking is important as the second task asks you to take notes from a reading selection in a textbook and then a lecture on the same topic. You are then asked to respond using notes by writing a 150- to 225-word selection integrating both the reading and listening selection.IELTS - The IELTS also has two tasks: the first a short essay of 200 to 250 words. The second IELTS writing task asks you to look at an infographic such as a graph or chart and summarize the information presented. Speaking:TOEFL - Once again the speaking section differs greatly between the TOEFL and the IELTS exams. On the TOEFL you are asked to record responses on the computer of 45 to 60 seconds to six different questions based on short descriptions/conversations. The speaking section of the test lasts 20 minutes.IELTS - The IELTS speaking section lasts from 12 to 14 minutes and takes place with an examiner, rather than a computer as on the TOEFL. There is a short warm-up exercise consisting mainly of small talk, followed by a response to some sort of visual stimulus and, finally, a more extended discussion on a related topic.

Special Individuals Research Paper Example | Topics and Well Written Essays - 2500 words

Special Individuals - Research Paper Example Discuss thoroughly. Manifestation determination is the act of â€Å"determining whether the behavior that results in a suspension or change of placement is a manifestation of a child’s disability† (Giordano, 2008). It often takes place when a school is implementing a change of placement or suspension due to violations of school rules; when a student has been removed from the school system for more than 10 days within a school term; or when a student is being punished for activities or behavior which indicates a pattern (Giordano, 2008). In instances when the behavior is indicates a student’s disability, a Functional behavior assessment must be carried out and a plan of behavior conceptualized. Students with exceptional needs – those with disabilities (with Individualized Education Programs or IEPs) – can be suspended up to ten days during a school year or even expelled for their behavior which is not caused by their disability. There is a need to ca rry out additional procedural safeguards in instances when suspension exceeds ten days (FSUSD, n.d). 3. List and describe three strategies or interventions to use when teaching and working with students with emotional or behavioral disorders. Why do these particular strategies work well with these students? a. Use taped word read-alongs (Trim, 2009). Studies have provided strong support for this strategy with students under this intervention improving their reading rate at a faster pace. b. Test retakes (Trim, 2009). Studies also point out that students who could do retakes of tests, scored higher than those who could not (Trim, 2009). c. Responses, praise, and academic talk (Trim, 2009). Students given more praise performed better than those who were not praised as much. d. Cover, copy, and compare (Trim, 2009). This is a process of considering instructions, extracting it, and interacting with a greater amount of accuracy (Trim, 2009). If the student is wrong, then he keeps trying until he would get it right. Part 2 Introduction The history of violence in schools has been a subject of discussion in government agencies and interest groups. These incidents have graduated from minor skirmishes to major gun shooting incidents. Some of these incidents have proved fatal to students and to teachers alike and they seem to find its roots in behavior disorders from troubled teens and youths. This discussion shall consider the Worthing High School shooting incident. Discussion This shooting incident involved atleast two gunmen which killed one man and hurt five other people. About sixty individuals from Worthing, Madison, Yates, and Jones high schools were attending an all-girl football game when a Ford Taurus drove into the field. The game was apparently not a sanctioned event. Attendees were residents of surrounding neighborhoods and were not HISD students (Glenn and O’Hare, 2011). A fist fight first broke out between two individuals and this escalated to a fig ht between two groups of men. A gun was soon drawn and was fired by some of the men. The incident was considered to be gang-related. The life of a former Worthing High School student was claimed in the shooting. Participants in the fight, including those who were injured were interviewed after the shooting (Glenn and O’Hare, 2011). Officials with the Houston Independent School District were prompted to reinforce their security as a

Moral Reasoning Assignment ( Business Ethics) Essay

Moral Reasoning Assignment ( Business Ethics) - Essay Example Drug should be used for intended purpose and therefore withholding some information about the drug on either the side effects or the purpose of drug leads to misinformation or put the life of patients into danger (Lemmens, 2013). It was morally unacceptable. The food and poison board has been established to help regulate the amount of ingredients in drugs because overconsumption of such substance used in making drug is harmful to health. Drug manufacturers should, therefore, provide detailed relevant information to the food and poison board for the regulation of such drugs. The drug manufacturer had it in mind of the failure to provide relevant information then make safety claims about the product. The company could even offer doctors benefits and privileges in order to deceive the public about the safety of the drugs while marketing them. By use of medically trained doctors as sales agents, they were well aware of the safety information they had kept away from the public. The drug manufacturer in this case endangered the life of consumers, and this was morally unaccepted in pharmaceutical regulations. According to my assessment, such activities were out of law and were worth being punishable. There would be much difference according to morally thinking individual if such activities are never punished. Anything that exposes life into risk should be avoided at all cost. However, any attempt by anybody or organization hide vital, relevant information is prosecutable under the law as noted by authors (Mc Donell, Altman, Leitch & ABC TV, 2012). Drugs are poisonous if their content and ingredients are not regulated and therefore relevant information about the chemicals and reagents used in their manufacture is crucial in regulating their consumption. Drug manufacturers, therefore, should adhere to the bylaws set by food and poison board in order easy and efficient regulation to ensure poison free drugs (David,