The Challenge - Original Writing Essay - 1008 Words

The Challenge - Original Writing In life, I am absolutely positive that we all face challenges at a certain point. In fact, life itself has always been a challenge to many, and I will not deny that fact. However, it is the various challenges and how you overcome them that make each challenge a special part in your life. I have been through good times and bad times. Yet all my life, I have never backed down from an obstacle in my life, yet this time, I wanted to fall asleep and never open my eyes again. This was a challenge that in my opinion was virtually impossible to overcome. It had all happened to quickly†¦ It had been just another lazy Sunday morning. The sun shone brightly through†¦show more content†¦My mother put down the plate she was washing, as we headed to the door to find out who the ‘mysterious guest’ was. As the door creaked open, we could see the silhouette of a frail middle-aged woman standing outside the gate. She looked vaguely familiar, and beared a striking resemblance to someone I knew, but I could not pinpoint who exactly. I quickly dismissed the thought as I saw my parents’ jaws drop wide open, as they stared at the woman in recognition. A sense of foreboding eased its way to the pit of my stomach as I wondered who the woman was, and why did my parents have such a strong reaction upon seeing her? Something was amiss, but I was not sure what. â€Å"Can I come in?† the woman queried in a surprisingly loud voice. After recovering from their initial shock, my parents looked uncertainly at each other, before nodding their heads reluctantly. From the way my parents were looking at each other, then at me, I was positive that something was definitely wrong. As my mother’s voiced boomed with amazing similarity to that of the woman’s, I was ordered to go up to my room. And from the worried yet serious look in her eyes, I knew my mother was not joking. This was something serious. Daring not to defy her, I made my way up to my room, racking my brain, with only one question in my mind – ‘Who was she?’ As I tried toShow MoreRelatedJames E. Porter’s Idea of Originality in Intertextuality and the Discourse Community778 Words   |  4 Pagesmoment I see myself focusing much more on paraphrasing and not committing plagiarism than the quality of the ideas that I am writing. However, I hav e noted that most of my ideas and opinions are probably based on somebody else’s work I might have read before. Therefore, is it not plagiarism? In the article â€Å"Intertextuality and the Discourse Community,† James E. Porter challenges the idea of what plagiarism truly is. 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Education Policies Free Essays

string(123) " commission was appointed to advise the government on the formulation and interpretation of national educational policies\." Education is so important in any given society. For this reason, it forms a major part of any government’s plans. The plans that any government wishes to implement as regards their education system is determined by existing policies. We will write a custom essay sample on Education Policies or any similar topic only for you Order Now Factors which influence formulation of policies form the subject of this discussion. For orderly presentation, the essay is divided into three chapters namely the introduction, the main body and conclusion. The introduction gives definitions of key terms used in the essay as well as conceptual frame work, the main body outlines and discusses major factors which influenced education policies in African countries after achieving their independence and lastly the conclusion draws a summary of the essay. 1. 1 Statement of essay purpose This essay aims at discussing the factors which influenced education policies in African countries after their achievement of independence. The essay will outline these factors and later give a detailed discussion of each factor. 1. 2 Definitions of terms In order to make this discussion meaningful, it is imperative that definitions of key terms that are involved are done. The key terms involved in the discussion are education, policy and independence. The definitions of the terms are as given below Education According to the United Nations Education, Scientific and Culture Organisation (1975:1), education is defined as â€Å"organised and sustained communication designed to bring about learning† Thus education in this context involves a lifelong process by which an individual is incorporated into the group and made capable of behaving in the ways expected by the society for an individual of a particular age, sex or status. Education can take place formally, non formally and informally. However, in this context the emphasis is on formal education. Policy A policy is defined as a deliberate plan of action which is put in place to guide decisions and achieve intended outcomes. Policies differ from rules or laws. Rules or laws are established to compel or prohibit certain behaviours while policies guide actions towards desired goals. This discussion, however, focuses on education policies. Bartlett and Burton (2012:134), define an education policy as the â€Å"rafts of laws and initiatives that determine the shape and functioning of educational systems at both national and local levels. Therefore, education policies give direction to the functioning of an education system. Independence This is defined as the freedom from being governed or ruled by another country. African countries in this discussion acquired the freedom to rule themselves from colonial mast 1. 3 Conceptual Framework Blackmore (1999), states that there are three models of policy making namely popular participation, decree and delegation models. This discussion will refer to these three models in outlining and discussing the factors which influenced education policies in African countries after achieving their independence. These models are discussed in detail below. (a) Popular Participation Policy making model (b) In this model, everybody is given an opportunity to contribute to the formulation of policies. People in African countries were given opportunities to make suggestions on changes to make to the education system. For example, Zambia’s educational reforms of 1977. (c) Decree Policy Making Model In this model, the head of state makes pronouncements on the direction to be followed in a given education system. (d) Delegation Policy Making Model This involves appointing a commission to review the education system of a given country. For example the Onide Commission was appointed to review the education system of Kenya in 1963. Policies are made with respect to the findings of the commission. CHAPTER TWO 2. 0 Main Body This chapter outlines and discusses the major factors that influenced education policies in African countries after achieving independence. These factors are as given and discussed below. Education for Economic Development The consideration given to education as an important vehicle for economic development is one of the factors which influenced education policies in African countries after achieving independence. Investment in formal education was considered as an essential precondition for economic growth. African countries learnt lessons from developed countries that a high basic platform of education was a catalyst to rapid economic development. There was a belief among developing countries that the modernisation, industrialisation and wealth of developed countries were the direct consequence of their educational systems. Coombs (1970) argues that during the 1960s education in developing countries was regarded as a sort of intellectual yeast which would ferment and transform pre industrial societies by promoting knowledge, skills and attitudes which were favourable to economic and social development. Therefore, education policies in African countries after the achievement of independence were directed at promoting education pro vision expansion in order to achieve meaningful development. In fact an argument is advanced by Anderson (1965), that analysis of evidence from major developed countries such as Britain, France, United States of America and Russia that in general terms, a thresh hold male literacy rate of 40 percent was required before there be any significant take off of economic development. To this end, African countries directed their policies on education after attaining independence towards increased access to education in order to reach the required thresh hold of literacy. Therefore, in the 1950s and 1960s, demand and plans for investment in formal education by African countries increased. Education was regarded to be a principal weapon in achieving economic growth. To this end rapid quantitative expansion of the education system became the order of the day in newly independent African countries. Man power Shortages After attaining independence, African countries were confronted with shortage of manpower in various sectors of the economy. As a result of this scenario, they experienced economic stagnation. Man power shortages were heavily felt in technical and managerial fields. Thus, education policies in most African countries were directed towards resolving the man power shortages experienced. This situation was evident from what obtained in Kenya. As Eshiwani (1993:26), observes ‘’at independence in 1963, Kenya found herself with a high shortage of skilled manpower to run the economy. In order to solve this problem, a commission was appointed to advise the government on the formulation and interpretation of national educational policies. You read "Education Policies" in category "Papers" † Therefore, it can be stated that man power planning in newly independent countries of Africa gave a direction to the formulation of education policies. Consequently, the governments of newly independent countries of Africa saw it paramount to expand the education systems of their countries in order to produce more graduates from the education system that would fill the manpower gaps which were experienced in various sectors of the economy. Most technical and managerial jobs at independence in most African countries were occupied by foreigners. Therefore, the aim of most African governments was to decolonise the education systems, produce more output from secondary and higher education so that manpower to participate in national development could be realised. Fafunwa (1974), Contends that education development in African countries like Nigeria was treated as a national emergency for the reason of curbing manpower shortages in crucial areas of the economy. In order to meet the requirements of manpower in various sectors of the economy, the policies of African countries after independence were directed at increasing school enrolments, especially at the post primary level. Rapid expansion of secondary and higher education was considered as a pre requisite for sustainable economic growth. Enhancing education as a basic human right Newly independent African countries were confronted with a task of providing to every child their basic, essential right to education. The kind education that was to be provided was supposed to be relevant to the child in his or her African setting. For this reason, most newly African countries had massive capital and recurrent budgets towards the financing of primary education for all. The provision of education especially at elementary level to citizens of newly independent African countries was prompted by the 1948 Universal Declaration of Human Rights in which education is enshrined as a basic human right. As Bishop (1989:1), postulates, â€Å"Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. †Therefore, from the foregoing, newly independent African countries were compelled to provide education especially primary education on the grounds of human justice and equity. The newly independent African countries were supposed to consider primary education as the birth right of every child. This was due to the fact that education was seen as an effective way to give all children regardless of sex or family background an equal start in life. Furthermore, the leadership of newly independent African countries considered education to be the great equaliser that would help to narrow the wide disparities which were apparent in conditions of living in rural and urban communities. Before the attainment of independence, education in most African countries was a preserve for the elite. In order to correct this, African leaders made radical changes to their education systems to make them more accommodative to everyone. As Carmody (1994:23), contends â€Å"As in most African countries, from the early days Africa’s leaders viewed education as a powerful, often the most powerful vehicle for social transformation. Thus, as the UNIP government assumed power, among its immediate priorities were the elimination of racial segregation in schools and expansion of education provision. Tuition and boarding fees were abolished. † A point was also made by Bishop (1989), which in the days of the 1950s and 1960s massive expansion of education provision was regarded as the best means available for rooting out old prejudices and socio economic injustices. Therefore, education was regarded as basic human right which everyone needed to enjoy as provided in the foregoing arguments. In the pursuit of providing universal primary education, newly African countries set for themselves benchmarks. For example, the Addis Ababa conference on the development of education in Africa held in 1961 recommended that primary education was to be universal, compulsory and free by 1980. The conference further recommended that secondary education was to be provided to 30 percent of the children who completed primary school. Similarly, the conference of Arab states which met in Tripoli in 1966 also set 1980 as the target date for achieving universal primary education. To this end, it can be argued that one of the factors that influenced the formulation of education policies of African countries after achieving independence was related to the consideration that education was a basic human right which every citizen of a given country was supposed to enjoy. Hence, massive investment in the provision of education was undertaken by African countries after attaining independence in order to promote the achievement of universal primary education. As Court and Kinyanjui (1978:14), comment on the provision of Universal Primary Education in Tanzania. â€Å"President Nyerere had the choice of expanding the number of classes at grades V to VII so that those children entering primary education received seven years of schooling instead of four†. It can be concluded from the foregoing statement that the decision was arrived at because it enabled finances to be spent on the provision of 7 years of education to one child which helped him or her to become a useful member of society. African countries aimed at improving the access to education by increasing the number of school places which was facilitated by expanding already existing schools as well as construction of new schools in different parts of their countries. Promotion of Modernisation African countries formulated their education policies with respect to the purpose of attaining modernisation. In order to influence modernisation in their countries, there was massive investment in education. This was a result of the belief that schooling would assist in the inculcation of modern ideas and attitudes. Bishop (1989), postulate that evidence seemed to indicate that schooling influenced the development of modern traits and ideas. To this end, schooling had some impact on modernisation. This was manifestated in higher levels of modernity among urban people and lower modernity among rural people. Consequently, many African leaders in newly independent countries felt modernisation of attitudes and behaviours was an important pre requisite for their countries’ development. According to Carmody (1994), education should socialise a nation’s population into modern values, attitudes and personalities. For this reason there was more emphasis on the expansion of education systems in newly independent African countries in order to enhance the access levels. Increased access to education meant increased modernity levels within a given country. In studies which were conducted be Inkeles and Smith (1974), indicate that education was the single most variable for modernisation. The studies indicate that each year of schooling improved a person’s score on their modernity scale by about 2 points. Education was also very effective in the development of positive attitudes and values. For this reason, formulation of education policies in newly independent African countries was influenced by the idea of modernisation. Modernisation was to be attained by every citizen in the newly independent African countries through education. Ensuring Citizens’ Political Participation The citizens’ participation in political affairs of their countries could be seen as one of the major factors which influenced education policies in African countries after achieving independence. Political participation of citizens of a particular country was linked to the notion of modernisation. This was due to the fact that knowledge was regarded as power. For this reason, many political leaders of African drafted educational policies which were responsive to the promotion of political participation of citizens in nation matters. This was highly evident in the content of education which was offered to the citizens . Again this could only be realised through the wide spread of education in African countries which most leaders promoted through the expansion of the education system. Cowan (1965), stressed that any political principle which governed education policy in independent African countries was supposed to regard as a top priority the provision of an education that would establish the most vigorous form of self government and independence. Therefore, extending schooling to a larger population would make more people politically and socially conscious and more active in the process of nation building. Thus, if equal political rights were to be enjoyed by everyone then everyone ought to have at least an adequate primary school education to participate more fully in the political process of their country. Promotion of Social Equality and Removal of Divisions The attainment of social equality is among the major factors which influenced education policies in African countries after achieving independence. Education was regarded as an instrument of social equality which was critical in the upbringing of social responsibility. Therefore, education policies which were put in place by African countries after attainment of independence were directed towards the promotion of social equality within their countries. Consequently, more and more school places were created in most parts of African countries to bring about the issue of equality within their countries in the provision of education services. Equality in the provision of education was called for as it ensured that child was provided with varied and challenging opportunities for collective activities and corporate social services. Furthermore, Eshiwani (1993), points out that the promotion of social equality in the formulation of education policies in African countries after achieving independence helped young people to acquire positive attitudes of mutual respect which enabled them to live together in harmony and to make a positive contribution to the national life. This contribution to national life was not supposed to be extended to every part of the country, hence the need of social equality in the provision of education. Respect and Development of Cultural Heritage The formulation of education policies in African countries after achieving independence was influenced by the need for promoting respect and development of cultural heritage. Education policies were directed towards the promotion of respect, fostering and developing the rich cultures which African countries have. For this reason, policy formulation as regards this situation was clearly addressed in the content of education which African countries were to provide to their people. The content of education was adapted to the culture of the people in any particular African country. In support of this assertion, Eshiwani (1993), states that the commission which was assigned to review Kenya’s education system in 1963 recommended that Kenyan schools were to respect the cultural traditions of the people of the country, both as expressed in social institutions and relationships. Similarly, Damachi et al (1978), reports that education policies in African countries after attainment of independence were influenced by the need to enhance every aspect of human development which included the promotion of cultural heritage. Consequently, African countries were to state clearly their language of instruction in their education system both at lower and higher levels. This was done with the sole aim of promoting the preservation of cultural heritage and national unity. To this end the education policies which most African countries drafted after the attainment of independence were geared towards learners understanding of past and present cultural values and their valid place in contemporary society. Education for Self Reliance The education policies of African countries were influenced by the need for the curriculum offered to respond to the attainment of self reliance. Thus the recipients of such education were supposed to engage themselves in self employing activities. The curriculum of African countries emphasized practical subjects in order to ensure the acquisition of self reliance by learners. It was realised that the kind of education which was offered in some countries in Africa was too bookish and academic. The education system in most African countries separated manual work from learning. Thus theory was separated from practice. This situation further alienated young people from their societies. Therefore, education reforms in most African countries were inevitable so as reverse this trend. As Bishop (1989:116), reports â€Å"By the mid 1950s it was being argued once again that schooling should be reformed principally through curriculum reform to include more practical and vocational studies’’ Similarly, Carmody (1994), reports that Zambia’s First National Development Plan pointed to the need for increasingly relating secondary education to the needs of the country by diversifying the secondary school syllabus into technical and commercial fields and giving a new place to agriculture. Therefore, it can be pointed out that education policies in African countries were supposed to address the concept of self reliance. Academic schooling was to be placed side by side with technical and vocational training in African countries. Improvement of Education Efficiency The education policies of most African countries after achieving independence were influenced by the need of improving the efficiency of the education systems. In education systems of African countries, it was felt that there was no correlation between inputs and out puts as well as between costs and returns. Education policies were centred on the need of making the systems of education to be more efficient. That is, the education systems were supposed to achieve their output at the lowest cost and also get the greatest return for a given cost. According to Bishop (1989), most education systems in African countries after achieving independence were inefficient, particularly at secondary and higher levels. The inputs such as expenditure per student or teacher training did not seem to have the effects on test scores which educators anticipated. Therefore, education policies were designed in a manner that would make the education systems in newly independent African countries to be more efficient. Additionally, education in many African countries was dysfunctional. It relied heavily on rote learning and led to an inappropriate reverence for paper qualifications. Furthermore, most curricular in African countries were irrelevant to pupils’ future lives and created an imbalance with many school leavers unemployed. Consequently, African countries formulated policies which were aimed at addressing the challenges which were faced in education systems. Education as a means of fostering international consciousness Education policies in African countries were influenced by the need to foster international consciousness in learners. Education policies as complimented by the content of education provided to learners was supposed to ensure that positive attitudes towards other countries as well as the international community were upheld. This was emphasized because no country existed as an island. Each country depended on others for its prosperity. Therefore, it was essential that learners were provided with education that would instil international consciousness for the purpose of promoting cooperation among countries. CHAPTER THREE. 3.0 CONCLUSION Education policies in African countries after their achievement of independence were influenced by a number of factors. Some of the major factors which influenced education policies in African countries included manpower shortages, recognition of education as a basic human right, consideration of education as a tool for development, modernisation, improving education efficiency, need for citizens’ political participation, and promotion of international consciousness among learners as well as self reliance. Changes in education policies were inevitable due to the fact that African countries experienced change in government. A change in government is associated with an ideological shift, thus aspects of the education system in a given country will be in a continual state of reformation. Hence, changes occurred in education aspects such as content, teaching methodologies, assessment and structure. How to cite Education Policies, Papers

Of Anger Essay Example For Students

Of Anger Essay To seek to extinguish anger utterly, is but a bravery of the Stoics. We have better oracles: Be angry, but sin not. Let not the sun go down upon your anger. Anger must be limited and confined, both in race and in time. We will first speak how the natural inclination and habit to be angry may be attempted and calmed. Secondly, how the particular motions of anger may be repressed, or at least refrained from doing mischief. Thirdly, how to raise anger, or appease anger in another. For the first; there is no other way but to meditate, and ruminate well upon the effects of anger, how it troubles mans life. And the best time to do this, is to look back upon anger, when the fit is thoroughly over. Seneca saith well, that anger is like ruin, which breaks itself upon that it falls. The Scripture exhorteth us to possess our souls in patience. Whosoever is out of patience, is out of possession of his soul. Men must not turn bees; animasque in vulnere ponunt. Anger is certainly a kind of baseness; as it appears well in the weakness of those subjects in whom it reigns; children, women, old folks, sick folks. Only men must beware, that they carry their anger rather with scorn, than with fear; so that they may seem rather to be above the injury, than below it; which is a thing easily done, if a man will give law to himself in it. For the second point; the causes and motives of anger, are chiefly three. First, to be too sensible of hurt; for no man is angry, that feels not himself hurt; and therefore tender and delicate persons must needs be oft angry; they have so many things to trouble them, which more robust natures have little sense of. The next is, the apprehension and construction of the injury offered, to be, in the circumstances thereof, full of contempt: for contempt is that, which putteth an edge upon anger, as much or more than the hurt itself. And therefore, when men are ingenious in picking out circumstances of contempt, they do kindle their anger much. Lastly, opinion of the touch of a mans reputation, doth multiply and sharpen anger. Wherein the remedy is, that a man should have, as Consalvo was wont to say, telam honoris crassiorem. But in all refrainings of anger, it is the best remedy to win time; and to make a mans self believe, that the opportunity of his revenge is not yet come, but that he foresees a time for it; and so to still himself in the meantime, and reserve it. To contain anger from mischief, though it take hold of a man, there be two things, whereof you must have special caution. The one, of extreme bitterness of words, especially if they be aculeate and proper; for cummunia maledicta are nothing so much; and again, that in anger a man reveal no secrets; for that, makes him not fit for society. The other, that you do not peremptorily break off, in any business, in a fit of anger; but howsoever you show bitterness, do not act anything, that is not revocable. For raising and appeasing anger in another; it is done chiefly by choosing of times, when men are frowardest and worst disposed, to incense them. Again, by gathering as was touched before all that you can find out, to aggravate the contempt. And the two remedies are by the contraries. The former to take good times, when first to relate to a man an angry business; for the first impression is much; and the other is, to sever, as much as may be, the construction of the injury from the point of contempt; imputing it to misunderstanding, fear, passion, or what you will.

Karma And Samsara Essays (1277 words) - Shabda, Reincarnation

Karma And Samsara The belief in Karma and Samsara form the basis for the Hindu's religious worldview. It has been central to Hinduism for thousands of years, and as a result forms a major part in the philosophical thinking of many Hindu's today. The ideas of Karma and Samsara are evident in almost all of the great Hindu scriptures, being touched on in the Veda's, but first properly introduced in the Upanishads. When the idea of Samsara was first introduced it led to a quest for liberation through the practice of austerity or meditation or both. To be released form this life the Hindu's needed to wipe out the effects of their past actions or Karma. It is this set of beliefs that formed the background of many of Hindu's religious movements and beliefs. Karma is the belief according to which a person's future life is determined by past and present actions. Every action, bodily, intellectual or ethical, good or bad, big or small will have its effect. Nothing other than the effects of earlier actions has determined the present state of affairs and nothing other than the present actions will determine the future circumstances. The law of Karma allows no room for chance or divine intervention as everything is inevitably determined by it. The Brhardaranyaka Upanisad simply sates "By good actions one becomes good, by bad actions one becomes bad"(4.4.5) (Koller 1982: 59). Intertwined with belief in Karma is the idea of Samsara, which is the cycle of repeated births and deaths that subjects an individual not merely to one death but to innumerable deaths (Koller 1982:9). Hindu's believe that as a person dies the Atman (the unconscious, immaterial part of a human) carries the results of their good and bad actions (Karma) into their next existence. This previous Karma will determine what sort of position a Hindu will occupy in their new existence, for example, if a person in a low caste has been very good in their past existence they will be born into a higher caste in their next life. The ideas of Karma and Samsara have justified the unequal Caste system, which has been an integral part of Indian society for hundreds of years. At the time of the Rig Veda (the earliest Hindu scriptures around 1000 B.C.E) (Smart 1989: 60) the key concepts of Karma and Samsara had not actually been stated. However, it does mention that a person's conduct in this world determines his life after death. The brahmins (the religious leaders) stressed the importance of the sacred act of sacrificing which was supposed to have a bearing on man's fate in the next world, and consequently the Satapatha Brahmana 11.1.8,6, states that "the Sacrifice becomes the self of the sacrificer in the next world"(Stutley 1985: 23). So, even at this early stage of Hinduism, the idea of Karma played an important role in the Hindu's worldview. It was not until the Upanishads (the principal ones dating from 800-400B.C.E) (Smart 1989:49) that we first meet with the doctrines of Karma and Samsara. The Upanishads are concerned essentially with the meaning of the sacrificial rites, and come to the conclusion that knowledge in the ?true reality' is the key rather than expertise in rituals like the Rig Veda's were. In the process they introduce profound metaphysical and religious ideas, such as Karma and Samsara. The Chandogya Upanisad sums up the ideas of Karma and Samsara "those who are of pleasant conduct here the prospect is indeed that they will enter a pleasant womb, either the womb of a Kshatriya or the womb of a Vaisya (high Indian Castes). But those who are of a striking conduct here the prospect is indeed, that, they will enter the womb of a dog, or the womb of a swine, or the womb of an outcast"(Lipner 1994: 45). The central concept in the Upanishads is that of Brahman. Brahman is the highest truth, the eternal being on which all other beings depend on. Brahman is the same as the atman, in other words, that ultimate being out there, is the same as that eternal something within you. The goal for many Hindus became at this time to gain Moksha (release from Samsara) which meant a person's atman would be released from the cycle of rebirth and therefore become one with the ultimate reality, Brahman, like a drop of water into an ocean. To understand the Hindus preoccupation with breaking the cycle of Samsara and gaining Moksha one must understand the Hindu's view of time and space.

Top Three problems facing the nation, the congress and the p essays

Top Three problems facing the nation, the congress and the p essays The land of Freedom, Equality, and opportunities, is what is known to the world about the United States of America from the beginning of its origin. Here people from all around the world come for higher education, for better living, and seeking more opportunities. Each people in this country can make up their life to their best because of the rules and regulation that are in favor of all, and are not bias. As for example they can work hard because there are opportunities available equally to all on the basis of their education, and capacity. Thus, the United States of America is the land of freedom, equality and opportunities. The United States of America is the dwelling place of all nationalities. However, the nation now is facing problems regarding the freedom which the congress were struck at in the decision making process. The three major problem facing nation today and also in the congress and the president in the policy making process are the same sex marriage, the illegal wo rkers, and the most high tech jobs going offshore. In the state legislatures this year, there is action related to gay marriage. In most cases lawmakers have been considering proposed amendments to their state constitutions that would tighten existing bans on the same sex marriage. It has become the problem for the congress to pass the federal constitutional amendment banning gay marriages. Different state has different decision, but most of the states have the same outcomes, that though the house has passed the bill to senate, its very hard for the senate to pass the bill. President George W. Bush hasnt formed the clear opinion on gay marriage. In some states, people are forcing congress to allow the same sex marriage. In my opinion peoples freedom is beyond the limit. Congress is on the horns of dilemma. Obviously it is the serious problem in the decision making process. If it is made legal, nation may face many problem...

How to Pronounce Italian American Surnames

How to Pronounce Italian American Surnames Everyone knows how to pronounce their last name, right? Since surnames are obviously a point of pride, its not hard to understand why families would insist on pronouncing them a certain way. But second- and third-generation Italian Americans who have little or no knowledge of Italian are often unaware of how to correctly pronounce their last names, resulting in anglicized versions that bear little aural resemblance to the original, intended form. Thats Not Italian In popular culture, on TV, in movies, and radio, Italian surnames are frequently mispronounced. Endings are truncated, extra syllables are added where none exist, and vowels are barely mouthed. Its no wonder, then, that many Italian Americans cannot pronounce their last names the way their forefathers did. If you cringe when hearing Italian words mispronounced, are interested in how your surname was meant to be pronounced in the original language, or want to recognize your own last name when spoken by a native Italian, there are a few simple rules to follow. When Paul Simon and Art Garfunkel sang, in the 1969 Grammy Awards Record of the Year song Mrs. Robinson, Where have you gone, Joe DiMaggio? they turned the Yankee Hall of Famers last name into four syllables. In fact, the Italian pronunciation should be dee-MAH-joh. In 2005, amidst the blanket media coverage of the Terri Schiavo case (brain-dead and in a coma, her husband went to court to have her taken off life support) the American media persisted in pronouncing her last name as SHY-vo, which to Italian speakers sounded very wrong. The correct pronunciation is skee-AH-voh. There are many other examples in which no attempt is made for even a close approximation of standard Italian pronunciation, which has lead to the spread of careless sounding out of Italian last names. Ironically, in Italy native Italian speakers struggle with the same dilemma of whether to pronounce surnames on the grounds of nationality (i.e., to italicize a last name) or on the basis of the origin of the surname. The Correct Way If many English speakers cannot seem to pronounce Italian last names correctly, how can you avoid common pronunciation mistakes in Italian? Remember that Italian is a phonetic language, which means words are usually pronounced as they are written. Determine how to break down your surname into syllables and learn how to pronounce Italian consonants and vowels. Ask a native Italian or someone fluent in the language how to pronounce your cognome italiano, or post a message on the forums such as: How to pronounce the surname Lucania correctly (hint: its not loo-KA-nia, or loo-CHA-nia, but loo-KAH-nee-ah). At some point, the linguistic clouds will part, and youll be able to pronounce your Italian last name as it was meant to be. Stumbling, Mumbling Pronunciation There are a few letter combinations in Italian that frequently trip up even the most assiduous speaker, and lead to the mangled pronunciation of last names. For example, Albert Ghiorso was the co-discoverer of a number of chemical elements. But pronouncing the surname Ghiorso shouldnt require a Ph.D. in chemistry. The scientists last name is not enunciated gee-OHR-so but rather ghee-OR-soh. Other potential tongue-twisters include double consonants, ch, gh, and the ever-tricky gli. Master these articulation challenges, and youll sound like a native when pronouncing memorable Italian last names such as: Pandimiglio, Schiaparelli, Squarcialupi, and Tagliaferro.

People aged over 65 employment in UK Essay Example | Topics and Well Written Essays - 250 words

People aged over 65 employment in UK - Essay Example One of these reasons is the economic depression that has been in the recent years which has necessitated people to continue working in order to make ends meet even if they are old or over 65 years of age (Barrow, 2011). There is also the issue of the workforce being reduced as the population of young people who can provide labour in the UK has continued to dwindle as people fail to give birth. The lack of enough labour force has forced the older generation to continue working way after their years of retirement have passed as they have no alternative if the economy is to continue to grow as it used to or if their country is to develop. Lastly is the boredom that most of these people face if and when they retire and in order to avoid it, they prefer to continue working until they are not physically able to do so. Barrow, B. (April, 13th, 2011). â€Å"Grey jobs boom: How over 65s are filling a third of new positions because they are too poor to retire.† Dailymail. Retrieved from:

Responses to two memo discussion Module 3 Article

Responses to two memo discussion Module 3 - Article Example Because of this, organizations will be able to respond to various needs of the stakeholders without taking much time. Additionally, networking will save the company from frequent travelling since it will be able to share information as well as files with minimal time wastage. Therefore, the memo is on point on the benefits of networking an organization. This is in response to memo 2 titled, â€Å"Computer Networking Standards Recommendation† dated on June 26th, 2014. I agree with the memo that the increasing and the advancement of technologies are making it difficult for companies’ technicians to cope with emerging softwares. Therefore, the developments of companies that help organizations to integrate the softwares in managements is brilliant. Organizations don’t have to hire computer networking staffs every time they acquire a new system, but can use the automated systems from companies such as Cobit, Sam IT among others in understanding an organization and driving the values of the shareholders. They will offer support and on site and remote diagnostics which is essential for organizational

Can Religion Be Studied Academically Essay Example for Free

Can Religion Be Studied Academically Essay The academic study of religion isn’t a means of just learning scriptures or passages from a sacred text like the Bible. It is a more complex process and can be considered multidisciplinary – it can include art, literature, linguistics, history, philosophy, psychology, sociology and much more. Religion can’t be studied without knowing what we are trying to study, and while some would argue it just doesn’t exist, the similarity among the diverse religious belief systems around the world are strong enough to justify a comprehensive field study encompassing the factors listed above, some of which fall into Livingstone’s ‘seven ways of studying religion’. However, to effectively study religion in an academic way, it is important to include critical analysis, which means it is important not to be biased towards your own beliefs. By doing this you can become more culturally aware of other faiths and beliefs, and thus obtain a greater understanding of religions. Literary criticism plays an important role in the academic study of religion. Religion in the theological way is all about the teachings of a particular sacred text. The Bible for Christianity, the Quran for Islam and Sutras for Buddhism, for example, all contain the teachings and laws of the respective religions, which is essentially how people can understand religion in the first place. Livingstone, in his theories on religion, says questions are the key to studying and understanding the meaning of sacred texts. Is it reliable; who was the author; when was it written and where; how has the work been received, interpreted and passed on? These are the questions that need to be answered before a true understanding of religion can be obtained, and who better to answer them than a literary critic, according to Livingstone. The relationship between religion and language also relates to this idea of literary criticism. Language in religion doesn’t often function like it does in everyday life – it is not found at the surface level of words or signs, according to Livingstone. Understanding language and how it is used in religion provides insight, but it also stretches to include the nature and function of language itself. Because of religion’s role in human cultures, it is impossible to comprehend the flow of history without some basic grounding in a variety of religious beliefs. Livingstone says it would appear obvious that the historical study of religion has to do with establishing what role religious experience and ideas play in the lives of individuals and communities. You only have to look at the Bible and see the Old Testament is dated in years ‘before Christ’. Livingstone gives an example of the Protestant Reformation. The causes of the Protestant Reformation have been a topic of contention among historians, and the debate illustrates both the importance of history in gaining a fuller understanding of that event in western history, and the difficulties in proposing a single casual explanation in history. But the notion of history and religion can be put a little more simply – religious traditions provide structure to the world and provides people with a sense of where they fit in, which in turn affects choices today, for example decisions about politics. The philosophical scrutiny of religion is one of the oldest and most instructive ways of examining religious experience and belief, according to Livingstone. In this century philosophy’s relation to religion is to analyse the uses of religious language and to test its logical status and meaning. It asks whether a religious expression is simply performing an action or evoking the emotions. Livingstone says philosophers believe much of the problems with religion stem from these confusing uses of language. Over the centuries and spanning different continents, the notion of philosophy has remained significant in several religious traditions, which emphasises the importance of it in an educational way – In India, philosophy has remained associated with historical developments in Hinduism and the same goes for Buddhism in Asia. The way in which religion interacts within a social dimension is also a significant element to studying religion. Sociologist, Max Weber, demonstrated that certain forms of social life and behaviour could deeply reflect the religious belief and practice of society. For example: Weber analysed how the new Protestant ethic, which came with the Reformation of the 16th century, proved to be decisive in shaping the spirit of modern capitalist society. All religions have a concept of what it means to be a member of a religious society, how it should function, how it should be organised, and how the society relates to the outside world. Therefore it is important to have an understanding of the sociology behind religion, especially in the instance that culture and religion become hard to distinguish between. It is understood that religions offer critiques of contemporary society based on concepts of an ideal society and must understand the connection between sacred and secular power and the political and religious institutions representing each. This is where a study of sociology and anthropology become important for religion. The relationship between religious and violent conflict is well known. It can be argued that religions are inclined to be absolutist, meaning they don’t allow for the validity of other religions. This discourages the discussions and negotiations and compromises needed to resolve differences of opinion peacefully, which can then have an effect on society itself. Without compromises, it can sometimes erupt into violence – so in terms of the importance of studying religion, it is ideal to know the interconnection between sociology and religion to understand why and how conflicts, for example, can sometimes occur. And then there’s the psychology behind the importance of studying religion. One of the early workers in this particular field was William James. He explored the psychological dimensions of phenomena as conversion, mysticism and saintliness. Livingstone says the connection between psychology and religion is perhaps the most closely associated with great figures in psychoanalysis. He also uses an example of Gordon Allport’s work, who studied the relationship between religion and prejudice. He says studies such as Allport’s show the value of psychological studies in revealing the potential effect of forms of religion on social relations and behaviours. Allport particularly discovered that there were different correlations between prejudice and types of being religious, what he referred to as extrinsic and intrinsic religions. This particular study into psychology and religion is significant because it can warn us against making too-simple correlation between prejudice and religion, according to Livingstone. In addition to Livingstone’s ideas behind studying religion, there are other factors that intertwine, like art, for example. No one can view art without noticing the influence of religion. Every religion provides ideas, tales, cultural symbols, and concepts vital to creating art. It can be argued that without the cultural resources available today that have been created by religions, some art would be impossible to create or even understand. It isn’t particularly essential for making art, but religion’s role culturally makes the connection stronger. In conclusion, it is difficult to seriously or substantively critique religion if it’s not understood. It is for this reason that an understanding language critique, sociology, history, psychology and philosophy, for example, is so important. Livingstone says the academic study of religion can help people to see religion as a whole. These scholarly views and disciplines can help people to see aspects of their own religions that they may be blind to, which in turn can help prosper more appreciation for various religious traditions.

King Arthur Essay examples -- Essays Papers

King Arthur Character Analysis Although King Arthur is one of the most well-known figures in the world, his true identity remains a mystery. Attempts to identify the historical Arthur have been unsuccessful, since he is largely a product of fiction. Most historians, though, agree that the real Arthur was probably a battle leader of the Britons against the Anglo-Saxons in the sixthth century. In literature, King Arthur's character is unique and ever changing, taking on a different face in every work. There is never a clearly definitive picture that identifies Arthur's character. It is therefore necessary to look at a few different sources to get better insight into the character of Arthur, the once and future king. GRAPH Arthurian literature can be divided into two basic categories, pseudo-histories and romances. The main difference between the two is that pseudo-histories such as Wace and much of the Celtic work, for example, Geoffrey of Monmouth show Arthur as a strong, central character, making him the dominant figure in the story. He is the one who goes on quests and battles, gaining respect and glory for his court. In romances, however, Arthur is most often overshadowed by his knights, staying mainly in the background as the source and the inspiration behind their great chivalric deeds. GRAPH The first written chronicle of Arthur's adventures comes from Nennius, a monk from North Wales. In his ninth century writing, Nennius tells of Arthur's twelve victories over the Saxons but describes him only as a dux bellorum "a leader of battles" and not a king. It was Geoffrey of Monmouth who first proclaimed Arthur as king in his twelft... ... continues to personify the ideal of the chivalric code and remains a glorious, beloved, and respected king whose authority stays intact despite his weaknesses. These qualities make King Arthur a true legend, which continues to fascinate and intrigue audiences throughout the generations. Sources of information Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993. Cavallo, Adolfo Salvatore.Medieval Tapestries in the Metropolitan Museum of Art. New York: The Metropolitan Museum of Art, 1993. Lacy, Norris J. The Arthurian Encyclopedia. New York: Peter Bedrick Books, 1986. Broughton, Bradford B. Dictionary of Medieval Knighthood and Chivalry: Concepts and Terms. New York: Greenwood Press, 1986. Camelot and Arthurian Legend: Arthur. online 4/27/98 http://www.eliki.com/ancient/myth/camelot/arthur

Deviant Society Behavior

The world of humans is oftentimes unpredictable, changing and wondrously exciting. However, when these attributes become extremely bizarre and painfully detrimental, humans become sick and worried about to what extent can other humans afford to inflict harm against them. Suicide bombing is, if not the most, one of the most gruesome acts anybody can commit. It is outright crazy and stupid. One must be beside the normal to be entertaining such a thought in mind.Ironically, fanatics who have committed and attempted suicide bombings in the past, were deemed normal until the day when the execution of their ultimate plans were made public whether foiled or completed. People who are afflicted with mental disorder may, as other people, travel for the same reasons – vacation, visiting friends or relatives, business, recreation, and sometimes for religious or spiritual focus (Miller & Zarcone, 1968). Others indeed may travel for reasons other than the normal – for reasons trigger ed by malformed mental state such as the men who carried out the 911 attack of the Twin Towers in New York.Along the 911 attack, suicide bombing through aircraft came to prominence resulting in the stirring of the awareness among the international public of the fact that the regular traveler might not be that â€Å"regular† anyway. It is probable that some of them are driven by excessive anger or motivated by utopic hope as taught in the communities wherein they have pledged their life allegiance (Silke, 2003). In a recent turn of events in Pakistan, upon the return of former Pakistani Prime Minister Benazir Bhutto to her home country, 124 were killed and 320 plus got injured as a result of another suicide bombing.The bomber threw grenades among crowds of people and afterwards blasted himself to death (CNN update, Oct. 18, 2007). It’s difficult to think of sensible reasons why a sane person (if that person was ever considered sane by his colleagues) has committed such an act in the first place. To spend and expend one’s self for a noble cause is commendable only if they benefit people outside one’s own community. It’s never an ideal to advance a religion’s cause at the expense of the lives of other people. A suicide bomber is demented in that even in the logic of religion, all religions presupposed a benevolent god who is both powerful and loving.There must be distortions somewhere within the suicide bomber’s mind to have associated the act of delivering a bomb and acts of piety. Understanding mental health: Factors that contribute to a Suicide Bomber's Behavior The majority of theories and models of human behavior fall into one of two basic categories: internal perspective and external perspective. The internal perspective considers the factors inside the person to understand behavior. People who subscribe to this view understand behavior as psychodynamically oriented. Behavior is explained in terms of the thou ghts, feelings, past experiences and needs of the individual.The internal processes of thinking, feeling, perceiving and judging lead people to act in specific ways. This internal perspective implies that people are best understood from the inside and that people’s behavior is best interpreted after understanding their thoughts and feelings (Jourad, 1963). The other category of theories takes an external perspective. This focuses on factors outside the person to understand behavior. External events, consequences of behavior, environmental forces to which a person is subject, are emphasized by this external perspective.A person’s history, value system, feelings and thoughts are not very important in interpreting actions and behavior. Kurt Lewin for instance considered both perspectives in saying that behavior is a function of both the person and the environment (Tiffin,& McCormick, 1958). Man is a social being and as such his personality is viewed from the society and c ulture where he belongs. A society represents a geographical aggregate and has boundaries, similar government or a group of persons in meaningful interaction and engaged in social relationship.Personality is the individualizing traits of man which constitute his singularity and differentiate him from any other human being. The three determinants of personality: 1] biological heritage which has direct influence on the development of personality. This includes musculature, the nervous system, and the glands; 2] E. Q. factor describes qualities like understanding one’s feelings, empathy for the feelings of others, and the â€Å"regulation of emotion in a way that enhances living (Gibbs, 1995);† 3] environmental factors.Taking everything normal, environment plays an important role in personality development. Environmental factors are cultural environment, social environment, home and family, culture, status and role and social agent. Many of men’s pronounced stirred -up state of mind such as fear, anger, disgust, and contempt, have posed the question, why? What has caused such a reaction? What has brought a change to his/her behavior? What is the frustration that has brought about such behavior? In the world of a suicide bomber, he/she contemplates on various input or stimuli from the world he/she evolves in.There are frustrations of every form and even without these, his/her psyche or mental state functions on the basis of anything he/she receives (actively or passively) from the milieu. Life’s problems are numerous and as long as one is alive and kicking he will always be faced with problems, be they big or small. Such problems stir-up one’s emotions or feelings which maybe pleasant or unpleasant. Physiological problems, environmental problems, personal deficiencies and psychological concerns bring on a variety of responses; some predictable, others are not.Disorganization of family life, disintegration of personality brought ab out by depression, great personal suffering, any of these may take any person beyond the limits of his tolerance. Man is born in a social environment surrounded by cultural norms and values. He is faced with cultural taboos and acceptable social behavior. Numerous environmental factors come to the fore which may or may not be easily overcome. One of the most difficult problems in this area is one’s cultural dos and don't s. Environmental frustrations cannot be avoided, for there are always certain factors in a person’s growth and achievement.Psychological or internal problems are the most difficult to resolve as they are within the inner feelings of a person. One may not be able to detect his/her concerns/anxieties through his /her overt behavior. It may only be inferred from what his/her inner thoughts and feelings are but will not know what caused such a feeling. Psychological concerns of various forms represent a more serious threat to the personality of the individ ual than do environmental pressures. If severe enough, they may create considerable emotional tension with accompanying behavior disorders.Reacting to pressures and other concerns such as frustration varies from person to person because of their personality differences. These reactions maybe defensive, neurotic or psychotic. Most people are sympathetic to people who develop physical ailments, but regard an individual with mental disorder as â€Å"crazy. † At this juncture, does a suicide bomber then be considered a person with a mental disorder or deemed as â€Å"crazy? † definitions of mental health vary considerably. Freud when asked what he thought a normal, healthy person should do well replied â€Å"love and work.† Karl Menninger’s (1956) definition is quite similar to Freud’s. He states: â€Å"Let us define mental health as the adjustment of human beings to the world and each other with a maximum of effectiveness and happiness. Not just effi ciency, or just contentment, or the grace of obeying the rules of the game cheerfully. It is all together. It is the ability to maintain an even temper and happy disposition. This, I think, is a healthy mind. † When we therefore, try to define mental health, we have in mind the adjustment process which an individual brings into force when he is faced with a problem situation.Adjustment is defined as an individual’s manner of reacting or responding adequately to a perceived problem. From the standpoint of mental health, adjustment refers to a happy and socially acceptable response to life’s situations. Mental health therefore, is the ability of the individual to function effectively and happily as a person in one’s expected role in a group and in the society in general. It is a condition of the whole personality and is not merely a condition of the â€Å"mind† as is often supposed.It is an out-growth of one’s total life and is promoted or hind ered by day-to-day experience, not only by major crises as some assume (McCllelland et al, 1973). Mental health is the capacity to live harmoniously in a changing environment; to face and solve one’s problems in a realistic manner; to accept the inevitable, and to understand and accept one’s own shortcomings as well as the shortcomings of others. In this sense, people who develop and encourage Jihad or any â€Å"terroristic† ideas and brainwash others to do the same, are seen people who do have unrealistic way of looking at life and their experiences.They are commonly classified as people having delusions of grandeur among others. This term refers to people who experience a bloated sense of importance or missions and oftentimes associated with corresponding persecution complexes (Jourad, 1963). They therefore harbor also a sense of anxiety that some people are out there to cut off their goals and obstruct their missions. Their resolve to deliver their target aim s is even stronger the reason for their methodical and systematic way of doing things.Since they cannot accept that they must co-exist with people whose beliefs radically differ from theirs, they accept the notion that annihilation is a solution and dying a martyr’s death to ensure this goal is the ultimate sacrifice. This kind of mindset comes only from a frame of thinking that has been exposed only to a few options; in fact, only very narrow options. That option is the radical Islamic alternative and nothing else. When living in this world, co-existence is not just something that is talked about inside the halls of the academe: co-existence signifies a mindset that is healthy as well and free from disorders.Mental health is a matter of degree. There is no hard and fast line that separates health from illness. It is not a simple matter to divide the population into two distinct groups-those who should be institutionalized and those who should not be. Many of us at one time o r another exhibit traits and pattern of behavior which if, accentuated and continuous, would necessitate psychiatric care (Jourad, 1963). Though radical a thought this may seem, and naturally sounds unrealistic, the ideal place is to set monitoring and evaluation of mental hygiene at some point in time. How to do this is going to be a big issue, expectedly.However, terrorism and the likes of suicide bombing can probably be controlled in some ironic way: by referring to them as idiosyncratic, delusional or even possessing mental disorders. Another way of classifying them is through the Diagnostic Statistical Manual IV (DSM) classification system; these people are versions of psychopaths or psychotics; because the symptoms are there and they cannot function normally among any general population. Conclusions The difficult but frequently asked question is that â€Å"Will suicide bombers be able to wreak havoc again as they did in 911 in New York?† The possibilities are largely an d unsurprisingly high that it might happen again. People are people: as indicated in the opening statement, we are unpredictable, inundated with problems and those extremists have come to the point in their lives that their choices of so-called â€Å"martyrdom† that they do for religion and their god is close to pleasurable, fulfilling and the dream of their lifetimes. What can probably compel them against that? What can possibly move them away from doing what seemed to be â€Å"heroic acts?†What is being done in the United States today like tightening security and vigilance that other countries had been doing (e. g. , Israel) and for which others are also implementing (i. e. , United Kingdom/England), is by far the best that they can do. But that is as far as any human or groups of individuals are also capable of doing. The bottom line is that when a certain person intends to kill or murder, it is just time that they are running against with. Somewhere, some how, some people will be able to make themselves explode and duplicate 911.

Amy Tan – Mother Tongue

English 101 Mother Tongue Amy Tan makes a valid point about the use of different Englishes that are spoken in different places and to certain people. What one says may sometimes vary based on the person, situation, or event as well. How one speaks and what they pick up on happens in the home and other people see them differently based on the way they speak. Different languages become difficult to translate as well because there isn’t always a similar word in the translating language. Many people can relate to this story in the aspect that everyone has their own way of speaking and others’ make them feel inferior with their speech.Some people may have difficulty saying certain words and those who speak well may downsize the verbally handicapped. This is a great essay that relates well to this day and time. Tan relates to her own experiences to compare how people think and to how society sees them. She believed her mother to be illiterate because she spoke improper or bro ken English and other people looked down on her for it. She was laughed at and often times not taken seriously because, being an immigrant with a strong Asian background, her English wasn’t as proper as others.Amy Tan grew up taking calls for her mother and impersonating her on the phone so her mother did not sound so illiterate while trying to communicate with superiors or people who owed her money. This strategy was soon found out however, when Mrs. Tan had to speak to these people in person. Amy believed, â€Å"her [mother’s] English reflected the quality of what she had to say. That is, because she expressed them imperfectly her thoughts were imperfect†¦ People in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretend not to understand her, or even acted as if they did not hear her. (142) Society has the need to be perfect and if someone speaks imperfectly, then they are often treated unfairly. Langu ages spoken in the home and often picked up at school threw peers. The house is the base for learning. Amy Tan came from an immigrant family where no one knew how to speak proper English. This in turn, made it hard to learn the correct way of speaking especially when learning. The first step of speaking the proper way is to recognize how everyone else speaks as well as the way they react to what is said to them.Once someone recognizes that there is a difference in the way they speak, in comparison to the rest of society, and how they are treated, they become aware of how they can change their English. They must first start by paying attention to people around them; how they act and react to the way things are said to them. Different englishes vary based on environments’. When someone is at work, they have a particular way in which they talk to different people; consumers, superiors, and fellow co-workers.While changing to a different situation; at home, one would probably not talk to their parents the same way that they would ague with a sibling. School seems to be the safe place to speak one’s mind, with their peers of course. Speaking to teachers would also differ from being with friends or speaking with strangers. Englishes vary based on group or environment because the people who are being spoken to need to be able to fully understand what is spoken. Amy and her mother experienced this as well. She states, â€Å"Some of my friends tell me they understand 50 percent of what my mother says.Some say they understand 80 to 90 percent. Some say they understand none of it, as if she were speaking Chinese. But to me, my mother’s English is perfectly clear, perfectly natural. It’s my mother’s tongue. † (141) Growing up with her mother, Amy became accustomed to the way her mother spoke, everyone interprets a languages differently based on their own perspective. Amy Tan believes that with growing up in an immigrant household and her mother being her role model, speaking broken English in the home negatively impacted her academically. I think my mother’s English almost had an effect on limiting my possibilities in life as well. I do think that the language spoken in the family plays a large role in shaping the language of the child† (143) Tan claims that her I. Q. and S. A. T scores where hindered by improper English in the household. What Amy states makes sense in the aspect that everyone learns to speak the language they where raised with. Peers influence your speech, but your home life defines it. When you hear a language all your life, it becomes the way you speak as well.When one grows up with a language, they don’t think to question it. Need of improvement does not even become an idea until you connect that the way you speak reflects the way you speak to a point. The use of different Englishes is so natural that few people are aware of any change in our language, but it has beco me so natural for people to alter their speech in a way that is comfortable for everyone and so that it can be better understood. Our vocabulary and ideas change to better suit any given environment and differs for all groups of people as well; peers, family, superiors, and clients.The environment one grows up in begins shaping the language of each individual in the household. It becomes second nature and many people do not become aware of differences in speech until a later age. Speaking differently from other people can be a rough challenge and no one deserves to feel inferior because they are different. Some people may have difficulty saying certain words and those who speak well may degrade these people which should not be socially accepted. This is an easy essay to relate to when you can observe the way others interact with each other.

Atomic Energy for Peace essays

Atomic Energy for Peace essays When something new is produced by the Science if it has advantages then it also somehow disadvantages on some of its sides and so often we have seen throughout. Firstly, when atom has been produced it said that it is one of the greatest scientific discoveries of the past century and it can be used in many positive purposes. On the other side in the second world war the destruction caused by the atomic bombs over Hiroshima and Nagasaki it caused to a great extent of the wastage of the many precious crown lives of the innocent people it led to develop a feeling against the great scientific discovery, science which had always been regarded as an instrument of human attainment and material progress, had degraded in the eyes of the world, but this was only a timely thinking they were unaware of its tremendous constructive potentials. Later research on the atom proved that mankind had discovered a power which promises to be the most powerful instrument in future for the welfare of humanity. In the early 1950s the USA more or less enjoyed the monopoly of atomic knowledge, other nations had as yet not ever thought about it. Now many of the countries got this great invention of the modern age mostly the atomic energy brought into the positive uses. Today, it produces electricity for use on earth and in space; it is also used most successfully in agriculture. It has been found that plants and seed subjected to direct radiation of atomic energy give greater yield and better crops. In the field of medicine atomic energy promised to be of great benefits to the suffering humanity. Industry is also not far behind in utilizing this great source of power for better and greater production. In USA a large number of big and small firms are using atomic energy of securing cheaper production. As an intention of desire to use atomic energy for peaceful purposes the USA has offered to share her atomic knowledge and resources with other count ...

ENGLISH ESSAY WRITING SERVICE for Students

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Civil Service Essay Example | Topics and Well Written Essays - 500 words

Civil Service - Essay Example From this study it is clear that   there are people who are dedicated enough to work tirelessly without thinking of the appreciation and rewards coming their way. Indeed such federal employees deserve all the accolades for being devoted to their respective jobs and demonstrating professionalism on an out and out basis. These federal employees find it easier to satisfy their conscience more than anyone else and this remains a much debatable aspect related with civil service nonetheless. The need is to understand how civil service could prove to be a positive force behind the nation’s perceptive regimes. The answer lays in the fact that accountability and hiring of dedicated staff could actually solve the anomaly with the issue at hand. This study outlines that the recognition and appreciation aspects of the federal employees come about when they do something extraordinary. However they are not given much credit when they do their work in a responsible manner, for the sake of the public. Indeed the fault lies within the public itself which fails to recognize the true talent of the civil service and the people who work within these areas – the federal employees. The state should also enact certain policies which ask of the people to give feedback with regards to these federal employees so that betterment within the relevant fields could be achieved. The civil service is indeed a domain of the government in one way or the other and hence the government should be accountable for the mistakes that these federal employees commit.  

Equal opportunities Essay Example | Topics and Well Written Essays - 1500 words

Equal opportunities - Essay Example bility on service providers to promote good gender equality policies and processes as opposed to leaving the responsibility to individuals to challenge discriminatory practice - practices that, wittingly or unwittingly, have continued 30 years after the introduction of the sex equality legalisation. Let us have a look at how different legislative bodies have enacted / enacting regulatory frameworks to improve the gender equality in work places: Greater London Authority Welsh Development Agency Scottish Executive City of Birmingham Council North West Region West Midlands Police Authority Greater London Authority (GLA) Gender equality in GLA has been clearly set out from the start, with important issues of the process already in motion. It is exceptional in that the organization doesn't suffer the history of disadvantage found in the many of public sector bodies, and can therefore work on gender equality can go ahead without the traditional constraints. The public duty on gender equality in GLA makes required arrangements with regard to the principle that there should be equality for all. Its strategy for equality for women attempts that the organisation reflects the entire local community at all strata. The mainstreaming of gender equality has been found to be considerably easier in a newly created public body with equalities as a dimension of officer responsibilities. The GLA advocates: * A common approach for performance indicators on equalities * Clear equalities targets to measure performance * Equalities indicators integrated into the best value process These recommendations have streamlined the policies and practices that have helped the GLA become an exemplary employer that reflects the equalities programme for the population of London. This is visible in all... Gender equality in GLA has been clearly set out from the start, with important issues of the process already in motion. It is exceptional in that the organization doesn't suffer the history of disadvantage found in the many of public sector bodies, and can therefore work on gender equality can go ahead without the traditional constraints. The public duty on gender equality in GLA makes required arrangements with regard to the principle that there should be equality for all. Its strategy for equality for women attempts that the organisation reflects the entire local community at all strata. The mainstreaming of gender equality has been found to be considerably easier in a newly created public body with equalities as a dimension of officer responsibilities. This is visible in all functional bodies that include the Metropolitan Police, London Transport, the Fire Service and the London Development Agency.

Von Mangoldt function Essay Example | Topics and Well Written Essays - 1250 words

Von Mangoldt function - Essay Example There are various functions that relates to the Von function. Some of the functions that relates to the Von function is the mobius function, the divisor function and the phi function amongst others. In number theory, the phi function φ(n), is a part of the arithmetic function that counts the n totatives, that is, the positive integers that are less than or equal to n that are mainly prime to n. If n is a positive integer, then φ(n) is the integer number k in the range 1 ≠¤ k ≠¤ n for which the biggest common divisor gcd (n,k)=1. The totient function refers to a multiplicative function that means that where two numbers n and m are relatively prim, then φ(mn)  =  Ãâ€ (m)φ(n). The Euler’s product formula states A divisor function is also a part of the arithmetic function linked to the integer divisors. When denoted as the divisor function, it states the integer divisors number. It comes out as a remarkable identities involving relationships with the Eisenstein series and Riemann zeta function of modular forms. A linked formula is the divisor summatory function that like the name is the sum exceeding the divisor function. The Von function is related to the divisor function through the summatory function. The subsequent chebyshey function ψ(x) is the summatory function associated with the von Mangoldt function: There are various aspects that surround the Von function. Many questions have been asked as to whether the Von function is multiplicative. The von function is one of the most significant arithmetic function that cannot be classified as additive or multiplicative. An arithmetic function a is said to be completely additive if a (mn) = a (m) + a (n) for all the natural numbers m and n. An arithmetic function is attributed to be completely multiplicative if a (mn) = a (m) a (n) for all the natural numbers m and n. Two whole numbers n and m are referred to as comprise if their greatest common divisor equals 1, meaning that there

Evolution Vs Creationism Debate

Evolution Vs Creationism Debate The question of our origin is probably one of the oldest and most controversial issues in the entire history of science. Is man only a written creation greater than in many religious texts, or is man merely another creature that has developed from nature? One of the main themes for this dilemma is the limitation that exists in our universe to be in a position either to measure one of these theories because of insufficient skills or to validate them. Discussion Scientists have proven in thousands of ways and even convinced the Supreme Court of the United States in 1986 to oppose the teaching of the Bible in the word of science. Not everyone knows that Charles Darwin was meant to be a priest, when he began his studies at Cambridge. The Church of England honored him by burying him near the church of Westminster Abby near Isaac Newton. Many scientists held strong religious beliefs, but they called the Genesis creation story as did Newton in 1681 to Thomas Barnett: As to Moses he described realities in a language artificially adapted to ye sense of ye vulgar. Where natural causes are at hand God uses them as instruments in his works, but I do not think them sufficient for ye creation (Von Sydow, pp. 141-156) Many religions find logic in the premise that science should only explain the limitations of natural laws of creation that God might have to use. Divine intervention cannot be used to explain many scientific theories, including evolution, biology, and physics, although many religions try to use it to justify the inconsistencies between science and religion. Proponents of creationism tend to distort science to make their case, and it is not uncommon to find that they distort even their own beliefs in the process. However, opponents do not all necessarily suggest atheism in evolution either. Many tend to give more flexibility to God in the tools that he used to create as well as the timeline. Scientists have convinced the Supreme Court of the United States in 1986 to oppose the teaching of the Bible as science. In the first trial many religious groups sued the state of Arkansas to ban the theory of scientific creationism because this provision allows the penetration of specific religious doctrines into schools. (Ospovat, pp. 243-6) Judge William Overton wrote in 1982 that this is clearly an effort to introduce the biblical version of creation into the curriculum of the schools. Evidence to establish the definition of scientific creationism is the first 11 chapters of Genesis. The proposed concept is simply acceptance of the fundamentalist version of Genesis. Creationists do not support their beliefs by collecting data, collecting also conflicting scientific data, and ultimately reaching a conclusion. Instead, they take literally what is written in Genesis and try to find a scientific support, whether reasonable to the scientific community or not. The theory of evolution t hrough the cycle of data and theories that were before the scientific community for decades. The arguments presented by creationists are not based on new scientific evidence. (Kent, Carolyn and Daily, pp. 108-12) To best understand the theory of evolution, is is helpful to examine a few examples why the scientific decision making process has led scientists to accept the theory of evolution as opposed to scientific creationism. Scientists are attacking a problem by inventing a number of hypotheses educated guesses. They then test these theories to try to refute their own predictions in several independent observations. After making these observations, the scientists abandon or edit changes in their predictions. Due to the fossils available and science proving their origins and ages, scientists have been able to all but prove their theories regarding evolution. Many new scientific theories were coming to light when evolution was first brought to the forefront of modern thinking, but other scientific theories were also very popular at the time that it passed. For example, Newtons theories about gravity was a significant theory that was gaining round at the same time as evolution, and they possi bly gave each other the ability to flourish. Few scientists believe that the theory of evolution explains everything about our creation. Scientists are constantly searching to further their knowledge and expand on the theories they hold, and evolution does not include the source of the universe. The general theory of evolution claims that all life is closely related and has one common ancestor consisting of multiple or single cells. Many processes, including random differences between animals of the same sex, are also caused by the natural selection of successful variations, new forms and numerous amounts of species evolving over time. (Van Wyhe, pp. 11-13) Creationists do not have clearly formulated models of the theory of creation science but the conventional view can be found from a July 1980 summary of the Journal of the Institute for Creation: Acts and Facts. Acts and facts according to the article presented theory is the same as the literal interpretation of Genesis. It is understood that the Institute for Creation science is very clear in this area: The only way we can discover the true age of the earth is God going to tell us himself. Because he told us very clearly in the Bible that it is several thousand years and nothing more is to be discussed. This is supposed to close the book for all the basic questions about the chronology of the Earth. To support it they use a variety of dating methods and processes based on their level of error. For example, many of them use periodic processes that scientists do not find to be supportive of their beliefs. Similarly, events cannot be used to assess periodic age of the earth. Many places on earth show the progression of earth int he layers of soil that have been deposited over time and created fossils. Creationists explain this evidence away as being placed by God to test their faith. Another indication is the presence of radioactive isotopes in rocks. Each of them shows that the earth was created some time ago. But of the 48 isotopes have a half-life of from one thousand to one hundred million years, many have to stay here in large quantities. In samples isolated for thousands of years, only three of these isotopes remained minimal. Because both layers of calcium and radioactive decay are well-known science, you can use them to date fossils and rocks accurately and consistently. For example, FA Olsen studied the sediments 40 million years along the Newark Basin in New Jersey and found a correlation between the isotopic dating and the dates given by record rainfall. He found a substantial link between variations of precipitation resulting in a layer of crusts movement. He found this with cycles of 12,000, 25,000, 44,000, 100,000 and 400,000 years. (Von Sydow, pp. 141-156) This variation can explain the discrepancies discovered between fossils that have been carbon dated to different periods within the same or nearby layers. Creationists use the discrepancies as evidence that science is incorrect, but science again prevails to prove its worth. Conclusion Science is not always perfect and is always changing based on new discoveries. Theories that were once believed in the absolute truth, have now been shown to be false, whereas, the theories that were ridiculed in the past, are discovered to be true later. So what does this mean for us as human beings to interpret the scientific findings and adapt them to our beliefs? We can only follow our hearts and minds, although all people will never agree on what they believe. The creationist theory is wholeheartedly believed by many, while believers of evolution see it as nonsense. As a believer of evolution, it is hard to understand why creationists continue to hold their beliefs beyond the science that seems to prove evolution, but each person will choose their own beliefs and what they perceive to be fact. Work Cited Bowden, Malcolm. Science vs. Evolution. London, England: Sovereign Publications, 1991, pp. 19-24. Campbell, Neil A., Reece, Jane B. and Simon, Eric J. Essential Biology with Physiology. San Francisco: Benjamin Cummings, 2007, pp. 36-8 Kent, Allen, Hall, Carolyn M. and Daily, Jay E. Encyclopedia of Library and Information, 2008. Desmond, Adrian; Moore, James. Introduction to the Descent of Man, and Selection in Relation to Sex. London: Penguin Group, 2006, pp. 108-12 Browne, E. Janet. Charles Darwin Voyaging. London: Jonathan Cape, 1995, pp. 96. Von Sydow, Momme. Darwin A Christian Undermining Christianity? On Self-Undermining Dynamics of Ideas Between Belief and Science. in Knight. David M.; Eddy, Matthew D., Science and Beliefs: From Natural Philosophy to Natural Science, 1700-1900, Burlington: Ashgate, 2005, pp. 141-156 Van Wyhe, John. Darwin: The Story of the Man and His Theories of Evolution. London: Andre Deutsch Ltd, 2007, pp. 11-13. Ospovat, Dov. The Development of Darwins Theory: Natural History, Natural Theology, and Natural Selection 1838-1859. New York: Cambridge University Press, 2001, pp. 243-6.

The Case For Christianity, The Worlds Last Night :: essays research papers

I. Introduction II. Brief Biographical Information III. The Case for Christianity - Right and Wrong as a Clue to the Meaning of the Universe IV. The Problem with Pain - Divine Omnipotence V. The World's Last Night - The Efficacy of Prayer VI. Conclusion A Critique of C. S. Lewis "A Relativist said, 'The world does not exist, England does not exist, Oxford does not exist and I am confident that I do not Exist!' When Lewis was asked to reply, he stood up and said, 'How am I to talk to a man who's not there?'" - C. S. Lewis: A Biography Clive Staples Lewis was born, in 1898, in Belfast. C. S. Lewis was educated at various schools in England. In 1914, Lewis began studying Latin, Greek, French, German and Italian under the private tuition of W. T. Kirkpatrick. He then moved to Oxford where his studies were interrupted by World War I (1917). Two years later he was back in Oxford resuming his studies. In 1924, Lewis was "elected" to teach Literature and Language at Magdalen College, Oxford and remained there till 1954. During this time period in his life, Lewis wrote the majority of his work. Lewis moved to Cambridge for the remainder of his life teaching Medieval and Renaissance Literature.1 C. S. Lewis was a man dedicated to the pursuit of truth who" believed in argument, in disputation, and in the dialectic of Reason. . ."2 He began his pursuit of truth as an atheist and ended up as a Christian. His works the Problem of Pain and Mere Christianity dealt with issues he struggled with. Mere Christianity consists of three separate radio broadcasts. One of the broadcasts was titled The Case For Christianity. In The Case For Christianity, Lewis discussed two crucial topics in his apologetic defense of Christianity. They were the "Right and Wrong as a Clue to the Meaning of the Universe" and "What Christians Believe". This critique will address the first chapter. "Right and Wrong as a Clue to the Meaning of the Universe", can be broken into three parts. The first deals with moral law and its existence. The second addresses the idea of a power or mind behind the universe, who, is intensely interested in right conduct. Also that this power or God is good. Good as in the area of truth, not soft and sympathetic. The third point moves to Christianity, its attributes and why it was necessary for the long" round-about" approach .

Media and Democracy Essay

In 1990, the Americans faced a situation that badly calls for their attention. An all out war against Saddam Hussein and the country he governs named Iraq was the argument being raised by the Bush Administration to his people. The administration needs the support of the public and it is when they decided to make propagandas that may affect the decisions of the people. While sensationalizing news and even opinions about wars and things connected to these acts, people are drawn closer into being deceived and this news may cause them conflicts in developing their own side of the story. Furthermore, with the use of media, journalism and press releases, a major impact is formed that can affect the opinion of the public or the majority which can somehow be very threatening to the outcome, conclusion or result of the battle and the cause being fought for by both sides. During the Gulf War that lasted from 1990 to 1991, media, propagandas and press releases played a big role in forming the opinion of the people of the United States of America about the suggested war against Iraq proposed by the Bush Administration which resulted to an attack against Saddam Hussein and Iraq in a wider, different picture. Related Literature Before finally opening the discussion about the media censorship during the Gulf War, how about we first talk about the group, people and terms involved in the whole sharing of ideas and construction of a this research. War as the key topic that will connect media, public and the incident together will allow us to understand how important the participation of media during the Gulf War years was to the United States of America and at the same time, how it affected the both Iraq and Kuwait. War Defined A three-letter word that can change the whole story of our entire history, war is more like a problem, a conflict made to destroy not just places but also human lives. It is commonly described as a dangerous act and a conflict that would mostly cause problems and loss of human lives. However, the word â€Å"War† is a term that serves various meanings and uses. It could be a figure of speech which creates an allusion to serious strife, campaigns and even struggles. In so many ways, the word, vague as it is can be is used in identifying a certain issue or incident like â€Å"war on terrorism†, â€Å"class wars† and other occurrences that could definitely be understood easily with the presence of the word â€Å"war†. In Merriam-Webster Dictionary, War is defined as (1)’ a state of usually open and declared armed hostile conflict between states or nations’, (2) ‘a period of such armed conflict’, and (3) ‘State of War which corresponds to the art or science of warfare like the weapons, equipment used in war, soldiers and equipped soldiers ready for the war’ . It is also the ‘struggle or the competition between opposing forces or for a particular end’. Although the word is used in many ways, the usual aim of war is to ‘overthrow the enemy’ which ‘does not always imply the complete conquest of the enemy’s country’. Media Defined There had been several definitions of media. People refer to means or medium of communication as media too. Talking in general, it ‘refers to various means of communication’ which stands for ‘television, newspaper and radio’. At the same time, Media is also a ‘collective noun for the press or news reporting agencies’. The same definition of media as a term is also used by Paul Hawken in his book to characterize the word. While this author mentioned the same purpose of media which is to identify the medium and tools used for communication, he also insisted that media ‘is a term that also applies to those people whose profession it is to discover, report and communicate information and news to the public’. Furthermore, we now understand that media is a term used to describe both the medium used in communication and the people who we also call press. They serve as our ears and eyes about what is happening in our surroundings. Through their news, reports and discoveries, we learn from them the truth and the reality. However, the role of media although is very essential in the lives of the people, in the existence of humanity and truth can also be misused and mislead us from the certainties. History of Gulf War It is said that the Gulf War, also referred to as the Second Gulf War is unique compared to other wars happened in the history of this century, probably in the rest of human race account and existence. In so many ways, this war has several features that make it different from other armed conflicts in the whole world. Compared to the Second World War and Vietnam War, there had been several, much more bombs thrown to the enemy country than the amount of explosives used to destroy Vietnam. Also, the treatment of media towards the incident is more intense compared to how they reported their coverage during the World War II and the War in Vietnam. On the second day of August in 1990, Iraq made a move to invade Kuwait. Kuwait, a small democratic country rich in oil and produces the needed amount of the United States of America. This incident of 1990 is not the first in the history of Kuwait. It was the third conflict between Iraq and Kuwait in just one century. The first one was in July 1897 and the second one was in June 1961. Aside from these two, there is also a semi-crisis between the two countries which happened in March 1939. These account of events show that the two countries had been rivals for a long time already and the conflict between them only grows bigger as the years pass by. The Complaints of Iraq According to Suzanne Murdico, there are three complaints that Iraq issued over its neighboring country which is Kuwait. Although some of the complaints of Iraq over Kuwait concerns the past events wherein both countries were involved. One among the several disputes was the money that Iraq borrowed from Kuwait which was used as payment for the Iran-Iraq War. Secondly dispute is concerned with the oil being produced by Kuwait. Since Kuwait, though small country can produce oil that is demanded by the oil market which even angered Saddam Hussein and accused them of producing oil more than the allowed amount as stated by Organization of Petroleum Exporting. The third dispute is about the border between the Iraq and Kuwait territories wherein there is enormous oil. The disputes between Kuwait and Iraq became the same reasons why the latter invaded Kuwait. In June 8, 1991, a victory parade was held in Washington. After almost a year of conflict, the United States of America was able to â€Å"save† Kuwait from Saddam Hussein’s dictatorship. Media Coverage of the Gulf War As Dilip Hiro said in his book â€Å"Desert Shield to Desert Storm† the Gulf War had its share of popularity. Media coverage during the Persian Gulf War or the Second Gulf War can never be compared to the exposure given to World War II and Vietnam War. Censorship Media and People Media and the Gulf War Censorship during the Gulf War Western coverage of the Gulf War Demonizing Saddam Hussein Saddam Hussein had been an ally of the United States of America for almost a decade before the former invaded Kuwait, an oil producing country which supplies the U. S. within eight years, Hussein, a dictator was able to kill 150,000 Iranians and around 13,000 Iraqis. There had been complaints coming from international human rights group about these killings but being an ally of both Reagan and Bush, he was not given enough attention for punishment. When Saddam Hussein invaded Kuwait, April Glaspie, Ambassador of the United States of America asked the media to allow the appearance of Hussein in television even for a few minutes. In this case, Hussein will have the chance to explain himself and also Iraq to the public. These words of the Ambassador served as a hint for Hussein that U. S. sympathizes with him and Iraq. He thought that if he will invade Kuwait, U. S. will not see it as a crime. However, the Bush Administration thought that Hussein’s crime is serious and it is not just killing refugees but it threatens the oil supply already. In 1979, Saddam Hussein, Iraq’s new leader took his post and changed the story of their country. A man with sheer desire for wealth and power, Fiske’s Argument Conclusion Incidents happen for a reason. Nothing exists without its motives and everything; all things in life have its purpose. At first we may find it absurd, crazy and foolish but in the end, what happened will be the biggest story we would want to uncover for the truth. War is a very huge word made by people dominating the entire world. While some people and probably most of the people prefer to have peace in the world rather than endless bloodsheds everywhere, others, especially those who have personal biases and some individual agendas over certain things that concern themselves and some other people existing in their world. Although the word is used in different situations and contains diverse meaning, war is still a word that is very dangerous to the innocent ones. In 1990, media and war finally met to destroy innocent lives and at the same time to hate each other. A story of destroying a nation and manipulating the emotions, feelings and opinion of the greater majority, the gulf war of 1990 was one of the tragic stories for the exercise of freedom of speech. In times of war and conflict between two opposing parties, the opinion of the people involved is very important that it may either serve as a better result or it may complicate things more. One of the most helpful tools in telling the truth, probably the mirror of reality is the media. However, Media and War became best of friends in some cases that together, these two may promote a fight worth dying for or may destroy lives of innocent people. Their companionship most of the time does not mean that they do help each other but because with the use of media, one side of the face of the war will win. Persuasion and propagandas helped a lot in promoting the means that the opposing parties were fighting for. In so many ways, media was both a tool in persuading the people of the United States of America to go in the war with Bush towards Saddam Hussein and at the same time was a battered medium of communication, a means that was used to tell a lie and to mandate what the people should feel. Bibliography Atkinson, Rick. Crusade the Untold Story of the Persian Gulf War. Houghton Mifflin Company. 1993 Center for Media and Democracy. Toxic Sludge Is Good For You, Chapter 10: How PR Sold the War in the Persian Gulf. Retrieved January 19, 2009 from http://www. prwatch. org/books/tsigfy10. html Clausewitz, C. , Graham, J. , Natusch, F. , and Willmot, L. On War. Wordsworth Edition. 1997, page 351. Dinstein, Yoram. War, Aggression and Self-defence 4th Edition. Cambridge University Press. 2005, page 3. Hawken, Paul. Blessed Unrest. Viking. 2007, page 267. Hiro, Dilip. Deset Shield to Desert Storm. iUniverse, 2003, page 4 Media. In TechTerms. com, Retrieved January 19, 2009 from http://www. techterms. com/definition/media Murdico, Suzanne J. The Gulf War. The Rosen Publishing Group, 2004, page 11. War. (2009). In Merriam-Webster Online Dictionary. Retrieved January 15, 2009, from http://www. merriam-webster. com/dictionary/war