Anselm s Ontological Argument On The Existence Of God

Anselm’s Ontological argument sets out to not only prove God’s existence, but to show that God’s existence is self-evident. Similar to other ontological arguments, it uses a priori knowledge to argue its validity, meaning that the propositions made are derived from internal reasoning instead of sense experience. The argument begins with Anselm defining the term God as â€Å"that, than which nothing greater can be conceived† (pg.26). Although simple, once this term is accepted Anselm believes he has successfully proven the existence of God. This becomes clearer with further analysis. If God is a being that, than which nothing greater can be conceived, it naturally follows that God would possess all properties of greatness. An example of this would be omnipotence. Omnipotence would be such a property because it is greater to have ultimate power than to have limited power, therefore, God being the greatest conceivable being would possess the property of omnip otence. Likewise, it is greater for something to exist in both reality and the mind, than to exist only in the mind. Thus, just as omnipotence was ascribed to God so must the property of existence, for if God did not exist, he would be lacking a great making property, and consequently would be only a great being, but not the greatest conceivable being. Existence being am inherent property of God’s essence is why Anselm believes God’s existence to be self-evident. However, as Anselm states â€Å"the fool has said in his heart, ThereShow MoreRelatedValidity And Effectiveness Of Anselm s Ontological Argument On The Existence Of God1095 Words   |  5 Pagesexamining the validity and effectiveness of Anselm s Ontological Argument on the existence of God. I will begin by presenting Anselm’s Ontological Argument from the ground up. This includes the argument, basic idea, initial assumptions, Anselm’s definition of god, and Anselm s distinctions which are needed to completely understand the nature of my argument. Furthermore, I will present concepts of logic and define what makes an argument valid, and circular argument because they are necessary for understandingRead MoreThe Existence Of God : Ontological Argument Essay1696 Words   |  7 PagesThe question of the existence of God has troubled mankind for t housands of years. Many philosophers and theologians have always searched for prove whether God exists. Many of them constructed valid arguments which support theist believes. The existence of God was once never denied, as His presence, His existence was evident in miracles and the people s faith. But time and the advancement of modern science have called God and His very nature into question. The Perfect Being has become the sourceRead MoreThe First Chapter Of Anselm s Argument961 Words   |  4 Pages The first chapter of Anselm s Monologian focuses on Anselm s argument that there is something that is the best, the greatest, the highest, of all existing things. It is through this unknown something that all things possess their goodness. According to the argument he puts forth, the goodness of things in this world must be caused and must therefore stem from one thing that is good, or from many. If goods can be comparable as goods, it follows that there must be some general and uni fied way ofRead MoreExploring the Ontological Argument1746 Words   |  7 PagesExploring the Ontological Argument For nearly a thousand years, the ontological argument has captured the attention of philosophers. The ontological argument was revolutionary in its sequence from thought to reality. It was an argument that did not require any corresponding experiment in reality; it functioned without the necessity of empirical data. Despite flaws and problems found in some ontological arguments and the objections raised to those arguments, ontological arguments still provide aRead MoreAnshelm ¬Ã‚ ¥s Proof of God ¬Ã‚ ¥s Existence1466 Words   |  6 PagesThe question about the existence of God or, more generally speaking, of a supernatural entity that steers the course of the world, is probably as old as humanity itself. Many great philosophers were concerned with this basic and yet so important question which remains to be a controversial issue to this day! In the following I will commit myself to the above-mentioned question by firstly reconstructing Anselm ´s proof of God ´s existence an d secondly considering his position in the light of the critiqueRead MoreOntological Argument For The Existence Of God1083 Words   |  5 Pagesdiscuss the argument of Anselms ontological argument for the existence of god. His basis of his argument being an analytical breakdown for the reason fot gods exsistence. While also establishing that Anselms inferences found with his use of deduction and logical means to prove the existence of a higher being are indeed true. In addition I will defend Anselms argument by depicting other people’s objections against his argument. Specifically the argument made by Gaunilo, who disagreed with Anselms argumentRead MoreThe Arguments For The Existence Of God1056 Words   |  5 Pages16 November 2015 Rough Draft for The arguments for the Existence of God. The question Does God Exist? is a well-known asked question in the world. Most people believe they know the answer to it. The religious people would say, well of course he does, while the non-religious people or atheist would say no He does not exist. Because evil exist and chaos exists, God cannot be all-powerful. In the modern world, there are many different opinions as to whether a God exists or not. This has been an issueRead MoreThe Argument Of The Existence Of God1480 Words   |  6 PagesThe arguments trying to â€Å"prove† the existence of God are by far some of the most controversial philosophical arguments out there. When some of the people who created these philosophies it was illegal or even punishable by death to even question his existence, let alone try to come up with a logical explanation to â€Å"prove† he is real. The two main arguments used today are the ontological argument and the cosmological argument. Neither one of these arguments are correct nor incorrect; moreover, theRead MoreEssay on Anselm’s Ontological Argument1217 Words   |  5 PagesThe ontological argument for God’s existence is a work of art resulting from philosophical argumentation. An ontological argument for the existence of God is one that attempts the method of a priori proof, which utilizes intuition and reason alone. The term a priori refers to deductive reasoning. Deductive reasoning is the type of reasoning that proceeds from general principles or premises to derive particular information. The argument works by examining the concept of God, and arguing that it impliesRead MoreOntological Argument Is Not Reliant On An Posteriori933 Words   |  4 Pages Ontological Argument Saint Anselm created the â€Å"Ontological Argument†. Saint Anselm was the archbishop of Canterbury. The premise of Saint Anselm’s Ontological Argument is that, no greater being can be conceived than God. The Ontological Argument is an a priori or deductive argument. An a priori argument does not have to be supported by real or factual evidence just by reason without observation. Thus, the Ontological Argument is not reliant on an a posteriori premise. An a posteriori argument

The Ku Klux Klan And The Civil War - 1186 Words

Yes: Shawn Lay rejects the view of the Ku Klux Klan (KKK) as a radical fringe group comprised of marginal men and instead characterizes the KKK of the 1920s as a mainstream, grassroots organization that promoted traditional values of law, order, and social morality that appealed to Americans across the nation. No: Thomas Pegram, on the other hand, recognizes that Klansmen were often average members of their communities, but this did not prevent most Americans from denouncing the organization’s commitment to White supremacy, xenophobia, religious intolerance, and violence as contradictory to the values of a pluralistic society. Throughout history there have been three Ku Klux Klan’s. The first one was the Reconstruction-era Klan, which†¦show more content†¦Out of the three Klan’s, the one that he believes was the most mainstream was the Klan of the 1920s. One point that Shawn Lay makes is that at the peak of the Klan’s popularity if had acquired over four million members across the United States which he believed to be to high of a number to not be considered mainstream. He explains that even during the time in our country where we had widespread illiteracy there were very few people that haven’t heard of the Klan. He also makes several points tha t Americans would agree that no other organization except for the Klan could present such dark forces, racism and religious bigotry in the United States. Another good point that Shawn Lay makes is that many people agreed with the Klan’s views during WWI and it had the possibility to be considered a major influence during this time period. In the late 1920s the Klan’s social and political influence started to decline. One reason for this decline was because of a Klan Leader in Indiana named David C. Stephenson who was put on trial for murder. One of the last points that Lay makes is that even after the time period that the Klan had spread across the United States and became very popularly, it is still considered a historical enigma. A man named Thomas Pegram disagrees with Shawn Lay a believes that the Ku Klux Klan was not a mainstream organization. He thinks to consider the Klan of the 1920s as mainstream is an overstatement. He statesShow MoreRelatedThe Ku Klux Klan And The Civil War1296 Words   |  6 PagesThe Ku Klux Klan was founded in 1866 in Pulaski, Tennessee and expanded to almost every southern state by 1870. The Ku Klux Klan started off as a social group full of Confederate Veteran’s. The first two words of their group came from the Greek word â€Å"kyklos† which means circle. They selected their first leader in the summer of 1867 who was Confederate General Nathan Bedford Forrest! This group started after the Civil War during Reconstruction. Violence from the Ku Klux Klan started in 1867 afterRead MoreKu Klux Klan And The Civil War926 Words   |  4 PagesKu Klux Klan During the Reconstruction Era, Congress passed many laws to provide equal rights to people of color. But at the local level, specifically in the South, many Democrats took the law into their own hands. They supported the Ku Klux Klan (KKK) hoping to restore the pre-Civil War social hierarchy. The texts in Going to the Source illustrate two groups of individuals who opposed the KKK. In testimonies given by white witnesses, Republicans from the North felt the KKK posed a political andRead MoreFollowing The Defeat Of The Confederacy In 1865, Nathan790 Words   |  4 Pagesheld in high regards in the south as a â€Å"War Hero†. It was reported that he had twenty-nine horse shot out from under him, killed or wounded thirty soldiers in hand-to-hand combat, and being wounded four separate times himself.1 The Ku Klux Klan was already in existence when they offered him a position of command in the fight against reconstruction and corruption that came with it. Forrest held the title o f â€Å"Grand Wizard†, but would eventually disbanded the Klan due to excessive violence that counteredRead MoreThe Ku Klux Klan During World War I1551 Words   |  7 Pagescontroversy, and new attitudes will always have opposition. The Ku Klux Klan, which had died out in the 1870s, rose again to combat the turmoil that the nation was experiencing during World War I. The group came out resilient and often deadly, and members had influence in the United States that had not been witnessed before. Therefore, the second Ku Klux Klan that emerged during World War I was much more powerful than its former manifestation. The Klan arose because of social changes such as the increasingRead MoreThe Role of the Ku Klux Klan in U.S. Society Essay1162 Words   |  5 PagesThe Role of the Ku Klux Klan in U.S. Society Originally, the Ku Klux Klan was founded immediately after the Civil war and lasted until the 1870’s, after which it collapsed. The Klan was then reformed in 1915 and is still conducting till the present day. The Activists had set up for many different reasons, the foremost ones being, to create a business or rather as a ‘social club’, invite members who were anti-Civil war and of course to restore white supremacy after theirRead MoreThe Historical Significance of the Ku Klux Klan Essays866 Words   |  4 PagesThe Historical Significance of the Ku Klux Klan The Ku Klux Klan organization is very important in history but unfortunately it was a bad group of people who where racist. Also the end of the Civil war is a very significant part of history. As the struggle of blacks for freedom came to an end, a new form of struggle began to form. Political, social, and economic gains of blacks after the Civil war became really frightening!! The idea of whites loosing superiority over blacks feltRead MoreThe Fourteenth Amendment945 Words   |  4 Pagesratification altered the balance of state and federal power. It prevented states from denying basic civil rights and gave Congress power to implement its assurance of liberty and equality. Despite that each state was required to approve the Fourteenth Amendment which granted â€Å"equal protection† of the Constitution to former slaves, the Ku Klux Klan did not honor this protection. Not only didn’t the Klan disregard the Fourteenth Amendment, the Supreme Court also bec ame unsympathetic to the rights ofRead MoreReconstruction’s Failure to Bring Social and Economic Equality625 Words   |  3 Pagestime just after the Civil War. The Reconstruction failed to bring about social and economic equality to the former slaves due to the southern whites’ resentful and bitter outlook on the matter, the Ku Klux Klan, and the Jim Crow laws. After the Civil War, the southern whites were extremely resentful and bitter. In 1865 the southern states began issuing â€Å"black codes,† which were laws made subsequent to the Civil War that had the effect of limiting the civil rights and civil liberties of blacksRead MoreTaking a Look at the Ku Klux Klan892 Words   |  4 PagesThe Ku Klux Klan was known as the biggest hate group in American History, and they are responsible for thousands of innocent blacks’ deaths. The Ku Klux Klan made it very hard for the blacks, Catholics, Jews, immigrants, and homosexuals to live a normal life. The Klan made them live in fear. The Ku Klux Klan was a racial hate group in the south that made sure blacks did not get any civil rights. Members in the Ku Klux Klan believed whites were superior to other races. The KKK hated the blacks becauseRead MoreThe Resurgence Of The Kkk944 Words   |  4 PagesThe Resurgence of the KKK Racism has been deep-rooted in American history. Racism that arose in the 1920s involved infamous race riots, lynching, the Sweet Case, and the rise of the Ku Klux Klan. However, out of all these other factors, the Ku Klux Klan has left a huge impact on American history. To begin, there were many ways to show racism but, race riots were most common. One of the most famous race riots happened in Tulsa, Oklahoma. On the thirty first of May till the first of June in 1921

Persistence Discrimination China Evidence -Myassignmenthelp.Com

Question: Discuss About The Persistence Discrimination China Evidence? Answer: Introduction Numbers of gender discrimination laws and court rulings have already legitimated the right of a woman of getting equality; however there is still subtle chauvinist behavior within work place which is quite adequate to tell the women work force that they are not equal. It has been eventually observed that reshaping the organizational strategies is a major tool for achieving the gender equality within the work places. Considering the issues with gender equality, it can be said that each person deserves to be treated as an equal one without any consideration of their gender differences (Comim Nussbaum, 2014). There should always be equal opportunity for both female and male employees as there should not be any kind of obstructions within the political, social and economic spheres based on the gender. The organizations should address these issues immediately and have an organizational culture that welcomes everyone (Verloo, 2016). Arrium is an organization operating in the manufacturing and mining industry. There are around 11000 employees who are dealing with different sectors such as consumables, mining and steel. Considering the business of Arrium and the recycling and industrial department, OneSteel has also got some difficult deals in managing the relations amongst employees which supports the essence of gender equality. The administration of the organization is fighting with this issue as they also want to promote their female employees. Most of the female employees of the organization are placed in higher positions, even though there is still no female employee in the engineering, superintendence or management. Therefore, this report has analyzed the case and made recommendations that can be implemented in the organization so that the management can enhance the gender equality. Scope of the problem: It can be seen from the given figure that only 11.7% of the employees are female even though the organization has implemented policies in order to enhance the gender equality within the organization. The major issues with the gender equality issues are the gender discrimination on the basis of gender, wag gap between the genders and the differentiation of performances. As within the manufacturing sector, the job is associated with working in a boiling hot and dirt place and it requires physical work (Petersen et al., 2014). However, now the job does not require much physical work compared to before, but still the stereotypical work culture does not support the female employees. There is still a common idea that the female workers are less efficient than the male ones in such heavy industry. Recommendations: Other than the pre-determined government policies, the organization should also implement some of their own policies which will promote their image and ensure that the company also supports gender equality within the work place (Woodhams, Lupton Xian, 2009). Eventually this will create a positive environment for all the employees irrespective of their gender. The recommendations for this issue are discussed below: Acknowledge the qualities of female employees As over the year the issue of gender equality has become a prevalent issue in the organizations, it is quite necessary for the organizations to represent female employees in front of the world. If the organization represents more women in the work force, they can promote gender equality more (Hacker, 2017). Therefore the organization can promote it by creating a group of star female employees who can advocate for the organization. This may not have any significant impact on any short term basis, but it can be sustainable on a long term basis. Women and men work in two different ways. Especially in the heavy industry, there is already a saying that female workers are less competent than the male workers (Cooke, 2003). Therefore, it is necessary for the organization to promote the qualified female employees in front of other staffs, so that they can be motivated and at the same time gender equality is promoted (Huang Lowry, 2015). If the management of OneSteel can locate the powerful performers and promote them, it is also possible that the other female employees are motivated to perform more. In addition to that the potential female candidates may also feel safe with such acknowledgments. There are several women employees who tend to miss the chance or any great opportunity as they are considered to be under qualified. At the same time, there are several instances that the men are promoted to a position where they are not supposed to be (Huang Lowry, 2015). OneSteel should not encourage such discriminatory ideas and they can actively encourage the female employees for taking more chances and grab the opportunities. There should be adequate support on behalf of the management so that the female employees can build their confidence and go for the chances. Implement policies for improving the organizational culture Elwr et al., (2013) has indicated that the separation of gender is a huge issue for the organization. Even if there is lot of promotions for the gender equality, sometimes there are subtle behaviors within the organizational culture that does not match the company policy. According to Atkinson (2017) the female experts and specialists in Australia report more gender discriminatory attitude than the low level occupations. However, it can be also seen that most of the organizational environments tend to filled up with the comparison between the male and female employee while indicating the actions of the male employees are more effective than that of females. Therefore, in this case, the management of Arrium should reevaluate the culture and behavior of OneSteel and implement proper policies to improve the organizational culture. The company should also provide proper training and development session to the employees regarding these matters. If the organization wants to promote gender equality seriously within the organization, they have to be very clear and transparent about it (Kaushik, Sharma Kumar Kaushik, 2014). The management has to have a clear message that they are not going to tolerate any sexist attitude within the organization and they have to be very strict about it. Having open discussion regarding such issues between the male and female employees can be very effective (Strachan, French Burgess, 2010). If the women employees are speaking their heart out and stating their issues, it is a lot easier to deal with the problems. Also, the male employees tend to understand the issues if those are discussed openly (Barak, 2016). OneSteel should organize open discussion forums where the employees can come and talk about their experiences and the others can learn from it. . Ensure that there is no gender gap and disparity For promoting the gender equality within the organization, it is necessary to pay the same to both the genders. Disparity in payment and gender gap are two prominent issues that act as a catalyst to the ongoing gender inequality (Tatli, Ozturk Woo, 2017). Therefore OneSteel should immediately revise its pay structure and pay all the employees equally and fairly on the basis of their experience level, not on the basis of their gender. The time has changed where women only had two or three specific roles to play in the business. In order to empower the female work force, the management should bring a unique and different perspective to the organization and celebrate the working powers (Doucet, 2015). Instead of giving the clichd roles to the women that are being played by men for over a decade, the organization can also start thinking about new job roles that create benchmarks. If the organization wants real equality to happen, it is very much necessary to implement the policies to a ll the levels. Implementing policies at the higher level can act as a huge motivational force for the employees. Therefore this may also have a positive impact on the retention policy and the organizational culture. Potential risks and benefits Implementing policies may have some risks and benefits at the same time. If the organization wants to implement several policies for empowering the women force, it is also possible that the male employees tend to feel neglected (Doucet, 2015). However, it is always about the aim of having equal chances for both the genders. Therefore, there is always a risk of taking undue advantage of the policies by some women employees. Therefore the management should ensure that while they are empowering female work force, they are not degrading the male force. There are other benefits of promoting a brand image in front of the world; therefore the company will be benefitted in the long term. Conclusion In conclusion, it can be said that the management of the organization have to implement some policies that should keep the balance of gender. It has been observed several times that the organization, Arrium experiences a serious gender gap. Therefore, this essay has evaluated the issue and the existing gender difference while it has also provided various recommendations that can be implemented within the culture. The culture has also triggered the changed behavior. If the organization starts implementing the recommendations, soon they will be enhancing the women power within the organizational culture. Reference list Agenor, P. R., Canuto, O. (2015). Gender equality and economic growth in Brazil: a long-run analysis.Journal of Macroeconomics,43, 155-172. Atkinson, J. (2017). Shared Parental Leave in the UK: can it advance gender equality by changing fathers into co-parents?.International Journal of Law in Context, 1-13. Barak, M. E. M. (2016).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Comim, F., Nussbaum, M. C. (Eds.). (2014).Capabilities, Gender, Equality: towards fundamental entitlements. Cambridge University Press. Cooke, F.L. (2003b). Equal Opportunity? The role of legislation and public policies in womens employment in China, Women in Management Review, 16 (7), pp. 334-48. Doucet, A., 2015. Parental responsibilities: Dilemmas of measurement and gender equality.Journal of marriage and family,77(1), pp.224-242. Elwr, S., Harryson, L., Bolin, M., Hammarstrm, A. (2013). Patterns of gender equality at workplaces and psychological distress.PloS one,8(1), e53246. Hacker, S. (2017).Pleasure, power and technology: Some tales of gender, engineering, and the cooperative workplace(Vol. 5). Routledge. Huang, Y., Lowry, D. T. (2015). Toward Better Gender Equality? Portrayals of Advertising Models Occupational Status in Chinese Magazines.Journal of International Consumer Marketing,27(1), 69-83. Kaushik, N., Sharma, A., Kumar Kaushik, V. (2014). Equality in the workplace: a study of gender issues in Indian organisations.Journal of Management Development,33(2), 90-106. Petersen, T., Penner, A. M., Hgsnes, G. (2014). From motherhood penalties to husband premia: The new challenge for gender equality and family policy, lessons from Norway.American Journal of Sociology,119(5), 1434-1472. Strachan, G., French, E. Burgess, J. (2010) Managing diversity in Australia : Theory and practice, McGraw-Hill, North Ryde. Tatli, A., Ozturk, M. B., Woo, H. S. (2017). Individualization and marketization of responsibility for gender equality: the case of female managers in China.Human Resource Management,56(3), 407-430. Verloo, M. M. T. (2016). Mainstreaming gender equality in Europe: a critical frame analysis. Woodhams, C., Lupton, B. Xian, H. (2009) The persistence of gender discrimination in China - evidence from recruitment advertisements. International Journal of Human Resource Management, 20 (10), October, pp. 2084-2109.

The World Through Words an Example by

The World Through Words I have discovered about myself or the world around me via interfacing with the written word from a statement of the Scott Peck (1978) that Life is difficult. This simple statement has a very profound meaning for me at is has revealed to me many truths and I would say has helped me recover from what I may describe as a pit of depression. In pondering upon the statement that life is difficult I had found explanation for many of my situations in life. I found the purpose of problems in life. I have realized that since problems are realities which must be faced, I became more forward-looking on how I will face each responsibility each day. I came to see challenges in every problem that I encounter as I found deeper meaning in life. Need essay sample on "The World Through Words" topic? We will write a custom essay sample specifically for you Proceed To realize that life is difficult helped me to realize the deeper truth about the reality of dying starting from birth. Before discovering this great truth, I used to have that notion that every birth is a new beginning. But as I age in life, I found that life becomes really more difficult and hence dying must have started hence the life is difficult become paradoxically true. Life is so meaningful because although the reality of reaching the final point is accepted by the mind, there is another truth which asks the question of how to maximize then that travel through life given the stages and processes that man passes through. Given therefore the realization of lifes definiteness, a set of priorities come into play. This compels any right thinking person therefore to reflect which really is more important than others? Is it the riches? Is it achievement? Is it the family? Or, is it the spiritual thing? One cannot just have enough time to write so many questions that pops up then fro m the mind because it also a reality that one may not even have enough time to answer all these questions. But going back again to that reality that a priority is needed to be set, I was in my perfect agreement with my senses that I need to be addressing first what I needed now or at present, which is more important from any other point in time even the future. For in bridging the present, the past, the present and the future, it is the present where I am now and it is the point where I could do most to reflect from the past while trying to contemplate about the future. People who are living with the present are the ones who need not unnecessarily burdened with what the dark past may have implanted as a consequence of encountering unpleasant things at times. They are also the people who are perfectly guided with an internal compass that points them to realizing their full potentials. Given what I feel at the time of this writing, I believed I am such of kind of person who must living in the great present with the benefit of leaning from my past as well at with the hopeful anticipation of my great future although I know that life is difficult. Having decided therefore that the present is more important among the three points in time, I have now a starting point to satisfy that need that now feels inside of me. That need inside of me longs for meaning too as the mind keeps functioning to supply the needs of my being. That mind asks me the following questions: What do you need now? If your needs is satisfied, what do you do next? The answer readily is quick for the other part of the mind just takes these questions subconsciously as it works completing something that it finds doing. To conclude, it may be states that simple words found in that comes from interaction on text just give a lot of meaning and sense of direction. They are so profound that I have found time to relate them with the great things that are presently happening in one mind. One can only say that no words can express completely express that these words may make upon ones life. As for me , my discovery that life is difficult has made me a more matured and more responsible person. Seeing my definiteness is something that I should be humble for. It is an easy way of finding self sense of purpose and acceptance. Having the sense of purpose would simply put many things in proper perspective since I may now express my values and may now aim at fulfilling them. Attaining this sense for me is one of the greatest truths that may just be learned in learning from the simple encounter with written text. Self acceptance (Long, 1993) for me is also one of the purposes of a fully functioning person. For me it is what is discovered by having self-knowledge (Jopling,2000) as a result of accomplishing a sense of purpose. By being able to accept one-self, everything else follows. Acceptance generate realism in ones strength and weakness to face the great challenges of life. It is also involves accepting the possibility of committing mistakes from the experiences of being youth and learning to grow from these truths. A person who does not know his or her strengths and weakness is a person who is who will be unconvinced of himself or herself of what he or she could actually do with confidence. To paint more graphically, he or she will be like a general that is going to war without knowing how many are his men and arms and ammunitions remaining after an encounter with the first group of enemy. For failing to count his capabilities this general would unnecessarily putting the life of his soldiers in the line of fire to be annihilated defenselessly. A defenseless person is a person that lacks the skills to face the great challenges through life. His or her failure to have seen and realized that life is difficult will cause such person to miss lifes sense purpose and self-acceptance. When problems will come to that person, he or she may not be able to face with a smile and understand that they are all part of the process that must be conquered each day. Reference: Jopling , D. (2000) Self-Knowledge and the Self ; Routledge, 2000 Long, V. (1993), Masculinity, Femininity, and Male Scientists' Self-Esteem and Self-Acceptance; Journal of Psychology, Vol. 127, 1993 Peck, Scott M., (1978) The Road Less Travelled, Simon and Schuster, New York

How to Get Your GED Online The 4 Best Courses

How to Get Your GED Online The 4 Best Courses SAT / ACT Prep Online Guides and Tips No high school diploma? Then you might be thinking about taking the GED test. Can you take the GED online? What about online GED courses? In this guide, we’ll discuss what the overall GED process entails and why you can’t actually take the GED online (even though it would definitely be more convenient!). We’ll also give you our top picks for the best online GED classes. What Is the GED Process? Overview The GED (short for General Educational Development) test is a group of four subject tests that, when passed, certify that one has achieved the US and Canadian high school educational standards. The four GED subjects are as follows: Language Arts Social Studies Science Math As an alternative to a high school diploma, the GED targets those who did not finish high school and who are older than 16. It tests the same essential skills students learn in high school. So what exactly is the process for taking the GED? Here’s an overview of the steps: Check your eligibility: As stated above, in order to take the GED, you must be at least 16 years old and not currently enrolled in high school. Some states have requirements in terms of how long you must have been out of high school, so be sure tocheck your state's policies on this before you decide to take the GED. Register for the GED: You mustmake an account on the official GED website to be able to register for the test. Note that you can take up just one of the tests or all four at once. Each subject test costs about $30 (this price can vary slightly depending on the state). Prep for the GED:Though studying isn’t required, it’s certainly encouraged, especially if you haven’t taken a high school class in a long time or are rusty with a particular subject. We’ll talk more about what you can use for your GED prep shortly. Take the GED test: The final step is to go to your testing center and take the GED! This is just a brief outline of what you can expect when starting the GED process. But can you take the GED online? Can You Take the GED Test Online? The short answer is no, you cannot take the GED online. Similar to many standardized tests, includingthe GRE, the GED can only be taken in person at an authorized GED test center. Although the GED is administered on a computer, you can’t take the test at home or online from anywhere other than an authorized test center. You can search for nearby test centers using the GED website test center search tool. Unfortunately, this hasn’t stopped websites from claiming to offer real GED diplomas and certificates online. Any website you come across that insists you can earn a GED online or take the GED test online is simply a scammer trying to steal your money. Don't be fooled! All they are actually offering arefake GED diplomas and certificates that are not accredited or recognized in the US or Canada. Even the official GED website has a page warning against these GED online scams: "If the state isn’t awarding you the GEDÂ ® credential or you are taking the exam online or at home, you’re paying for something other than the GEDÂ ® test. Don’t assume a website is stating the truth when it says 'accredited.' They’ll say anything to take your money! To find out if a high school or online program is recognized or accredited by your state, please contact your state's Department of Education." So what can you do online with the GED? Though you can’t take the test on your own computer, you can prep for it using online resources and classes.Read on to learn more! The 4 Best Resources for Online GED Classes and Prep You can’t take the GED test online, but there are many (legitimate!) online GED classes you can take that are guaranteed to help you do your best on exam day. Here are some top resources you can use for online GED courses and prep. #1: Official GED Website By far the best resource you can use for GED prep is the official GED website. The GED Testing Service not only has a tool to help you find in-person prep courses near you, but also offersan array of high-quality, live online GED classes. Course materials can be accessed anytime and anywhere from your computer, cell phone, or tablet. Each live class lasts 60-90 minutes and is taught by an expert Kaplan instructor. This video shows you how these official online GED courses work: The cost is $129 for 90-day access to all four subjects.Alternatively, you can get45-day access to one subject for $59 (Language Arts or Math only). If you don’t want to pay a lot for a class, the GED Testing Service offers practice tests and practice question flashcards for $6-$15 per subject. #2: Kaplan Kaplan is already a pretty famous test-prep company, but it shines extra brightly when it comes to its offerings of GED prep materials. In addition to the live online GED classes Kaplan does in conjunction with the GED Testing Service, the company offers a self-paced online GED class for $129. This three-month course is ideal for working adults and people with kids since you can study on your own time and at your own pace. With this course,you will get access to more than 150 instructional videos, hundreds of GED practice questions, a diagnostic test, and a final practice test. #3: UGO Prep If you're in a time crunch, UGO Prep offers a top-rated two-week GED online course. Online practice tests include real GED questions from previous exams and use an interface extremely similar to what you’ll see on test day. The course costs $69.99 for one-month access to the full study packagefor all four subjects. You can also buy add-on features,including math lecture videos ($9.99), audio lectures ($24.99), and flashcards ($14.99). If you’re not sure how long your GED prep might take you, you have the option to upgrade your package to lifetime access for $15 more- a pretty good value when you compare this price with those for the official online GED classes and Kaplan GED online course described above. #4: Union Test Prep If you’re searching forfree GED classes online, I recommend Union Test Prep. This company offers a broad array of free GED prep materials, from full practice tests to flashcards to study guides. Though these materials aren't a GED online course in the traditional sense, you can use them to structure your own GED review sessions, going over only what you need to know. With Union Test Prep, you’re getting a comprehensive overview of the different kinds of questions and topics you can expect on the GED for all subject areas. You’ll also learn about the GED format and question types. Key Takeaways:Getting Your GED Online The GED is a set of four subject tests that, when passed, earns you certification equivalent to a US or Canadian high school diploma. The test is exclusively administered at GED testing facilities, meaningyou cannot take the GED online. Any website or company that claims to offer the GED test or GED diplomas/certificates online is a scam and should not be trusted! Despite this risk, the internet isn't completely worthless when it comes to GED prep.You cantake online GED courses to help you prepare and review for the exam. The best online GED classes we recommend looking into are those by the GED Testing Service, Kaplan, and UGO Prep. If you'd rather save some money, try studying with thefree GED online study materials provided by Union Test Prep. What’s Next? What exactly is the GED? Learn everything there is to know about this high school equivalency test, including who takes it and whether you should, too! What is a high school equivalency diploma? Get the scoop on how these diplomas differ from your typical high school diploma. Not sure whether you need a high school diploma to do what you want in life? Then take a look at our comprehensive guide to how you can get a high school diploma, even if you're not in high school currently. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. 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Job Interview Guide and Practice for ESL Students

Job Interview Guide and Practice for ESL Students In this extended job interviewing listening selection, youll hear the first few moments of a job interview. Before you listen, there are a few things you should note about standard job interview behavior, speaking forms used, and more. Breaking the Ice Youll notice a few questions in the beginning of the interview that concerns how the job applicant arrived and the weather. This is commonly referred to as breaking the ice. Breaking the ice is an important way to begin the job interview, but it shouldnt take too long. Generally, job interviewers will break the ice to help you feel comfortable. Make sure to give positive, but not too detailed answers to these ice breakers. Give short, positive answers to questions.Dont go into too much detail.Expect questions about the weather or how you arrived at the job interview.Its a good idea to make a pleasant comment yourself to break the ice. Keep it short, positive and simple. Referrals Sometimes, you may have found about a job opportunity through a referral. If this is the case, make sure to use the referral to your best advantage by mentioning it at the beginning of the interview. Mention the name of the referral at the beginning of the interview. Ideally, this should be done when asked about how you found the job opening.Provide the name of the referral, but dont go into too much detail about the relationship, unless asked.Give the name of the referral only once. Dont continue to repeat the name during the interview.Dont assume the job interviewer knows the person you are mentioning. Language Relating your job experience and how it relates to the specific job for which you are applying are the two most important tasks during any job interview. Make sure to use lots of descriptive verbs and adjectives to describe your responsibilities. For example, instead of the following job description: I talked to customers about their problems. A more descriptive phrase with better vocabulary might be: I counseled customers documenting their concerns, and coordinating our response to their individual needs. In the listening selection, you will hear the present perfect, present perfect continuous and present simple used because the person is speaking about his current projects. Take some time to prepare descriptive sentences concerning your responsibilities.Use a dictionary, or this handy job interview vocabulary page to improve your vocabulary selection.Make sure to connect your past experience to the position by using lots of present perfect.Quickly review appropriate job interviewing tenses for describing experiences. Now that youve reviewed some basic interviewing technique, open this link in a new window and listen a few times to the job interview listening selection. If you have difficulties understanding, go to the next page to see a transcription of the job interview. Interviewer (Ms Hanford): (opens door, shakes hands) Good morning†¦Job Applicant (Mr. Anderson): Good morning, Joe Anderson, its a pleasure to meet you Ms Hanford. Hanford: How do you do? Please take a seat. (Joe sits) Its quite the rainy day outside, isnt it?Anderson: Yes, luckily, you have a nice underground parking lot that helped me avoid the worst of it. I must say this is an impressive building. Hanford: Thank you, we like working here... Now, lets see. Youve come to interview for the position of e-commerce manager, havent you?Anderson: Yes, Peter Smith encouraged me to apply, and I think Id be ideal for the position. Hanford: Oh. Peter†¦ hes a great sysadmin, we like him a lot †¦ Lets go over your resume. Could you begin by telling me about your qualifications?Anderson: Certainly. Ive been working as the regional assistant director of marketing at Simpco Northwest for the past year. Hanford: And what did you do before that?Anderson: Before that, I was a Simpco local branch manager in Tacoma. Hanford: Well, I see you have done well at Simpco. Can you give me some more detail about your responsibilities as assistant director?Anderson: Yes, Ive been in charge of in-house personnel training for our Internet customer service reps over the past six months. Hanford: Can you tell me a little bit about what youve been doing in your training?Anderson: Weve been working on improving customer satisfaction through an innovative e-commerce solution which provides real-time chat service help to visitors to the site. Hanford: Interesting. Is there anything in particular you feel would be useful here at Sanders Co.?Anderson: I understand that you have been expanding your e-commerce to include social networking features. Hanford: Yes, thats correct.Anderson: I think that my experience in customer relations via the Internet in real-time puts me in the unique position of understanding what works and what doesnt. Hanford: Yes, that does sound useful. What difficulties and challenges do you think we might run into?Anderson: Well, I think well continue to see consumers spend more of the shopping dollars online. Ive been studying how sales directly relates to customer satisfaction with online services. Hanford: Would you mind giving me a bit more detail on that?Anderson: Sure ... if customers arent satisfied with the service they receive online, they wont come back. Its much easier to lose customers online. Thats why you need to make sure that you get it right the first time round. Hanford: I can see youve learnt quite a lot in the short time youve been working in e-commerce.Anderson: Yes, its an exciting field to be working in †¦

Evaluation of Current Accounting Policy of Phone Services Essay

Evaluation of Current Accounting Policy of Phone Services - Essay Example There are generally two key factors for revenue recognition: Completion of earning process, Assurance of payment. The policy which helps inter-department on recognition of revenue is the renewal of portable internet services for customers who already have phone-e-devices at a price of $240 (Kennon, 2010). The accounting policies which they are adopting can increase their market share and sales as they are offering a low price to their customers. This is also helping them in penetration of market for their new products. The new policies which the firm can adopt are cost policy and revenue recognition policy. They are offering the low price to its customers as compared to their competitors due to the low signal and service quality than their competitors. They cannot increase the price or service charge of Prepaid Portable Internet Connection, as doing so can result in shifting of its customers towards other brands. Another risk which firm faces are that if in near future their competit ors decrease the price of their products, the company may suffer losses. To avoid this company can practice cost-cutting techniques in the manufacturing of their products. If they do not manufacture their parts or components and buy it from suppliers, they should try to focus on cheap and best quality suppliers. The activities of any company which decides revenue recognition are: Sale of goods, Rendering of services and Construction contracts. Therefore these activities have to be properly managed.  

Prevention of Financial Frauds Research Proposal

Prevention of Financial Frauds - Research Proposal Example Various strategic practice models for financial fraud prevention have been proposed in the recent years and some of them are discussed in this proposal. 1. Introduction: Financial frauds are widely perceived to be various deliberately made criminal acts seriously violating the civil law while based on financial transactions and meant to attain myriad personal benefits. For the past many years, research reports have been illuminating that the need to combat financial frauds has become increasingly important and inevitable concerning its widespread proliferation and the immense threat it poses to the older citizens especially, though this criminal issue largely involves people of all ages as well. From frauds planned on a large-scale and committed to weaken the roots of the national economy to small-scale financial frauds like fake lotteries and work at home plots, this criminal issue has largely succeeded in building many holes in the net of financial security which was once strong an d meant to preserve the public protective. 2. Research review: A layered security approach and effective tools are required to handle this dramatic emergency of felonious financial frauds and by controlling who first receives sensitive documents like bank statements, small organizations can prevent financial fraud occurrence (CBIA News, 2007). Expert policy-makers and researchers at (Research Centre on the Prevention of Financial Fraud, 2009) proposed a three-fold strategy to prevent the financial fraud proliferation around the globe. Consolidating information in an attempt to compile the fraud research for providing a disciplinary support to the policy-makers can help in preventing huge losses based on billions of dollars and occurring every year as a result of financial frauds. Secondly, effective anti-fraud messaging delivered via electronic medium can help in connecting research to policy. Funding is also important to protect the fraud victims and finance research for financial fraud prevention. People in many cases remain unaware that they have become the victims of financial frauds because such frauds are often operated on the legal fringes by skillful scammers or business professionals (Button, Lewis, & Tapley, 2009). According to the research report published by (Bank Negara Malaysia, 2010), most of the financial frauds mimic legitimate courses so that the victims remain satisfied and do not think about pointing out at the fraudsters who are white-collar criminals. â€Å"An unscrupulous investment broker may present clients with an opportunity to purchase shares in precious metal repositories, for example. His status as a professional investor gives him credibility.† (Bank Negara Malaysia, 2010). Tracking such quack business professionals who have a tendency to rob the innocent citizens by presenting fake investment opportunities to them with the help of ontology technology can also help in preventing and detecting financial frauds. â€Å"A fra ud forensic ontology is being developed from laws, regulations, and cases about illegal solicitation of financial products on the web.†Ã‚  

Shitology Essay Example for Free

Shitology Essay There have been many stories told in the past about Gods. Every story has its own supernatural spin, providing a forceful sense of cause and effect events. This almost always forms the cultural plot to describe a bad or good point in time. Certain sequences of myths describe a situation where god destroys mankind for not going through with their intentions when they created mankind, by creating a massive flood. These stories include: â€Å"Noah’s Ark†, â€Å"Tata and Nena†, and the â€Å"Deucalion†. All of these stories have cultural aspects that provide similarities and differences in each other. One thing that is important to point out is that â€Å"Tata and Nena†, â€Å"Deucalion†, and â€Å"Noah’s Ark† all explain what happened to the world after it was destroyed, in different ways. For example in the story of â€Å"Deucalion†, â€Å"Tlaloc then appeared to them and said, â€Å"This is how I am repaid for saving your lives? † They were changed into dogs† (Bierlein30). In the story â€Å"Tata and Nena†, they were asked to only eat corn but instead they ate fish, so then Tlaloc got mad and turned them into dogs, in a world that was completely destroyed with no intention of repopulation. In the â€Å"Deucalion† story, â€Å"These rocks were transformed into people who repopulated the earth† (Deucalion30). Rocks were thrown behind Zeus who then was turned to people who soon remade the world all over again. Also the myth of â€Å"Noah’s Ark† has a different story, â€Å"God then repopulated the world with what Noah had saved. Like the one of each animal† (Noah29). God decided to make the world again and used the animals Noah saved to do so. This all proves that all of the stories had a different way of explaining what happened to the world after it was destroyed. All of the myths describe a different culture involved. Like, In the story â€Å"Deucalion†, â€Å"And it rained for 9 days and 9 nights until the entire world was flooded except for two mountain peaks in Greece, Mt Parnassus and Mt. Olympus, the latter being the home of the Gods†(Deucalion30). This shows that the Greek gods were ignorant and made it rain everywhere except in the Greece Mountains where they were staying. In â€Å"Tata and Nena†, â€Å"During the era of the Fourth Sun, the Sun of Water, the people grew very wicked and ignored the worships of the gods† (Bierlein30). The Aztec gods were mad at humans for not listening to them, and so they decided they needed to flood the whole world. This shows that no one cared at all about anything the Aztec gods wanted. Also, In â€Å"Noah’s Ark†, God flooded the world and then saved Noah. He then repopulated the world and the Jews were afraid of the flood. God then promised the Jews he would not do another flood (Noah29). God basically said he’s tired of destroying the world with water, and he’ll leave the Jews alone for awhile. It’s really obvious that all of the destruction of the world was all to show a side in which they came from and eventually rejoiced. In the stories of â€Å"Tata and Nena†, â€Å"Deucalion† and â€Å"Noah’s Ark† all have similarities. Like in â€Å"Tata and Nena†, â€Å"The god’s became angry and Tlaloc, the god of rains, announced that he was going to destroy the world with a flood† (Bierlein30). This proves that â€Å"Noah’s Ark†, â€Å"Deucalion†, and â€Å"Tata and Nena† all had moody gods that would wipeout the world with a flood if things weren’t going as planned. In the â€Å"Deucalion† he was asked to go in the boat away from the flood. â€Å"These rocks were transformed into people who repopulated the earth† (Deucalion30). In both of the stories of â€Å"Deucalion† and â€Å"Noah’s Ark† the world was repopulated after the destruction. In the story of â€Å"Noah’s Ark†, â€Å"God asked Noah to take his family and get a male and female of every animal then to build an ark† (Noah29). In both stories of â€Å"Noah’s Ark† and â€Å"Deucalion† they were asked to do something and were saved from the flood in the end. This makes it crystal clear that stories have very similar actions during the flood. Noah’s Ark†, â€Å"Tata and Nena†, and the â€Å"Deucalion† showed many similarities and differences. It also showed how Aztec, Jewish and Greek cultures presented their myths, and for the most part, explaining much more than just a flood. To this day there are people who claim they have found huge wooden boats relating it back to these myths. The truth is that people will believe whatever they want to believe. Al Gore is a firm believer in UFOs, and that’s not crazy in our society. The only difference between that and â€Å"Noah’s Ark† is that there are multiple flood myths passed on from century to century.

The Necklace by Guy de Maupassant Essay -- Guy Maupassant Necklace Ess

The Necklace by Guy de Maupassant ?The Necklace? The theme of Guy de Maupassant story ?The Necklace? seems to be suggested by the line, ?What would have happened if Mathilde had not lost the necklace. Mathilde Loisel grew up in poverty and had no expectations in life. When she got married, her and her husband would sit around the dinner table and imagine they were eating a luxurious meal. They would imagine using shiny silverware and eating their meal on marvelous plates. Together, they had nothing. Mathilde had no clothes, no jewels, and only one friend. One day her husband came home from work and handed her an invitation they had received to attend a ball. Her husband thought that she would be enthusiastic about it, however she busted out in tears. She wanted to attend, yet she had no dress to wear. After digging in to money they had been trying to saved, Mathilde purchased a dress for the ball. As the ball drew near, Mathilde decided she still needed something more to finish off the dress they had just spent ...

Infant Motor Developm

Infant Motor DevelopmentI.   First MonthA.  Ã‚  Ã‚   can already raise its head for a momentB.  Ã‚  Ã‚  Ã‚   twists its head from side to side when lying on rearC.  Ã‚  Ã‚  Ã‚   hands remain grittedD.  Ã‚  Ã‚   has already a sturdy clutch reflexE.  Ã‚  Ã‚  Ã‚   stares and goes after object moving ahead of him/her (range of 45 degrees)F.  Ã‚  Ã‚  Ã‚  Ã‚   performs husky soundsG.  Ã‚  Ã‚   gazes closely at parents when they speak to him/herII.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second MonthA.  Ã‚  Ã‚   raises its head about 45 degrees when resting on stomachB.  Ã‚  Ã‚  Ã‚   head nods forward when grasp in sitting positionC.  Ã‚  Ã‚  Ã‚   clutch reflex declinesD.  Ã‚  Ã‚   goes after hanging objects with eyesE.  Ã‚  Ã‚  Ã‚   makes smilesIII.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Third MonthA.  Ã‚  Ã‚   begins to stand partial load on both legs when clutched in a standing positionB.  Ã‚  Ã‚  Ã‚   able to grasp head up when sitting but still nods frontwardC.  Ã‚  Ã‚  Ã‚   can lift head and shoulders when resting on stomach (amid 45 and 90 degrees)D.  Ã‚  Ã‚   stands load on forearmsE.  Ã‚  Ã‚  Ã‚   grasps objects but does not get in touch with themF.  Ã‚  Ã‚  Ã‚  Ã‚   grasps own hands and drags at bedspreads and clothesG.  Ã‚  Ã‚   goes after object (180 degrees)H.  Ã‚  Ã‚   makes more soundsI.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   smiles when sees recognizable features.IV. Fourth MonthA.  Ã‚  Ã‚   has already a fine head controlB.  Ã‚  Ã‚  Ã‚   sits with helpC.  Ã‚  Ã‚  Ã‚   stands some load on legs when clutched erectD.  Ã‚  Ã‚   lifts head and chest off plane (90 degree angle)E.  Ã‚  Ã‚  Ã‚   turns from back to sideF.  Ã‚  Ã‚  Ã‚  Ã‚   discovers and plays with handsG.  Ã‚  Ã‚   attempts to get in touch with but missesH.  Ã‚  Ã‚   clutches objects with two handsV.   Fifth MonthA.    sign of teething startsB.    grasps head up when sittingC.    turns from abdomen to rearD.    p laces feet to mouth when resting on rearE.      freely holds objects and gets objects openly to mouthVI. Sixth MonthA.  Ã‚  Ã‚   starts to masticate and nibbleB.  Ã‚  Ã‚  Ã‚   raises head when dragged to a sitting positionC.  Ã‚  Ã‚  Ã‚   turns form rear to abdomenD.  Ã‚  Ã‚   holds and manages small objectsE.  Ã‚  Ã‚  Ã‚   clutches bottleF.  Ã‚  Ã‚  Ã‚  Ã‚   seizes feet and drags to mouthG.  Ã‚  Ã‚   bends body to make out an objectH.  Ã‚  Ã‚   twists head from side to side and then stares up or downVII. Seventh MonthA.   learns to sit without help (may bend forwards on two hands)B.   stands full load on feetC.   springs when grasped in standing positionD.    shifts objects from one hand to anotherE.    hits objects on planesF.      and able to grip on small objectsVIII.      Eight MonthA.    sits fine without helpB.      stands load on legs and may rest holding on to fixturesC.      lifts out up objects by index, fourth, and fifth fi nger alongside thumbD.  Ã‚  Ã‚   able to discharge objectsE.      drags cords to get objectsF.       seeks for objects that are farIX.    Ninth MonthA.  Ã‚  Ã‚   starts swarmingB.  Ã‚  Ã‚  Ã‚   drags up to standing position from sittingC.      sits for extended time (at most 10 minutes)D.    employs thumb and index finger to lift up objectsE.      places arms ahead of face to shun having it washedX.    Tenth MonthA.    goes from abdomen to sitting positionB.    sits by rundownC.   recuperates balance effortlessly while sittingD.    raises one foot to make a step while standingE.      wields byeF.      recurs actions that draw attentionXI.    Eleventh MonthA.  Ã‚  Ã‚   learns to stroll gripping on to fixtures or other objectsB.  Ã‚  Ã‚  Ã‚   puts one object following another into a potC.  Ã‚  Ã‚  Ã‚   returns back to lift up an object while sittingD.  Ã‚  Ã‚   able to control objects out of stretched fitting placesE.  Ã‚  Ã‚  Ã‚   turns a ball when requested, and quakes head for rebuffXII.   Twelfth MonthA.  Ã‚  Ã‚   strolls with one hand graspB.  Ã‚  Ã‚  Ã‚   bears and tries first steps unaidedC.  Ã‚  Ã‚  Ã‚   rests from standing position aloneD.  Ã‚  Ã‚   tries to construct two chunk towers but may fall shortE.  Ã‚  Ã‚  Ã‚   goes after fast moving objectsF.  Ã‚  Ã‚  Ã‚  Ã‚   grips to parents in odd circumstancesG.  Ã‚  Ã‚   seeks object where it was previously seenReferences:Piek, J. P. (2006). Infant Motor Development. Human Kinetics Publishers.Gallahue, D. L. (2006). Understanding Motor Development: Infants, Children, Adolescents,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Adults. McGraw-Hill Companies.

Terrorism Case Study

Caless (2012) defines terrorism as † the threat or use of violence to further a political agenda for change by inducing widespread fear†. However, experts have been debating over a clear definition for terrorism for over 100 years. Although the word was first used over 200 years ago when discussing the Reign of Terror (Whitaker, 2001). Consequently, there have been over 100 definitions offered for terrorism (Laqueur, 1977, cited in Martin, 2013). Alex Schmid's (2004) research also illustrates the lack of clarity surrounding the definition.And most experts believe that an impartial and universal recognised definition will never be agreed upon (Ganor, 2002). With the lack of clarity surrounding the definition, a further question arises; who is classed as a terrorist? This is reflected in the well known phrase â€Å"one man's freedom fighter, is another man's terrorist. † (Gerald Seymour, 1975, cited in Ganor, 2002). Overall, it is agreed, that this depends on the sub jective viewpoint of the individual (Ganor, 2002; Jackson, 2008; Corte, 2007).The Just War doctrine is an â€Å"ideal and moralistic philosophy† (Martin, 2013). It asks questions such as â€Å"what types of force are morally acceptable? † and â€Å"who can morally be defined as an enemy? † This notion is usually used by ideological and religious extremists, in order to justify their own acts of extreme violence. A prime example of religious extremists is the ‘jihadi Islamic fundamentalists', the term jihad means a sacred â€Å"struggle† but is manifested by some radical Muslim clerics as a holy war and therefore perceived that their war is a â€Å"just war† (Martin, 2013).This paper will endeavour to answer the question; Did University College London (UCL) further radicalise Umar Farouk Abdulmutallab? There have been many debates, theories and investigations surrounding this question, many of which will be analysed throughout. Umar Farouk Abd ulmutallab (born 22 December 1986) is a Nigerian Islamist who attempted to detonate plastic explosives in his underwear whilst travelling from Amsterdam to Detroit, on Christmas Day 2009, on the Northwest Airlines Flight 253. In January 2005 Abdulmutallab joined an Islamic forum under the pseudonym â€Å"Farouk1986† (Now Public, 2009).He frequently contributed to the forum. His postings normally gave advice to other forum members, although on occasion he expressed more personal views. These included his â€Å"jihad fantasies†, describing how â€Å"Muslims will win and rule the world† and prays to Allah to â€Å"unite us all Muslims and give us victory over those who do not believe†. The majority of his postings illustrate his loneliness and his struggle to contain his â€Å"sexual drive†, and he goes on to urge fellow forum users to limit their activities to â€Å"Islamically good† and to only â€Å"hang around with good Muslims who enjoy s tudying†.Throughout his postings in the forum he maintains that he is memorising the Quran (Islamic Forum, 2005). These postings illustrate that Abdulmutallab's views on the Islamic religion, are very similar to Salafism or Olivier Roy's neo-fundamentalism (see: Social Science Research Council). This is shown with his fixation on personal faith, and is also portrayed when he praises Shaykhs Saud as-Shuraim and Abdul Rahman as Sudais (Islamic Forum, 2005). Another radical Muslim he mentions is Abdullah el-Faisal, who is currently in prison in the UK for influencing his supporters to murder Jews, Hindus and Americans (Forest, 2012).Some of the media (Gardham, 2009) focused on Abdulmutallab's love for football and this is clearly seen within his postings online. However, by November 15th 2005, he had turned against it stating â€Å"Let’s save our honor and religion and try to stay away from football and do sporting activities that are more Islamically beneficial†¦ ru nning, paintball, archery (or any other sport of the like that teaches [how to] target and aim). † (Islamic Forum, 2005). There are many different theories as to where Abdulmutallab was further radicalised, the one that will be discussed in this paper is the possibility hat University College London (UCL) and it's Islamic Society were the perpetrators. During the investigation of the attempted attack of Flight 253, the University College of London (UCL) had held their own investigation of their Islamic Society and although the evidence holds strongly against them, as will be seen throughout this paper, they came to their own conclusion that   there was â€Å"no evidence to suggest either that Umar Farouk Abdulmutallab was radicalised while a student at UCL, or that conditions at UCL during that time or subsequently were conducive to the radicalisation of students. (UCL, 2010). Umar Farouk Abdulmutallab began university, in September 2005, during a peak of Islamist activity in the UK, there were events organised by Ikhwan (Ikhwan Web, 2005)  and Jamaat-e-Islami inspired groups that were being held weekly and their influence over British Islam was steadily increasing (Hitchens, 2010). This year is an important one, as the emergence of the first Islamic militant groups in Bangladesh (Kabir, 2005) were seen and Islam became the official religion of Iraq (Islamopedia Online).British Islamists were exploiting the wars in Afghanistan and Iraq and implicating the Western governments with the â€Å"war on Islam and Muslims,† (Hitchens, 2010). According to Islamist's, Western Muslims, had a duty to stand up for their religion and fight back using peaceful methods (O'Connor, 2012). The â€Å"Stop Police Terror† lecture was given by Awlaki at the East London Mosque in 2003 (YouTube, 2011). The listed supporters of this group could be found on the Stop Political Terror website, and interestingly UCL was among this list (Stop Political Terror, 2003- 2005).The aims of this campaign was to urge Muslims to fight against the â€Å"anti-terrorist police† and to alert them of â€Å"the deteriorating situation in the UK and the scale of arrests, raids and abuse meted out [against Muslims] by Anti-Terrorist Police. † The campaign statement also included a clear warning: â€Å"Britain's Muslims, as a community, will refuse to cooperate with the law enforcement authorities  if  this abuse continues. † (Stop Political Terror, 2003-2005). During this time, the Federation of Student Islamic Societies (FOSIS) ran another campaign alongside â€Å"Stop Political Terror. , issuing further explicit statements -â€Å"previously, it was Muslims themselves under attack, now the agenda [is] to attack Islam, its principles †¦ New laws making it an offence †¦ aim to divide and weaken the Muslim community. † And â€Å"The relative concept of ‘extremism’ is being used to condemn Muslims from very diverse political viewpoints. † (Hitchens, 2010). The perception of a Western â€Å"war on Islam† is one of the key recruitment tools of global jihadist groups like al-Qaeda (Home Office, 2011).Therefore, it is clear that Abdulmutallab was absorbed in an protesting setting, and this appeared to him to give value and objective, to his already pre-existing neo-fundamentalist attitude and personal discontent (loneliness). It is also apparent from his previous online statements, that he was vulnerable to the indoctrination; â€Å"I hope to get over my loneliness when I go to university†¦ where there are usually Islamic groups [and] clubs with good Muslims† (Islamic Forum, 2005).His obsession with Islam is clearly illustrated with the amount of time he devoted to the group, and after a year of starting university he was already president of UCL's Islamic Society (Irvine, 2009). Terrorist groups are also known to use the media to their advantage. As terrorism is à ¢â‚¬Å"not limited to specific locales or regions† and the media has allowed everybody to witness some form of terror. Knowing this terrorist groups can therefore understand the power of the images and manipulate them to their advantage (Martin, 2013).Gus Martin (2013) explains the media frenzy surrounding terrorism, and describes the 21st century as being â€Å"an era of globalized terrorism†. Another key recruitment tool that jihad groups use is the internet (US Department of Defense, 2007). Sites such as Facebook, (Torok, 2011) and the creation of websites that can be regionalised. Although governments monitor the websites and, if necessary shut them down, another website can be made and the process can start again (McNeal, 2008). It is clear that Abdulmutallab was a fan of internet use, with his frequent postings on the Islamic Forum.Awlaki could also be an key element in the â€Å"jihad internet recruitment† process. The media present him as the â€Å"Bin La den of the internet† (Madhani 2010; CNN, 2011). He was  a Muslim lecturer and spiritual leader who had been accused of being a senior al-Qaeda â€Å"effective global recruiter† (Telegraph, 2012) and motivator. He is thought to have given a series of video link lectures at the East London Mosque (Gilligan, 2010). They however, categorically deny this ever took place, and deny that Abdulmutallab even attended the Mosque (East London Mosque, 2010). The University of Westminster Islamic Society are alleged to have ties with Awlaki.Another Islamic Forum announced him as a guest at University of Westminster Islamic Society Annual Dinner in 2006 (Ummah Forum, 2006). Along with these connections Awlaki is also suspected to have had â€Å"recruited† Abdulmutallab before the attack. According to Fox News, an FBI bulletin states that Awlaki showed Abdulmutallab â€Å"how to detonate the bomb† (Catherine Herridge, 2011). Research carried out by the University of Cam bridge suggest that â€Å"the majority of young British Muslims are opposed to political Islam, and are more likely to join Amnesty International† (Cambridge University, 2008).This was criticised, when Anthony Glees accused Cambridge of trying to prove that British universities are not â€Å"hotbeds of Islamic radicalism† and called the research â€Å"flimsy and uncompelling† (Lipsett, 2008). Their research was argued against by the Centre for Social Cohesion (CSC), who stated that â€Å"Umar Farouk Abdulmutallab was radicalised at University College London†, and goes on to describe British universities as the â€Å"breeding grounds of Islamic extremism†(Centre for Social Cohesion, 2010).They describe themselves as the â€Å"Centre [that] has been at the forefront of the debate on what role Universities should play in ensuring that British students do not fall victim to the ideology of violent Islamism. † (Centre for Social Cohesion, 2010). They went on to completely contradict Cambridge Universities report, and suggested within the report that Islamic extremism will â€Å"flourish†. This statement was further supported when Abdulmutallab became the fifth president of a UK Islamic society to face terrorist charges (Weiss, 2011).The vulnerability of Abdulmutallab along with the recruitment tools of jihadist groups illustrate how easily individuals can slip beyond this porous boundary rapidly and very often unnoticed. Since the September 11th attack on the World Trade Center, it has become apparent that Al-Qaeda are focusing on mobilising Western Muslims to commit â€Å"lone-wolf† terror (RUSI, 2012). This evidence is supported by the ICSR (2011) who describe Awlaki's role as â€Å"ideological rather than operational† and explain that the greatest threat he poses is the mobilisation of Western Muslims through his sermons and therefore expanding the jihadi movement.Umar Farouk Abdulmutallab's extremis t views are apparent very early on. Although, as his loneliness grew, so did his radical views. It appears that he was trying to fight his urges to act upon these views time after time. Abdulmutallab was quite clearly an â€Å"extremist† turned â€Å"terrorist†, as it is clearly defined by Martin (2013); â€Å"extremists† who violently act out their extremist beliefs are â€Å"terrorists†. It is clear that his time at UCL and within the Islamic Society unquestionably played a part in Abdulmutallab's further radicalisation when examining the evidence discussed.It is also remarkable to see that UCL was among the list of supporters of the Stop Police Terror campaigns, almost condemning themselves of the radicalisation. They contradicted themselves when they released their findings that â€Å"no evidence to suggest †¦ that conditions at UCL †¦ [are] conducive to the radicalisation of students. † (UCL, 2010). It is noted that Cambridge Univers ity's ‘flimsy' research could support the UCL's outcome, but then could this research, with their ‘bad press', also diminish their findings.Overall, there are many factors that led to the radicalisation of Abdulmutallab, his state of mind, his vulnerability, and the people that he was associated with within the Islamic Society. Therefore, the UCL was not completely at fault, it was also the fundamentalists, that infiltrated the system and took advantage of a vulnerable, young Muslim. References Caless, B (2012) ‘Terrorism and Political Violence: Introduction, Overview and the Problem with Definitions. (Accessed: 5 December 2012). Cambridge University (2008) ‘Campus radicalism fears too extreme? ‘ Available at: http://www. cam. ac. k/research/news/campus-radicalism-fears-too-extreme/ (Accessed: 5 December 2012). CNN Online (2011) ‘ Al-Awlaki: Who was he? ‘, CNN Online, Available at: http://security. blogs. cnn. com/2011/09/30/al-awlaki-who-wa s-he/ (Accessed: 5 December, 2012). De La Corte, L (2007) ‘Explaining Terrorism: A Psychosocial Approach'  Perspectives on Terrorism, North America, Vol. No. 2 [Online] Available at: . (Accessed: 5 Dec. 2012). East London Mosque (2010) ‘ East London Mosque and London Muslim Centre  Ã‚   Statement on Anwar Awlaki' [Online] Available at: http://www. astlondonmosque. org. uk/uploadedImage/pdf/2010_11_07_15_44_46_Awlaki%20Statement%206%20Nov10%20-%20Full%20Statement. pdf (Accessed: 5 December, 2012) East London Mosque (2010) ‘ Sunday Mirror publish ELM letter' [Online] Available at: http://www. eastlondonmosque. org. uk/archive/news/243 (Acccessed: 5 December, 2012). Forest, J (2012) ‘Perception Challenges Faced by Al-Qaeda on the Battlefield of Influence Warfare. ‘  Perspectives on Terrorism, North America, Vol. 6, No. 2. [Online] Available at: . (Accessed: 05 Dec. 2012). Ganor, B. (2002) ‘Defining Terrorism- Is One Man's Terrorist Another Man' s Freedom Fighter? ‘. International Institute for Counter-Terrorism [Online]. Available at: http://www. ict. org. il/ResearchPublications/tabid/64/Articlsid/432/Default. aspx#Defining_Terrorism:_The_Present_Situation (Accessed: 1 December 2012). Gardham, D. (2009) ‘ Detroit bomber: internet forum traces journey from lonely schoolboy to Islamic fundamentalist', The Telegraph, 30 December 2009 [Online]. Available at: http://www. telegraph. o. uk/news/worldnews/northamerica/usa/6910776/Detroit-bo mber-internet-forum-traces-journey-from-lonely-schoolboy-to-Islamic-fundamentalist. html. (Accessed: 5 December 2012). Gilligan, A (2010) â€Å"East London Mosque: the terrorist question and the lies†, The Telegraph, 2 November 2010 [Online]. Available at: http://blogs. telegraph. co. uk/news/andrewgilligan/100061920/east-london-mosque-the-terrorist-connection-and-the-lies/ (Accessed: 5 December 2012). Gregory S. McNeal (2008). â€Å"Cyber Embargo: Countering the Internet J ihad†Ã‚  , Case Western Reserve Journal of International Law, vol. 9, pp. 789-826. [Online] Available at: http://works. bepress. com/gregorymcneal/15 (Accessed 1 December 2012) Herridge, C (2011). ‘ Awlaki Trained Suspected Christmas Jet Bomber How to Detonate Underwear, Document Reveals'. Fox News, 4 October 2011 [Online] Available at:  http://www. foxnews. com/us/2011/10/04/al-awlaki-trained-suspected-christmas-day-jet-bomber-how-to-detonate-underwear/#ixzz2ECpGaSXS (Accessed:5 December 2012). Hitchens, A (2010) ‘The Making of the Christmas Day Bomber', Current Trends in Islamist Ideology, Vol. 10 [Online]. Available at: http://currenttrends. rg/research/detail/the-making-of-the-christmas-day-bomber (Accesed: 29 November 2012). Home Office (2011) Contest: The United Kingdom’s Strategy for Countering terrorism. London: The Stationery Office. (Cm. 8123). [Online] Available at: http://www. homeoffice. gov. uk/publications/counter-terrorism/counter-terrorism -strategy/strategy-contest? view=Binary (Accessed: 2 December 2012). ICSR (The International Centre for the Study of Radicalisation)(2011) ‘ICSR Insight: How Anwar al-Awlaki Became the Face of Western Jihad'. [Online] Available at: http://icsr. nfo/2011/09/icsr-insight-how-anwar-al-awlaki-became-the-face-of-western-jihad/ (Accessed: 5 December, 2012). Irvine, C (2009) ‘ Detroit terror attack: suspect president of university Islamic society', The Telegraph, 29 December 2009 [Online]. Available at: http://www. telegraph. co. uk/news/uknews/terrorism-in-the-uk/6902785/Detroit-terror-attack-suspect-president-of-university-Islamic-society. html (Accessed: 5 December, 2012) Ikhwan Web (2005) International Religious Freedom Report 2005. Available at: http://www. ikhwanweb. com/article. php? id=13543&ref=search. php

Using A After Certain Verbs Before Infinitives

Using 'A' After Certain Verbs Before Infinitives Having trouble explaining the a in the following sentence?  Ã‚ ¿Quieres aprender a jugar baloncesto? Would it be the same explanation as the personal a or is it just like the English to play basketball? Or neither of these? 'A' After a Verb Before Infinitives There very well may be an explanation here, but Im not sure what it is other than thats the way it is. There are certain verbs, and aprender is one of them, that need to be followed by a when followed by an infinitive. Why Spanish would use aspirbamos a nadar (with an a) for we aspired to swim but querà ­amos nadar (no a) for we wanted to swim appears arbitrary. There appear to be no clear rules to indicate when a verb needs to have an a before a subsequent infinitive, although verbs that indicate some sort of motion - such as venir (to come) and llegar (to leave) - usually do. So do some verbs that indicate a change in action, such as empezar (to begin). Following are the most common verbs that should be followed by a before an infinitive. Note that many of the verbs listed have more than one meaning; the meaning given is one that is often intended when the verb is followed by a and an infinitive: Acceder (to agree to): Los empresarios accedieron a estudiar las demandas de salario. The employers agreed to study the salary demands. Acercarse (to approach): Josà © se acercà ³ a ver si yo estaba bien. Jose approached in order to see if I was OK. Acostumbrarse (to be used to): No me acostumbro a perder. Im not used to losing. Alcanzar (to manage to): No alcanzaba a comprenderlo. I wasnt able to understand it. Aprender (to learn): Los hackers aprenden a camuflar el cà ³digo de sus ataques. Hackers are learning to camouflage their attack coding. Apresurarse (to hurry): Me apresurà © a leer algunos de los volà ºmenes de la serie. I hurried to read some volumes in the series. Aspirar (to aspire): Carlos aspiraba a ser senador. Carlos aspired to be a senator. Bajarse (to get down, lower oneself): Todos se bajaron a observar el fenà ³meno. Everyone got down to see the phenomenon. Comenzar (to begin): Comienzas a pensar. Youre beginning to think. Comprometerse (to promise): Se comprometieron a bajar los precios. They promised to lower prices. Decidirse (to decide): Me decidà ­ a comprarlo. I decided to buy it. Dedicarse (to devote oneself): me dedico a hacer otro tipo de humor. I am dedicating myself to do another type of humor. Detenerse (to stop): Por eso me detuve a leerlo. Thats why I stopped to read it. Echar (to begin): Cuando salieron se echaron a correr. When they left they began to run. Empezar (to begin):  ¿Cundo empezarà © a sentirme mejor? When will I begin to feel better? Inclinarse (to be inclined): Me inclino a leer lo mejor de la literatura de autoayuda. I am inclined to read the best of the self-help literature. Ir (to go):  ¿Quieres saber cà ³mo vas a morir? Do you want to know how youre going to die? Llegar (to arrive, to succeed): Llegaremos a tener à ©xito. We will arrive at having success. Negarse (to refuse): Al principio se negà ³ a dar su nombre. At first, he refused to give his name. Parar (to stop): Pararon a comprar tortillas. They stopped to buy tortillas. Pasar (to come in): Pasaron a hablar con à ©l. They came in to talk with him. Ponerse (to start): Se puso a hablar en tercera persona. He began to talk in the third person. Quedarse (to remain): Nos quedamos a vivir con mi pap. We stayed to live with my father. Resignarse (to resign oneself): Me resignà © a ser và ­ctima. I resigned myself to being a victim. Resistirse (to resist): Se resistià ³ a ser detenido. He resisted being arrested. Romper (to suddenly begin): La pobre mujer rompià ³ a llorar. The poor woman broke out crying. Sentarse (to sit down): Nos sentamos a platicar sobre cualquier cosa. We sat down to chat about all sorts of things. Tender (to tend to):  ¿Por que las mujeres siempre tienden a enamorarse tan rpido? Why do women always tend to fall in love so fast? Venir (to come): Vinieron a ganar dinero. They came to earn money. Volver (to do again): No volverà © a ser joven. Im not going to be young again.

Enzyme Biochemistry - What They Are and How They Work

Enzyme Biochemistry - What They Are and How They Work An enzyme is defined as a macromolecule that catalyzes a biochemical reaction. In this type of chemical reaction, the starting molecules are called substrates. The enzyme interacts with a substrate, converting it into a new product. Most enzymes are named by combining the name of the substrate with the -ase suffix (e.g., protease, urease). Nearly all metabolic reactions inside the body rely on enzymes in order to make the reactions proceed quickly enough to be useful. Chemicals called activators can enhance enzyme activity, while inhibitors decrease enzyme activity. The study of enzymes is termed enzymology. There are six broad categories used to classify enzymes: Oxidoreductases - involved in electron transferHydrolases - cleave the substrate by hydrolysis (uptaking a water molecule)Isomerases - transfer a group in a molecule to form an isomerLigases (or synthetases) - couple the breakdown of a pyrophosphate bond in a nucleotide to the formation of new chemical bondsOxidoreductases - act in electron transferTransferases - transfer a chemical group from one molecule to another How Enzymes Work Enzymes work by lowering the activation energy needed to make a chemical reaction occur. Like other catalysts, enzymes change the equilibrium of a reaction, but they arent consumed in the process. While most catalysts can act on a number of different types of reactions, a key feature of an enzyme is that it is specific. In other words, an enzyme that catalyzes one reaction wont have any effect on a different reaction. Most enzymes are globular proteins that are much larger than the substrate with which they interact. They range in size from 62 amino acids to more than 2,500 amino acid residues, but only a portion of their structure is involved in catalysis. The enzyme has what is called an active site, which contains one or more binding sites that orient the substrate in the correct configuration, and also a catalytic site, which is the part of the molecule that lowers activation energy. The remainder of an enzymes structure acts primarily to present the active site to the substrate in the best way. There may also be allosteric site, where an activator or inhibitor can bind to cause a conformation change that affects the enzyme activity. Some enzymes require an additional chemical, called a cofactor, for catalysis to occur. The cofactor could be a metal ion or an organic molecule, such as a vitamin. Cofactors may bind loosely or tightly to enzymes. Tightly-bound cofactors are called prosthetic groups. Two explanations of how enzymes interact with substrates are the lock and key model, proposed by Emil Fischer in 1894, and the induced fit model, which is a modification of the lock and key model that was proposed by Daniel Koshland in 1958. In the lock and key model, the enzyme and the substrate have three-dimensional shapes that fit each other. The induced fit model proposes enzyme molecules can change their shape, depending on the interaction with the substrate. In this model, the enzyme and sometimes the substrate change shape as they interact until the active site is fully bound. Examples of Enzymes Over 5,000 biochemical reactions are known to be catalyzed by enzymes. The molecules are also used in industry and household products. Enzymes are used to brew beer and to make wine and cheese. Enzyme deficiencies are associated with some diseases, such as phenylketonuria and albinism. Here are a few examples of common enzymes: Amylase in saliva catalyzes the initial digestion of carbohydrates in food.Papain is a common enzyme found in meat tenderizer, where it acts to break the bonds holding protein molecules together.Enzymes are found in laundry detergent and stain removers to help break up protein stains and dissolve oils on fabrics.DNA polymerase catalyzes a reaction when DNA is being copied and then checks to make sure the correct bases are being used. Are All Enzymes Proteins? Nearly all known enzymes are proteins. At one time, it was believed all enzymes were proteins, but certain nucleic acids, called catalytic RNAs or ribozymes, have been discovered that have catalytic properties. Most of the time students study enzymes, they are really studying protein-based enzymes, since very little is known about how RNA can act as a catalyst.

Yellow Rain Research Paper Example | Topics and Well Written Essays - 1250 words

Yellow Rain - Research Paper Example Therefore, the US government made a case stating that around tens of thousands of people was killed on account of yellow rain since it contained contagious chemicals harmful for human life. However, the accusations were denied by Soviet Union while the UN investigations also didn’t prove to be futile in this context. In addition, a few of the samples containing the chemical were tested by an independent group of scientists which in reality proved to be merely honeybee feces. This discovery suggested that the liquid came about after defecating digested pollen out of bees swarms. Yet, there are conflicting views regarding these claims and various scientists offer diverse opinions on the subject. USA, however, haven’t backed off from the allegations till date and thus the issue is still often touched upon at various instances. For these reasons, the paper will present a study on various aspects of the yellow rain including a historic perspective and various hypothesis pres ented over time to explain the underlying concepts of the chemical. The concept of yellow rain emerged back in 1975 when various events in Vietnam and Laos took place with alleged involvement of Soviet Union. Refugees have reported that various instances which took place during the insurgency movement in these states involved chemical warfare via low flying helicopters or aircrafts (Ferrel 2013). These refugees describe that an oily yellow liquid which was later popularized as yellow rain was seen dropping from these aircrafts which produced chronic symptoms. These symptoms were related to but not limited to neurological disorders, for instance, seizures, bleeding and sometimes even blindness. These ailments were similar to those reported in Vietnamese insurgency which has occurred in Cambodia. In this context, a textbook maybe quoted which was authored by the Army Medical Department of USA which

Language Issues in Public Discourse Research Paper - 1

Language Issues in Public Discourse - Research Paper Example This essay will explore three ways in which the English language is changing, and the discourse around those changes, as they are being debated and discussed in the media. Political language and how it changed during the Bush era in the United States is being discussed widely in academic circles and this phenomenon will be examined and analyzed briefly. The printed media particularly in Great Britain raises the question of American terms and their effect on English worldwide. Contemporary magazine and newspaper articles form the basis of the discussion of the British attitude to American language in this essay. Current discussions regarding spelling are examined, from the perspective of young people, citing as examples a web forum, and the transcript of a high school debate. Finally, the trend toward politically correct language is the focus, with spoken and institutionalized language being examined. In short, this essay will comment on the changing language and how these changes are perceived across a reasonably wide spectrum of English speakers. (Not included in word limit) The Essay When discourse is analyzed, the linguistic output of someone other than the analyst is examined (Brown & Yule, 1983: 2). This implies that the analyst also contributes his/her own meaning to the analysis, and that the context of more than just the words, and the grammar of the language are at play. Brown and Yule (1983: 3) further contend that the language may contain features such as â€Å"†¦ hesitations, slips and non-standard forms† so that an analysis of written text on its own is perhaps never altogether complete. It is, however, also true that â€Å" †¦ the task is this: to think more deeply about the meanings we give people’s words do as to make ourselves better, more humane people and the world a better, more humane place.† (Gee, 2005: 3). Hence it is necessary to examine many aspects of language if a fuller understanding of the meaning of s ocial worlds as all individuals experience them is to be reached. There are certain aspects of language that are clearly of some concern to analysts and general public commentators. Media, both print and electronic, carries a significant amount of comment on the changing nature of English. Sometimes these aspects are serious and of great importance in the formation of the societies and their attitudes, values and behaviors; sometimes they are less serious but still interesting from a social and psychological perspective. One area which does carry great weight is in the leadership of societies. The leaders of communities worldwide do use language to form meanings and the understanding of the public. Hence it is necessary that everyone remain aware of the possible hidden meaning and unrevealed intentions of leaders and particularly politicians. When politicians speak, it is widely accepted that their motives are not always directly connected to the words and language they are using. I nevitably, their language has characteristics that show the real intention of their words: to persuade the public that what they say is correct, and that they should be voted for in the next election. Elena Mihas of the University of Wisconsin-Milwaukee has examined and commented on the language used during the Bush era in the United States. She highlights specifically the metaphoric and euphemistic forms of language used by politicians in this period, in addition to examining the coherence, arguments,