The Modern Age For Writing Took Place In 1915 And Ended In 1946. The T Essay Example For Students

The Modern Age For Writing Took Place In 1915 And Ended In 1946. The T Essay ime period encountered two World Wars, prosperity and the Great Depression. Writers were going to war, became vetrins, others were killed in war, but some writers became famous dead or alive. The war did change the style of writing for the writers. After the war the United States became in isolation. Wilson focused on the problems the US had during the time after the war. In the 1920s the time was called The Roaring Twenties. It was called The Roaring Twenties, because production was so high people were going out and enjoying themselves. The middle class was then formed and they ere the ones going out enjoying themselves. Moves came out lots of new inventions came out, and the Module-T was introduced. This was also the time when teens started to go there own ways and having fun and being very social. The middle class was seen as wealthy but most of their pocetions were on credit, a reason why the Great Depression hit the US so hard. We will write a custom essay on The Modern Age For Writing Took Place In 1915 And Ended In 1946. The T specifically for you for only $16.38 $13.9/page Order now The Great Depression was the nest thing that happened in the late 1920s and early 1930s. The Depression started a domino affect that started by the stock market crash, then people tried to get their money out of the bank, businesses lots or most of their investments and businesses had to drop their employees because of the lack of money people lost their money due to credit and no job, ext . . . In 1932 about 12 million people or about a quarter of the people living in the US was without a job. Throughout the depression the unemployed rate kept to increasing. The elections of 1932 Roosevelt became the new president and started something called the New Deal. The New Deal started to help the US get out of the Depression slowly. In the late 1930s World War II broke out, and the US would stay isolated and resume naturally until the Japanese surprised attacked Pearl Harbor in Hawaii on December 7, 1941. The US entered the war with the allies and they would fight for two years before beating Nazi Germany. The war ended after the US dropped two A-bombs on Japan. Peace and the atomic age had finally arrived. The writers during the Modern Age were influenced by the social impacted of the US. As World War I broke out there was meany books and stories wrote about war or about war like atmosphere. There were meany writers that went out to war and wrote about the war. There was people still writing about the new technology and new things being introduced during to time period. During the 1920s there were meany writers just enjoying themselves and the stories were usealy pleasant. Theyre where meany stories wrote about the feature and all the new produce that were coming out. During the Depression the writing style went down a bit. They started to write stories about hope and the way the hole US was just completely messed up. Afer the Depression writers went back to what they were writing about during WWI. WWII did bring the US out of the Depression and there were meany stories that had that in the plot or as a setting giving new hope and a new beginning.

Community Resource Paper Essays

Community Resource Paper Essays Community Resource Paper Essay Community Resource Paper Essay Community Resources 1. Fernandez Park 595 Tenent St. Pinole, CA 94564 Phone†¦ 510-74-2999 Website†¦ www. ci. pinole. ca. us/recreation/index. html Contact Person†¦ Joanna Hours†¦ 9:00 AM to 6:00 PM Monday-Friday Fernandez Park has a youth center, swim team, school of performing arts, and a sports and fitness center. The city of Pinole wanted to create an environment where children could be constructive and have fun. These programs have fees that are based on family income. The city wanted to enhance the quality of life through diversified leisure opportunities. 2. All Nations Church of God in Christ 1225 York St. Richmond, CA 94806 Phone†¦ 510-232-8399 Website†¦ capc-coco. org/westcountyfaith. html Hours†¦ 9:00 AM to 5:00 PM, Monday-Friday Contact Person†¦ LaShaunda Walker or Tiana Clifton All Nations Church of God in Christ offer family, marriage, or individual counseling every 4th or 5th Thursday of each month from 1:00 PM to 8:30 PM. Youth groups and teen mentoring meetings are Fridays at 6:30 PM. Family support with financial or shelter needs are available as needed. Meals are served on Tuesdays and Thursdays from 11:30 AM to 1:00 PM. nd they serve free meals. 3. Contra Costa Child Care Council 3065 Richmond Parkway. Richmond, CA 94806 510-758-5439 Website†¦ www. cocokids. org Hours†¦ 8:00 AM to 5:00 PM, Monday-Friday Contact Person†¦ Brenda Contra Costa Child Care Council strives to make a difference in ensuring that children are nurtured, healthy and achieve their full potential. There mission to promo te and advance quality care and early education. They include infant/toddler, preschool and before and after school care, as well as, part-day and full-day Head Start and nursery schools in their definition of child care. They include child care centers, licensed family child care and licensed-exempt care in their definition of child care. They see all forms of child care as part of a continuum of education for young children, starting at birth and continuing into elementary school. 4. Richmond Health Center 100 38th St. Richmond, CA 94805 Phone†¦ 800-495-8885 Website†¦ www. cchealth. org Hours 8:00 AM to 5:00 PM, Monday, Wednesday, Friday. 8:00 AM to 8:45 PM, Tuesday, Thursday 8:00 AM to 5:00 PM, Saturday Richmond Health Center provides routine and preventive health care service focusing on the whole person. They offer immunizations which are first come first served. They also offer Routine prenatal care for pregnant women. Women’s health like PAP Smears, breast exams, referral for mammograms for women over 40 years old, contraception including emergency contraception, pregnancy testing, STD testing and treatment, and HIV testing. They offer a range of other services for women, men and children. 5. Spectrum Center 16330 San Pablo Ave. San Pablo, CA 94806 Phone†¦ 510-724-4494 Website†¦ www. spectrumschools. com Spectrum Center Schools and Programs serve students with a variety of special needs, behavioral challenges and differing abilities. Spectrum programs are designed for students ages 5 to 22 with a wide array of special needs, including autism, emotional disturbance, physical challenges, behavior disorders and developmental delays. Spectrum Center offers flexibility and customization to meet the diverse needs of students, districts and families. They actively seek and implement best practices to promote optimal outcomes, and they continually adjust their programming as student population change. Curriculum-based measures and evidence-based programming provide the educational support needed to serve students with special needs. Spectrum Center earned the highest rating given by the Western Association of Schools and Colleges, and is a member of the California Association and Private Special Education Schools and Advanced. Reflection During my research I used the internet to get a lot of needed information. I live in the city where I got my resources from. I have had the chance to visit some of them in passing. One of the resources that I really liked was Contra Costa Child Care Council. This organization offer many resources for child care. When I moved to Contra Costa County finding inexpensive child care was a challenge. Child Care Council helped me pay for child care. They also had a referral list of providers. I would recommend Child Care Council to everyone who has under age children. I found this exercise useful because I am going to be opening a child care center soon. I will need to know about all resources in my area. This project allowed me to do some intensive research for my business. Looking for educational programs for children and health care in the city of Pinole was difficult. It saddens me that I was not able to find not one health care center that wasn’t private. The recreation center at Fernandez Park was the only reasonable priced program for children. I signed my daughter up for the after school program. The only thing that was missing within their program was tutoring. My next journey is to find a program that offers both tutoring and structured recreation.

Teaching of Ethics and Humanity in USA and Indonesia Essay

Teaching of Ethics and Humanity in USA and Indonesia - Essay Example This cultural value is highly evident in the education systems of the Universities in USA and Indonesia as they give very high emphasis to Human Values, Respect for others and Ethics in their education systems. Example, Seattle University practices the Jesuit Tradition which requires that the students should be made aware of the importance of what they need to do with the knowledge that they are in the process of acquiring. Similarly, Santa Clara University teaches moral thinking and decision making following the Utilitarian Approach, Rights Approach, Fairness Approach, Common-Good Approach, and the Virtue Approach. The Indonesian Universities teach Humanity, Respect for others and Ethics as well but the lessons imparted are more from the perspective of Religious teachings. As a matter of fact, Islamic and Buddhist education has prevailed quite strongly due to their strong influence on the society. Span and Quality of Education in USA is much better th... They prefer to expose their students to the real world challenges of the subject of choice. Example, the education in Finance & Accounting would not be limited to subject matter learning only but would also incorporate a number of surveys/researches required to be carried out by students even at the undergraduate level. When compared to education system in USA, the width & depth of education system in Indonesia is not comparable to the same in USA. Indonesia education system is based on improving subject matter expertise in technology whereby their applicability is sharply focused on the potentials of global competitive advantages that the country can derive out of such expertise. In this context, the teachers in Indonesia are definitely good experts but more focused towards the coverage of the subject than the applicability of the subject. Example, if the subject matter is networking the teachers would ensure that the entire concepts of network technologies are covered for the students at tremendous pace but fewer opportunities shall be opened to work on live networking projects. Expression of thoughts in USA is more freely allowed than in Indonesia (Thesis 3): USA believes in conversion of Tacit Knowledge into Explicit for the benefit of the future of Mankind. Hence, they tend to develop this culture in the educational system as well. The students in USA need to express their thoughts in class and in group discussions. Example, seniors discuss their internship experiences in open forums such that the juniors can avoid their mistakes when planning for their own internships. In addition to self expression, the Universities also give lot of emphasis in developing the writing skills of the

Digital graphics Assignment Example | Topics and Well Written Essays - 500 words

Digital graphics - Assignment Example Additionally, there have been developments in printers since they were first created, where they were very slow and basic printers. They used to be expensive at the time unlike now, where one can purchase them easily. The only problem is that such printers take a long time to print and therefore, shows how much printers have upgraded but expensive. To add to this there are new printers that have come up and made currently, as well as increases speed of printing as well as lowers costs (Niemeyer, 2008, 23-144). Development of mobile phones also has a big effect on the design and creation of images. Latest mobile phones’ models have cameras, which can be used to take photos and transfer them to a computer using either Bluetooth technology or a data cable. In addition, some mobile phones have such as latest smart phones have inbuilt softwares that can be used to edit images. E-book readers have also had a great impact on the design and creation of images. E-books are now designed in such a way that they are compatible with both the computers and

Grapes of Wrath Book Review Essay Example | Topics and Well Written Essays - 1250 words

Grapes of Wrath Book Review - Essay Example The condition was so ghastly and it had ruined the crops and instigated massive foreclosure on the land. The time was harder particularly in Oklahoma. It was a faulty farming method and drought which resulted into wind erosion of the topsoil. Consequently the Great Plains in the region became â€Å"The Dust Bowl.† â€Å"The Dust Bowl was caused by agricultural malpractices as well as years of sustained drought and incessant strong winds.† (Bernd Steiner 2007) It was the worst condition especially for the tenant farmers. They had been pushed off their land, as they were not able to pay the rent to the banks. Many agricultural workers left for California in search of a rich and fertile land. The journey towards California is very long and gruelling. Grandpa of the family does not want to live his original place and he is constantly complaining bitterly. He dies during their journey. Sairy is sick and showed inability to move forward to the journey. Their dreams of good fo rtune get shattered as soon as they reached to California. The number of jobs was lesser than the number of farmers, i.e. 800 jobs against 20,000 people. The entire family experienced another adversity of life when they reached to California. ... Tom Joad is the protagonist of this novel. He is a man of thirty and has just come out of prison. He had been convicted for murdering a man during a fight four years back. He is good natured and a source of vitality for his family, apart from his 4 years’ stay in prison. He earns honour from his family as well as from the other workers whom he assembled together to form workers’ organization. Other characters include Tom’s parents Ma Joad and Pa Joad. Ma Joad is like a citadel of the family. Pa Joad though sensible and good natured, sometimes feels ashamed of his weaker position. Jim Casy is depicted as a former preacher and a staunch friend of Tom. Rose of Sharon is the eldest daughter of Ma and Pa Joads and she is depicted earlier as a romantic lady but then she has to face many troubles in her life. She faces harsh realities after the death of her new born baby, and the abandonment from her husband, she become quite matured and sensible. She represents the har sh life of the migrants. The character of Joad’s grandfather is sketched in a black shade. He is violent tempered and mean. This meanness is now limited to his tongue, probably due to his old age. He gets pleasure in tormenting others by his harsh talk. Unlike him his wife Grandma Joad is pious. Ivy and Sairy Wilson is a good couple who met the Joads during their journey to California. They helped them by lending their tents to the Joad family so that Grandpa could have got comfortable place to die. There was a good relationship and mutual cooperation between the two families. Other members of Joad family included Tom’s elder brother Noah, uncle John, and second younger daughter Ruthie and Winfield Joad. Muley Graves is another character who is the

Terrorism: Definition, History and Solutions

Terrorism: Definition, History and Solutions TERRORISM:  AN EXPLORATION OF ITS DEFINITION, HISTORY, AND POSSIBLE SOLUTIONS â€Å"Terrorism upsets people. It does so deliberately. That is its point, and that is why it has engrossed so much of our attention in the early years of the 21st century.† Townshend [1] Ask any ten individuals on the streets of London, Paris, Moscow, or New York for the top three issues facing the world today and one common response is likely to be terrorism. Inquire further about how the same people would define terrorism, when terrorism began, and how terrorism can be stopped and you will probably be faced with a myriad of answers, or maybe just looks of puzzlement. The range of responses (or lack thereof) from the public should not be surprising. Not even experts agree on responses to these seemingly fundamental questions on an issue of such importance to worldwide security, an issue that Thackrah suggests is â€Å"one of the most intractable global problems at the start of the twenty-first century†.[2] This essay begins by surveying the vast array of definitions for the term terrorism, providing some insight into the reasons that terrorism is so difficult for experts to define, and adopting a working definition for the term. The historical roots of terrorism will then be explored and results of a review of selected literature on possible solutions for dealing with terrorism will be introduced. Finally, a conclusion discussing the results of the literature review will be presented. Terrorism Defined What is terrorism? The definition assigned to the term very much depends on who you ask, although, as Hoffman writes, â€Å"few words have so insidiously worked their way in to our everyday vocabulary†.[3] Oots writes that terrorism has been defined in different ways by various scholars.[4] Hoffman suggests that most individuals have vague notions of what the term means, but cannot offer precise, explanatory definitions. The Terrorism Research Center claims that â€Å"[t]errorism by nature is difficult to define†.[5] Townshend writes that both politicians and scholars have been â€Å"hung up† in attempting to define terrorism in a way that distinguishes it from other criminal violence and even military action.[6] Complicating attempts to define terrorism, the meaning and usage of the term have changed over the years.[7] Complications aside, most people would agree that terrorism is a subjective term with negative connotations, a pejorative term, used to describe the acts of enemies or opponents. The term has moral connotations and can be used to persuade others to adopt a particular viewpoint. For instance, if an individual sympathises with the victims of terrorism, then the perpetrator is considered to be a terrorist, but if an individual sympathises with the perpetrator, then the perpetrator is considered to be a freedom fighter or is referred to by equally positive characterisations.[8] About this, the Terrorism Research Center writes: â€Å"One man’s terrorist is another man’s freedom fighter.†[9] Whittaker distinguishes between terrorists, guerrillas, and freedom fighters in writing: â€Å"the terrorist targets civilians†; â€Å"the guerrilla goes for military personnel and facilities†; and â€Å"the freedom fighter conducts a campaign to liberate his people from dictatorial oppression, gross disarmament, or the grip of an occupying power†.[10] One author included over one hundred definitions for the term terrorism.[11] Another quoted over ninety definitions and descriptions.[12] The definitions range from those that are quite simplistic to those that are equally comprehensive. The following definitions are illustrative of the broad range of thought: Terrorism is â€Å"violence for purposes of creating fear†.[13] Terrorism is â€Å"politically and socially motivated violence†.[14] â€Å"Terrorism is political violence in or against true democracies.†[15] â€Å"Terrorism may be described as a strategy of violence designed to inspire terror within a particular segment of a given society.†[16] â€Å"Terrorism is the most amoral of organised violence†.[17] Terrorism is â€Å"a form of warfare†¦used when full-scale military action is not possible†.[18] â€Å"Terrorism is a method of action by which an agent tends to produce terror in order to impose his domination.†[19] â€Å"Terrorism is the systematic use of coercive intimidation, usually to service political ends. It is used to create a climate of fear.[20] Terrorism is â€Å"the threat or use of violence, often against the civilian population, to achieve political or social ends, to intimidate opponents, or to publicise grievances†.[21] â€Å"Terrorism is the use of coercive means aimed at populations in an effort to achieve political, religious, or other aims.†[22] Terrorism is â€Å"politically motivated violence perpetrated against non-combatant targets by subnational groups or clandestine agents, usually intended to influence an audience†.[23] Whittaker explores the complexity of defining terrorism by furnishing a comprehensive list of terrorism criteria:[24] The violence or threat of violence inherent in terrorism is premeditated and politically motivated for the purpose of intimidating or coercing a government or the public in general. The strategy of terrorism is to instil fear and insecurity. Sustained campaigns or sporadic incidents are applied by terrorists in conducting their unlawful activities. Calculated use of violence is applied against civilian, non-combatant targets. Acquiring, manipulating, and employing power is at the root of terrorism. Revolutionary terrorism attempts to completely change the political system within a state; sub-revolutionary terrorism attempts to effect change without totally replacing the existing political system. Terrorism consists of carefully planned goals, means, targets, and access conducted in a clandestine manner. The goals of terrorism focus on political, social, ideological, or religious ends. This distinguishes terrorism from other criminal activity. Terrorism is conducted occasionally by individuals, but most often by sub-national groups. An important objective of terrorism is to obtain maximum publicity. Increasingly, terrorist â€Å"zones of action† are extending beyond national borders, becoming transnational in effect. The vast number of definitions proposed for the term terrorism might make one wonder if there could ever be agreement around a common definition. For without a common understanding about what terrorism is, how can it be challenged and ultimately removed as a threat to modern civilisation? Despite the many definitions for terrorism, there does seem to be an emerging consensus on the definition of the term, according to Jenkins.[25] For instance, Enders and Sandler offer the following comprehensive definition of terrorism: â€Å"Terrorism is the premeditated use or threat of use of extranormal violence or brutality by subnational groups to obtain a political, religious, or ideological objective through intimidation of a huge audience, usually not directly involved with the policy making that terrorists seek to influence.†[26] Enders and Sandler’s definition will be used for the purpose of this essay not only because it is an example of a current consensus description, but also because it contains criteria suggested by other definitions surveyed in the literature review – violence or threats of violence; intimidation of large civilian audiences; desire to influence; subnational terrorist groupings; and political, religious, or ideological objectives. Historical Roots of Terrorism Colin Gray writes that terrorism â€Å"is as old as strategic history†.[27] The roots of terrorism can be traced back in time to ancient Greece, and terrorist acts have occurred throughout history since that time. The term terrorism, however, originated in the French Revolution’s Reign of Terror [28] and was popularised at that time.[29] Terrorism in this era carried a very positive connotation as it was undertaken in an effort to establish order during the anarchy that followed uprisings in France in 1789. It was considered to be an instrument of governance instituted to intimidate counter-revolutionaries, dissidents and subversives and was associated with the ideals of democracy and virtue. In fact, according to Hoffman, the revolutionary leader Maximillien Robespierre claimed that â€Å"virtue, without which terror is evil; terror, without which virtue is helpless† and that â€Å"[t]error is nothing but justice, prompt, severe and inflexible; it is therefore an emanation of virtue†.[30] Terrorism at the start of the twentieth century retained the revolutionary connotations it had acquired during the French Revolution as it took aim on the Ottoman and Habsburg Empires. In the 1930s, the meaning of terrorism mutated to describe activities of totalitarian governments and their leaders against their citizenry in Nazi Germany, Fascist Italy, and Stalinist Russia. For instance, in Germany and Italy, gangs of â€Å"brown shirts† or â€Å"black shirts† harassed and intimidated opponents, although leaders of these nations denied that this occurred. After World War II, the meaning of terrorism changed once again, returning to its revolutionary connotations where it remains today. Terrorist activities in the 1940s and 1950s primarily focused on revolts by indigenous nationalist groups opposing colonial rule in Asia, Africa, and the Middle East, resulting in independence for many countries. Although terrorism retained its revolutionary connotation in the 1960s and 1970s, the focus shifted from anti-colonialist to separatist goals. Today, terrorism involves broader, less distinct goals.[31] The right-wing and left-wing terrorism that became widespread in recent times included acts by diverse groups such as the Italian Red Brigades; the Irish Republican Army; the Palestine Liberation Organisation; the Shining Path in Peru; the Liberation Tigers of Tamil Eelam in Sri Lanka; the Weatherman in the United States; various â€Å"militia† organisations, also in the United States; radical Muslims through Hamas and Al Quaeda; radical Sikhs in India; and the Aum Shinrikyo in Japan.[32] Some governments, such as those in Iran, Iraq, Libya, and Syria, are also considered to be involved in terrorism as sponsors of terrorist activities.[33] Some people, such as American dissident Noam Chomsky, contend that the government of the United States is engaged in terrorism, as exemplified by the title of Chomsky’s 2001 article entitled â€Å"U.S.â₠¬â€A Leading Terrorist State†, which appeared in the Monthly Review[34]. Terrorism associated with the French Revolution had two important characteristics in common with terrorism today. Firstly, terrorism was, and is today, organised, deliberate, and systematic. Secondly, the goals of terrorism then and now were and are to create a new, better society.[35] But, terrorism today has changed in some very fundamental ways: (1) terrorist organisations have evolved into network forms and are less often organised in hierarchies; (2) the identities of transnational terrorist organisations are harder to identify because they claim responsibility for specific acts less often; (3) today’s terrorist groups do not make demands as often as in the past and their goals appear to be more hazy and vague; (4) motives have generally shifted from those that are more politically-oriented to those that are more religiously-oriented; (5) targets of terrorists are more dispersed around the globe; and (6) terrorist violence, today, is more indiscriminate, involving signifi cant collateral damage to the public.[36] With this historical foundation, particularly the description of the evolution of terrorism into its current form, the focus now shifts to possible solutions to dealing with the issue today. Possible Solutions to Terrorism To effectively meet the challenges of terrorism, one should consider the history of terrorism, but must also look to the future. Kress and colleagues contend that terrorism is increasing in â€Å"geographical scope, numerical frequency, and intensity† as well as in â€Å"ingenuity and subtlety†. They suggest that these trends could well translate into more varied threats and more powerful tools and weapons, adding that â€Å"bombs will get smaller and more powerful, poisons and mind-blowing drugs more insidious, psychological techniques for converting or brainwashing the victims more effective, and psychological tortures more agonizing.†[37] Ian Lesser offers a comprehensive approach for meeting the challenges of terrorism. His approach consists of a core strategy and supporting strategies aimed at targeting security threats posed by terrorists within a context of global security threats from all sources. Lesser’s core strategy consists of four components: (1) reducing systemic causes of terrorism, (2) deterring terrorists and their sponsors, (3) reducing risks associated with â€Å"superterrorism†, and (4) retaliating in instances where deterrence fails. In reducing system causes of terrorism, Lesser is referring to the long-term goal of addressing issues that give rise to terrorism such as social and economic problems, unresolved ethnic and nationalist conflicts, frustrated political ambitions, and personal experiences of individuals who may become future terrorists. In deterring terrorists and their sponsors, Lesser suggests taking â€Å"massive and personal† actions against terrorist leadership, although he concedes that this is becoming more and more difficult as terrorists and their sponsors become more diverse and diffuse. In reducing risks associated with â€Å"superterrorism†, Lesser calls for eliminating weapons of mass destruction that terrorists could use in inflicting destruction and suffering. And, finally, in retaliating when deterrence fails, Lesser suggests developing the means to retaliate quickly and specifically to terrorist activities.[38] One of Lesser’s strategies supporting his core strategy is â€Å"environmental shaping†, which involves exposing sponsors of terrorism to global scrutiny and isolation; shrinking the â€Å"zones of chaos and terrorist sanctuary; including counterterrorism as an integral component of strategic alliances; limiting global exposure; and targeting terrorist networks and funding. His â€Å"hedging strategy† involves hardening key policies and strategies to limit risks of terrorism, increasing ground and space-based surveillance of terrorist resources, and preparing to mitigate the effects of terrorism to limit negative effects.[39] Kress and associates reiterate the first component of Lesser’s core strategy in offering their proactive approach to dealing with terrorism; specifically, addressing â€Å"genuine political injustice† and resolving â€Å"supposed injustices†.[40] Chalk contends that a state response to terrorism must be â€Å"limited, well-defined and controlled† to avoid compromising â€Å"the political and civil traditions that are central to the liberal democratic way of life†. He suggests that â€Å"any liberal democratic response to terrorism has to rest on one overriding maxim: a commitment to uphold and maintain constitutional principles of law and order†.[41] Conclusion The long history of terrorism, dating as far back as ancient Greece, suggests that this phenomenon may never be eliminated as a tactic by those people or groups without sufficient formal legal power to achieve their goals. However, this does not imply that terrorism cannot be engaged proactively and reactively. Logically, it seems that the first step should be to agree on a universally-accepted definition for terrorism because, without a consensus on the meaning of the term, effectively addressing its causes and its effects may be difficult at best and impossible at worst. With a consensus definition in hand, the comprehensive strategy for dealing with terrorism proposed by Lesser – reduction in systemic causes, deterrence, â€Å"superterrorism† risk reduction, and retaliation – would appear to offer the most balanced, effective approach. Today’s leaders should realise that offensive and defensive military action, so typical of traditional warfare, is quite ineffective as a sole method for dealing with modern forms of terrorism as demonstrated by failures experienced by Israel in dealing with the Palestinian terrorist problem and the greater-than-expected difficulties experienced by the United States, the United Kingdom, and others in ridding the world of radical Islamic terrorists. These efforts may not only fail to ultimately deal effectively with preventing terrorist activities, but may also produce more terrorists who are offended by military actions. Alternatively, a holistic approach – one which includes proacti ve prevention and reactive punishment measures such as the approach advocated by Lesser – should be employed. In any solution to the global problem of terrorism, the cautionary advice offered by Peter Chalk should be considered; that is, political and civil liberties should not be sacrificed in responding to the terrorist threat. For the very way of life the governments of free societies are trying to protect in their attempts to combat terrorism could be compromised by actions that are not limited, well-defined and controlled. Interestingly, this thought was eloquently proffered more than two centuries ago by American inventor, journalist, printer, and statesman Benjamin Franklin in warning that â€Å"[t]hose who would give up essential liberty to purchase a little temporary safety, deserve neither liberty nor safety.† The recommendation, then, is to deal with terrorism in a holistic, balanced manner stressing proactive and reactive measures whilst preserving political and civil liberties. References Bassiouni, M. â€Å"Terrorism, Law Enforcement and the Mass Media: Perspectives, Problems, Proposals†, The Journal of Criminal Law and Criminology 72:1 (1981). Cited in Thackrah (2004). Bergesen, Albert J., and Han, Yi. â€Å"New Directions for Terrorism Research†. International Journal of Comparative Sociology 46:1-2 (2005). Bite, V. â€Å"International Terrorism†. Foreign Affairs Division, Library of Congress, Appendix of U.S. Congress, Senate Committee on the Judiciary. Washington, DC: Government Printing Office, 1975. Cited in Thackrah (2004). Chalk, Peter. â€Å"The Response to Terrorism as a Threat to Liberal Democracy†. The Australian Journal of Politics and History 44:3 (1998). Chomsky, N. â€Å"U.S. – A Leading Terrorist State†. Monthly Review 53 (2001): 10-19. Cited in Bergesen and Han (2005). Enders, W., and Sandler, T. â€Å"Patterns of Transnational Terrorism, 1970 1999: Alternative Time-Series Estimates†. International Studies Quarterly 46 (2002): 145-65. Cited in Bergesen and Han (2005). Fromkin, David. â€Å"The Strategy of Terrorism†. In Contemporary Terrorism: Selected Readings, John D. Elliot and Leslie K. Gibson, eds. Gaithersburg, Maryland: International Association of Chiefs of Police, 1978. Gray, Colin S. Modern Strategy. Oxford: Oxford University Press, 1999. Heyman, P. B. Terrorism and America: A Commonsense Strategy for a Democratic Society. Cambridge, Massachusetts: The MIT Press, 1998. Cited in Thackrah (2004). Hoffman, Bruce. Inside Terrorism. New York: Columbia University Press, 1998. Jenkins, B. M. â€Å"Terrorism and Beyond: A 21st Century Perspective†. Studies in Conflict and Terrorism 24 (2001): 321-27. Cited in Bergesen and Han. â€Å"New Directions for Terrorism Research†. International Journal of Comparative Sociology 46:1-2 (2005). Kress, Bruce, Livingston, Marius H., and Wanek, Marie G. International Terrorism in the Contemporary World. Westport, Connecticut: Greenwood Press, 1978. Lesser, Ian. â€Å"Countering the New Terrorism: Implications for Strategy†. In Countering the New Terrorism, Hoffman et al., eds. Santa Monica, California: Rand, 1999. Mallin, Jay. â€Å"Terrorism as a Military Weapon†. In Contemporary Terrorism: Selected Readings, John D. Elliot and Leslie K. Gibson, eds. Gaithersburg, Maryland: International Association of Chiefs of Police, 1978. Cited in Oots (1986). Oots, Kent Layne. Political Organization Approach to Transnational Terrorism. New York: Greenwood Press, 1986. Ruby, C. L. â€Å"The Definition of Terrorism†. Analyses of Social Issues and Public Policy 2(1) (2002): 9-14. Cited in Bergesen and Han (2005). Terrorism Research Center, What is the Definition of Terrorism? (n.d.) Available from: http://www.terrorism.com. Accessed: 29 November 2005. Thackrah, John Richard. Dictionary of Terrorism. New York: Routledge, 2004. The Columbia Encyclopaedia. â€Å"Terrorism† (2004). Townshend, Charles. Terrorism: A Very Short Introduction. Oxford: Oxford University Press, 2002. Waciorsky, J. La Terrorisme Politique. Paris: A Pedone, 1939. Cited in Thackrah (2004). Whittaker, David J. Terrorists and Terrorism in the Contemporary World. New York: Routledge, 2004. Wilkinson, P. Terrorism versus Democracy: The Liberal State Response. London: Frank Cass, 2000. Cited in Thackrah (2004). Wilkinson, P. â€Å"Three Questions on Terrorism†, Government and Opposition 8:3 (1973). Cited in Thackrah (2004). 1 Footnotes [1] Charles Townshend, Terrorism: A Very Short Introduction (Oxford: Oxford University Press, 2002). [2] John Richard Thackrah, Dictionary of Terrorism (New York: Routledge, 2004). [3] Bruce Hoffman, Inside Terrorism (New York: Columbia University Press, 1998), 14. [4] Kent Layne Oots, Political Organization Approach to Transnational Terrorism (New York: Greenwood Press, 1986). [5] Terrorism Research Center, â€Å"What is the Definition of Terrorism?† (n.d.), Available from: http://www.terrorism.com, Accessed: 29 November 2005. [6] Townshend (2002). [7] Hoffman (1998). [8] Hoffman (1998). [9] Terrorism Research Center (n.d.). [10] David J. Whittaker, Terrorists and Terrorism in the Contemporary World (New York: Routledge, 2004). [11] Townshend (2002). [12] Thackrah (2004). [13] David Fromkin, â€Å"The Strategy of Terrorism†, in Contemporary Terrorism: Selected Readings, John D. Elliot and Leslie K. Gibson, eds. (Gaithersburg, Maryland: International Association of Chiefs of Police, 1978), cited in Oots (1986). [14] V. Bite, â€Å"International Terrorism†, Foreign Affairs Division, Library of Congress, Appendix of U.S. Congress, Senate Committee on the Judiciary (Washington, DC: Government Printing Office, 1975), cited in Thackrah (2004). [15] P. B. Heyman, Terrorism and America: A Commonsense Strategy for a Democratic Society (Cambridge, Massachusetts: The MIT Press, 1998), cited in Thackrah (2004). [16] M. Bassiouni, â€Å"Terrorism, Law Enforcement and the Mass Media: Perspectives, Problems, Proposals†, The Journal of Criminal Law and Criminology 72:1 (1981), cited in Thackrah (2004). [17] P. Wilkinson, â€Å"Three Questions on Terrorism†, Government and Opposition 8:3 (1973), cited in Thackrah (2004). [18] Jay Mallin, â€Å"Terrorism as a Military Weapon†, in Contemporary Terrorism: Selected Readings, John D. Elliot and Leslie K. Gibson, eds. (Gaithersburg, Maryland: International Association of Chiefs of Police, 1978), cited in Oots (1986). [19] J. Waciorsky, La Terrorisme Politique, (Paris: A Pedone, 1939), cited in Thackrah (2004). [20] P. Wilkinson, Terrorism versus Democracy: The Liberal State Response (London: Frank Cass, 2000), cited in Thackrah (2004). [21] The Columbia Encyclopaedia, â€Å"Terrorism† (2004). [22] N. Chomsky, â€Å"U.S.A Leading Terrorist State†, Monthly Review 53 (2001): 10-19, cited in Bergesen and Han (2005). [23] C. L. Ruby, â€Å"The Definition of Terrorism†, Analyses of Social Issues and Public Policy 2(1) (2002): 9-14, cited in Bergesen and Han (2005). [24] Whittaker (2004). [25] B. M. Jenkins, â€Å"Terrorism and Beyond: A 21st Century Perspective†, Studies in Conflict and Terrorism 24 (2001): 321-27, cited in Bergesen and Han, â€Å"New Directions for Terrorism Research†, International Journal of Comparative Sociology 46:1-2 (2005). [26] W. Enders and T. Sandler, â€Å"Patterns of Transnational Terrorism, 1970 1999: Alternative Time-Series Estimates†, International Studies Quarterly 46 (2002): 145-65, cited in Bergesen and Han (2005). [27] Colin S. Gray, Modern Strategy (Oxford: Oxford University Press, 1999). [28] The Columbia Encyclopaedia (2004). [29] Hoffman (1998). [30] Hoffman (1998). [31] Hoffman (1998). [32] The Columbia Encyclopaedia (2004). [33] Hoffman (1998). [34] N. Chomsky, â€Å"U.S.A Leading Terrorist State†, Monthly Review 53 (2001), cited in Bergesen and Han (2005). [35] Hoffman (1998). [36] Albert J. Bergesen and Yi Han, â€Å"New Directions for Terrorism Research†, International Journal of Comparative Sociology 46:1-2 (2005). [37] Bruce Kress, Marius H. Livingston, and Marie G. Wanek, International Terrorism in the Contemporary World (Westport, Connecticut: Greenwood Press, 1978). [38] Ian Lesser, â€Å"Countering the New Terrorism: Implications for Strategy†, in Hoffman et al., Countering the New Terrorism (Santa Monica, California: Rand, 1999). [39] Lesser (1999). [40] Kress, Livingston, and Wanek (1978). [41] Peter Chalk, â€Å"The Response to Terrorism as a Threat to Liberal Democracy†, The Australian Journal of Politics and History 44:3 (1998).

Music and Memory in D. H. Lawrence’s Piano Essay -- Literature

D. H. Lawrence’s poetry is said to often be of â€Å"great biographical interest† (Encyclopedia Britannica), and his poem â€Å"Piano,† written in 1918, eight years after the death of his mother, illustrates his attachment to his mother through the device of an unwilling memory evoked when he hears a woman singing. Though Lawrence’s relationship with his mother is said to have been â€Å"an intensely—often labeled abnormally—close relationship† (Pearson and Watson), it is also said that it was she who encouraged him to obtain an education and to write. His mother was a teacher, and according to Norton, it is her â€Å"delicacy and refinement† that he â€Å"allied† himself with rather than his less educated, coarse coal miner father (2248). It is she whom he sided with in the conflict-ridden relationship he witnessed between his parents. According to Wart, â€Å"Piano† expresses Lawrence’s personal response when a â€Å"song stirs memories of childhood and his mother,† involuntary as these memories may be. However, though it may be true that we should never assume that the speaker of a poem is, indeed, the poet, according to Semansky, â€Å"Lawrence's work invites us to, as he has always woven autobiographical material into his writing.† Lawrence’s â€Å"Piano† may thus be considered to be the recounting of unwanted and involuntary emotional memory brought about as a response to music. â€Å"Piano† begins by describing a setting conducive to reflection and remembrance, â€Å"Softly, in the dusk, a woman is singing to me† (Line 1). Intimacy is implied in the setting: â€Å"the dusk,† the singing being â€Å"soft† and seemingly personally directed to one individual all lend themselves to an aura of intimacy. This encounter draws Lawrence back through the â€Å"vista of years† (Line 2). In fact,... ..., 1900 to Present. New York: Facts On File, Inc., 2009. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=5&iPin= CBPNP235&SingleRecord=True (accessed April 4, 2012). Rexroth, Kenneth. "Introduction." D.H. Lawrence: Selected Poems. New Directions, 1947. 1-23. Rpt. in Literature Resource Center. Detroit: Gale, 2012. Literature Resource Center. Web. 2 Apr. 2012. Saunders, Clifford. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Semansky, Chris. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Wart, Alice Van. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012.

Condoms vs Abstinence for Public School Children Essay

Rush Limbaugh’s article, â€Å"Condoms: The New Diploma,† berates the common practice of distributing condoms to school children. The iconic conservative talk show host, who is blessed with â€Å"talent on loan from God,† uses forceful, colloquial arguments and analogies to warn against the messages and possible dire consequences that public school condom distribution can impart on America’s children. He confidently and stridently argues that condom distribution in the schools is a dangerous, immoral policy that tends to minimize or ignore the many possible negative effects of sex. Whether a school-age child wears a condom or not, Limbaugh states that the child is potentially exposing himself and his partner to AIDS, other sexually transmitted diseases, and pregnancy. Rush’s arguments are sound and persuasive but some of his analogies are far-fetched and extreme, and his righteous tone and attitude may be annoying to those who disagree with him. Limbaugh passionately states his arguments using simple words, messages and analogies. His central premise, that â€Å"abstinence works every time it is tried,† is an irrefutable fact. That is, when a person engages in sexual abstinence she is certain to avoid the negative possible consequences of sex which include pregnancy and sexually transmitted diseases including the deadly AIDS virus. On the other hand, Limbaugh minimizes the fact that many school children are going to engage in sexual activities regardless of what they are taught and regardless of whether they have easy access to condoms. Limbaugh attacks what he sees as the absurd policy of using public tax dollars to purchase and distribute condoms in public schools. To demonstrate that absurdity, he uses some extreme analogies that are far-fetched and absurd themselves. These plain-spoken, simplistic analogies include providing â€Å"safe, untainted drugs every morning in home room,† and â€Å"packs of low-tar cigarettes to the students for their after-sex smoke. † He goes farther to the extreme as he advocates that public schools should â€Å"convert study halls to Safe Sex Centers,† and that these schools should also â€Å"put disease-free hookers† in these centers. These suggestions are obviously facetious, but Mr. Limbaugh employs them to harshly illuminate and expose what he sees as the wrong-headed, immoral, dangerous policy of condom distribution within schools. He thinks that condom distribution serves to condone and legitimize sexual activity among minors just as providing free illicit drugs to children would legitimize that dangerous, immoral activity. Limbaugh hammers home his point simply and starkly when he asks, â€Å"Would you knowingly have sex with anyone who has AIDS with only a condom to protect you from getting the disease? † He believes the policy of public school condom distribution, funded by taxpayers like him, promotes and legitimizes that possibly deadly scenario for young, careless children who do not care about or comprehend the long-term consequences of their casual sexual activity. But, he fails to point out that these same careless children will be more at risk of contracting AIDS or getting pregnant if they do not use a condom during sexual intercourse. His absolute views and arguments are persuasive, but his presentation is unbalanced and he might be seen by some readers as pompous and arrogant. Whether you love him or hate him, Rush Limbaugh confidently and unapologetically conveys his conservative, moral opinions on the dangers of public school condom distribution programs. He believes that this policy is â€Å"symptomatic of the larger moral decline in our societal values,† and that â€Å"free condom distribution in public schools can be a matter of life and death. † Despite some of his extreme and ridiculous analogies, Rush persuasively and emotionally advocates that sexual abstinence is the right policy for school children and that condom distribution is simply wrong and immoral.

The Populist movement essays

The Populist movement essays The Failed Populist Movement of the 1890's Populism is best defined as the philosophy or movement that promotes the interests of the common people. The blue-collar workers, farmers, miners and other laborers headed the peoples' party. This philosophy or movements' flawed view of "producer" Ideology encouraged the failure of populism. Historian, Michael Kazin narrows the views of the populist down to: a language whose speakers conceive of ordinary people as a noble assemblage not bounded narrowly by class, view their elite opponents as self-serving and undemocratic, and seek to mobilize the former against the latter.... The Populist movement would ultimately cancel itself out because of views on the monopolizing wealth of many and equal rights for all including women and blacks. The idea that the populist government should have control of the railroads and banks. Progress and Proverty and Looking Backward were the idea that the elite people of society should be stopped from monopolizing finances in the nation and share the wealth. The financial views of the populist were demands of unlimited coinage both silver and gold, at the ratio of 16 to1. Also wanting the amount of circulation increased to $50 per person. This, in turn, would increase the rise of deflation. The populist also demanded a graduated income tax. Populist "producer" ideology led them to believe that if they could control the wealth and prosperity of the country that it would benefit all. There would be no social classes; everyone would be financially equal. Creditors and the wealthy would now have no binding over those who were in debt because of deflation. Credit and available money would contract. The general price level would fall causing recession. Railroads, telephones, and telegraphs were vital for communication and travel in the nation. Populist demanded the government to own and operate these systems like the postal system. Regulating all travel and comm...

The Minimum Wage Example

The Minimum Wage Example The Minimum Wage – Book Report/Review Example The Minimum Wage Reaction to Article I believe that the arguments are true, valid andfounded. This is because the author looks at both sides of the cognitive dissonance on minimum wages and maximum rents. The author, Garry Galles, has managed to paint a clear picture of how government has chosen to handle the problems of minimum wages and maximum rents (Galles). I agree with the author that government has acted in a manner that is contradictory to itself by employing countermeasures to its own measures. By introducing higher minimum wages, the government has driven the cost of employment higher and has therefore reduced the number of job opportunities in the market. This has increased employee compensation but has driven up prices and increased unemployment.I also agree with the fact that the rationale that government has employed has been distorted by cognitive dissonance in the fundamental theoretical framework employed in policy formulation. This fundamental flow creates a redunda nt loop in which the government takes measures to improve the economy and employs countermeasures against itself.Reaction to Student’s ResponseI believe the student has gained a good understanding of the fundamental theories engrained in the article. He student has supported their arguments with statistical information. They have however diverted from the course of the discussion by introducing a new aspect to the discussion. They have introduced the issue of job ranking or classification. By introducing this, the student fails to close their argument effectively leaving it open ended. However, I agree with the notion against minimum jobs realizing a 100% increase in compensation as this would reduce the number of jobs and increase unemployment rates within the economy.Galles, Gary. "Cognitive Dissonance on Minimum Wages and Maximum Rents." 15 April 2014. Ludwig von Mises Institute. Print. 15 May 2014. .

International Marketing Strategy Assignment Example | Topics and Well Written Essays - 2500 words

International Marketing Strategy - Assignment Example A key issue for the company is the positioning strategy for the products; whether it should sustain the luxury image line or give in to modern design trends in order to broaden its target markets. This paper critically analyzes the influence of cultural environmental changes on Wedgwood's international marketing strategy in UK, Japan and USA. In the end, the paper summarizes a range of proposed strategies for the Wedgwood brands. Traditionally the houseware and specialties market, including the tableware market, has been characterized by slow yet steady market growth (Morgan et al, 2005). The compound annual growth rate for the market between 2000 and 2004 is 5.1% (Datamonitor, 2005). The market performance, respectively Wedgwood's sales have been driven by some strong consumer shopping preferences and spending patterns in several of the world's developed economies (Datamonitor, 2005). Internationally, Wedgwood operates in eastern (Japan) and western (Europe and USA) markets that have different cultural characteristics in terms of language, religion, and context in communications, values and many other aspects. For a product category like tableware that is culture-dependent, the socio-cultural aspects in Japan, United Kingdom and USA exercise key influence on local demand. These factors determine local branding and positioning and should guide Wedgwood in developing local marketing and communications strategies. The cultural elements that shape demand are grouped by Geert Hofstede according to five large dimensions - power distance, individualism and collectivism, masculinity and femininity, uncertainty avoidance and long versus short term orientation (Wikipedia, Geert Hofstede, 2006). All the three markets are masculine cultures (Wikidedia, Geert Hofstede, 2006), which reflects in more assertive behaviour, and visible search for achievements and self-expression (Wikipedia, Masculine and Feminine Cultures, 2006). The US market is characterized to be the most individualistic culture, whereas Japan is characterized by Hofstede as a collectivistic culture of the so called "community man" (Wikipedia, Collectivist and Individualist cultures, 2006). Still, social and economic changes in the Japanese society, "the end of guaranteed lifetime employment, [] and the loss of confidence in Government and financial institutions []" have shifted the collectivistic behaviour towards greater expressed indiv iduality and customization. What this means to Wedgwood is that it is increasingly facing similar demographic and cultural patterns on a global scale. Cultural changes are reflected in the need for self-expression, uniqueness and independence (Wikipedia, Collectivism and Individualism Cultures, 2006). Consumers look for products that closely fit their lifestyle and express their individuality better. Casual dining, frequent eating out, the decrease in importance

Quantative critique Essay Example | Topics and Well Written Essays - 1250 words

Quantative critique - Essay Example The population sample is defined clearly from the title for multiple sclerosis patients. However, the length of the title is inappropriate; also, this study does not contain an abstract. The two researchers (Yeliz and Nuran) are both professors. Both work with the nursing department of the health science department from Hacettepe University in Ankara, Turkey. This is enough evidence that they are both qualified as researchers as they come from reputable companies. The department of nursing from Hacettepe University is a well-established institution, and by them, researchers, associated with the nursing department in the faculty of health sciences, is a good explanation of the their qualification to undertake a research on nursing (Figved, et. al, 2007). The problem is indicated where the research paper indicates that the sufferers of multiple sclerosis have high co-morbidity, which relates to poor life quality and the high costs in health care. As a result, such patients cannot acces s the optimal homecare, and there is no any model for nurse-based home visiting. The problem stated has the significance in that it introduces the reader to the purposes and aims of the research study. As a result of the existence of the above problem, the study aims at determining the effects of the nursing interventions based on NANDA in order to determine the effects of home-based nursing interventions on issues that relate with Quality of Life (QOL) among patients with multiple sclerosis. The research variables are the intervention and control groups in the study sample. The participants in the intervention groups were 21, and those in the control group were 24 making a total of 45 participants (Carton, et. al., 2004). The hypothesis has been stated clearly whereby the author says that patients with MS live with their families, and they need homecare services just like other people with other diseases, which are chronic. This hypothesis acts as a basis in which the research focu ses on, seeking for the effectiveness of home-based nursing interventions. This natural flow from the theoretical framework and the research problem (whereby because of the problem of inappropriate home-based model, the patients live with their families where the homecare services) are inefficient. This provides the theoretical framework of the research in that when people suffering from multiple sclerosis lack sufficient home-based care, the effects can be chronic, and there should be an appropriate model, which aims at handling the resulting problems. The hypothesis contains two variables that are investigated; intervention and effectiveness of the homecare based nursing. These are clearly and objectively worded whereby from just the mention of the hypothesis, because of living with their families, the homecare based might be challenging since they require health professionals to administer the services. Through this, a reader can evaluate the effectiveness of the homecare-based n ursing (Karantay, 2002). This research used the pretest-posttest experimental group design where patients from the control group received the interventions from standard care that has to be given to patients with multiple sclerosis; the participants in the intervention group received the nurse-based home-visiting care. The appropriateness of the design to the research question is well defined, where due to the purpose of the research of establishing the effectiveness