Men and Women are Made Not Born Essay Example for Free

People are Made Not Born Essay In this exposition I will expound on how ladies and men are made not conceived. I will beintroducing various societies and their perspectives on people, how ladies at onestage in time didn't reserve any privileges to become what they needed, I will give my thoughts onthe subject and I will likewise investigate different creators work to get an alternate assortment about whywomen and men are made not conceived. Right off the bat I will begin by exploring various societies and their lifestyles. This reallyinterests me since it is acceptable to perceive how various individuals and their nations truly andfrom one another. In Australia people are equal,they both can work in any activity they want, the two of them reserve the privilege to cast a ballot and do battle. It was not generally like this however in Australia, it was quite a while until ladies got equalright to men. It was the nineteenth century when ladies were given the option to cast a ballot andto represent political race into parliament. In spite of the fact that it was not until the 1960s to the 1970swhen ladies picked up correspondence with men with work, the law and general social standing. Ifwe investigate a very surprising nation like Afghanistan, ladies are made bytheir fathers and spouses. Marriage for ladies is picked by their families, ladies mustbe totally secured by a long cover and joined by a male relative when theyleave the house and ladies must do what they are told by their dads and spouses. Soas we can see, it is hard for ladies in Afghanistan to become what they need and be whothey need to be. Another culture I need to take a gander at is the means by which ladies became men in the mountains ofNorthern Albania. A young lady or her folks could choose to make them a male, circumstanceswhich would emerge so as to do so would be that their spouses or fathers kicked the bucket at war orhad passed on from different reasons, so the wives or little girls would take on the lead job for thehousehold. They would become men in the event that they needed to work and fabricate their communitiesinto something better, for instance, working in the Communist Party Action Group, youcould just be a male to be a part. So as to escape an orchestrated marriage orprotection against the abducting and dealing of young ladies, it was simpler for girlsto become men. What I am attempting to state with exploring various societies is that in certain nations menand ladies can pick how they need their lives to turn out and make a future forthemselves not at all like different nations where people groups lives are compensated for them. Another way we could take a gander at the point Men and Women are Made Not Born is thatmen and ladies need to procure what they need to accomplish, they are not simply brought into the world with theirtalents. For instance, on the off chance that an individual works admirably for somebody, at that point they are going torecommend them to others, in this way accomplishing a decent notoriety. As ( Mead, G 2007,p. 29) cites oneself is something which has a turn of events: it isn't at first there abirth, yet emerges during the time spent social experience and movement. This implies whenchildren are conceived they don't quickly have the social aptitudes they require in life to dowell for themselves. The youngster needs to experience an advancement which gradually teachesthem their fundamental abilities. It is dependent upon the person to choose what they need to accomplish in life,they have the decision to carry on their instruction in what ever field they decide to bettertheir risks in the work power. The equivalent in the work power, individuals need to betterthemselves to show improvement over others, to contend with the opposition so as to get thejob. With an individual developing themselves in all sort of perspectives, they are probably going to geta great notoriety and make a big deal about themselves. This demonstrates the heading Men andWomen are Made Not Born. In Australia it is a free nation, everyone has the privilege to do or become what they wantto become. I accept the term people are made not conceived, to imply that it is up toboth people to make their lives and accomplish what they need throughout everyday life. Everybodyis their own special individual. Regardless of whether they are Australian, Chinese, Asian, American andso on, with their very own convictions. I surmise the principle reason I have concentrated on culturesis in light of the fact that I accept that a people culture massively affects the ways of life theylive which forms a person into their own one of a kind, extraordinary individual. References: Components that realized the womens development, www.skwirk.com.auAlessandro Monsutti, Culture of AFGHANISTAN, www.everyculture.comBessant, J. Watts, R. (2007) Sociology Australia, Allen Unwin. NSW. Gardner, J. (1987) Atlas of the World, Australia: Readers Digest. McWhirter, N. (1999) Book of Millennium Records, Virgin Publishings: Great Britain. Youthful, A. 2007, Once Were Women, Good Weekend, 20st October, 47-48. Mead, G 2007, The Self in Classic Readings in Sociology, Mind, Self and Society, pp25-32

How Can Lufthansa Airlines Improve Their Customer Satisfaction in Essay

By what means Can Lufthansa Airlines Improve Their Customer Satisfaction in Comparison with Singapore Airlines - Essay Example The point of this examination is to discover the variables that have an impact on consumer loyalty. The examination centers around the methodology dependent on which Lufthansa Airlines can improve consumer loyalty when contrasted with Singapore Airlines as far as more noteworthy manageability. In this regard, the examination stresses distinguishing the reasons that are responsible for client disappointment dependent on the investigation of yearly reports of the particular organizations and other applicable hypotheses. Administration quality is one of the fundamental variables dependent on which the carrier business can lead tasks in a practical way. The significant test looked by the aircraft business is to offer incredible support and incentive to its travelers. The nature of administration gave by the business ought to be as per the interest of the clients with the expectation of guaranteeing most extreme fulfillment of clients. Fast advancement in the aircraft business and the exp ansion in rivalry in both created just as creating economies have made it basic for carrier organizations to assess the administrations gave by them. Serious issues looked by the aircraft ventures are with respect to dealing with the fluctuating requests as a result of the presentation of different minimal effort carriers giving comparative sort of administrations. Different difficulties are keeping up the better nature of administration all together than keep up client unwaveringness. As indicated by the yearly survey of IATA in the year 2014, it has been distinguished that the carrier business has been performing tasks in a powerful way. In 2013, it has been evaluated that travelers and freight of around 3.3 billion and ‘50 million metric tons’ separately have been moved effectively. Also, the industry has been fruitful in improving the worldwide GDP condition. The business is likewise distinguished to serve more than 50,000 courses.

Fall Travel

Fall Travel This is my last week in the office before I hit the road to come see some of you guys. I have mixed feelings about recruitment travel I like the recruitment, not the travel. Im looking forward to the school visits and the big regional info sessions. Im not looking forward to the endless sea of rental cars, maps, airports, hotel rooms, and fast food. Generally this fits the pattern of every trip Ive ever taken happy once Im there, but hate getting there. :-) No worries though by the time I see any of you, Ill be so relieved to have made it there in one piece that Ill be in a great mood! This fall will bring me to Connecticut (central mtg in Hartford on 9/19), New York (central mtg in Westchester County on 9/20), Pennsylvania (central mtg in Philly on 9/25), and New Jersey (central mtgs in East Brunswick on 9/27 and in Hackensack on 9/28). In the middle of that I head down to Tampa for the NACAC Conference, where Matt and I will be presenting these blogs and encouraging other colleges and universities to join us in demystifying the admissions process. Were hoping that lots of other schools will begin blog programs so that you can get real and honest perspectives from staff and students at every school that interests you. Some of you have written to ask about the regional info sessions (we call them central meetings) and how much overlap there is with the on-campus info sessions. On campus, your info session is followed by a campus tour, so we can take for granted that youre going to see MIT. When were on the road, we cant make that assumption, so we try to bring the feel of the campus to you. We use short videos and lots of photos throughout the presentation to supplement the information, but the basic information is the same. If youve visited MIT, attended the info session here, and taken the campus tour, youll find much of the actual content to be somewhat repetitive. This doesnt mean you shouldnt come youll still get to meet the alumni interviewers for your area (ECs) and ask questions, etc. But if youve already visited campus and youre choosing between this info session and (as one reader asked) your upper level math class at a community college, dont miss the class. Those of you who havent visited campus, however BE THERE! These regional info sessions are designed specifically for you. Ill definitely blog from the road whenever I can find a wifi connection. And if Im coming to a city near you, see you soon!

Theme of Family in The Grapes of Wrath - Free Essay Example

Sample details Pages: 4 Words: 1278 Downloads: 6 Date added: 2019/05/13 Category Literature Essay Level High school Tags: Grapes of Wrath Essay Did you like this example? Today if anything is trying to hold you back, give no attention to it. Get your hopes up, get your faith up, look up, and get ready to rise up (Germany Kent). These words of encouragement by Germany Kent advise others to stay sturdy in the toughest of situations. In the novel, The Grapes of Wrath, the author John Steinbeck strongly emphasizes the theme of poverty, unjust, and the human spirit. Based on the migrant workers during Americas Dust Bowl, the Joad family faces many difficult struggles such as hunger and the loss of their home. Despite the various factors that pushed the family away from each other at times, Ma Joad stands there as a backbone who helps pull the family back together promising to assuage the future in hope of prosperity. Jim Casy is an ex-preacher who ends up coming across Tom Joad; he teaches the family members about the impact of any situation in an individuals life and the search within, to find out ones identity. The Joad family is forced to start a new life in California with their heads up in search of better opportunities and new jobs. Expressed through their actions and beliefs, both Ma Joad and Jim Casy exhibit strong leadership that fuels the perseverance of their surrounding characters. Don’t waste time! Our writers will create an original "Theme of Family in The Grapes of Wrath" essay for you Create order Ma Joad exhibits an immense amount of self-control and selflessness during her familys frustrations and struggles during their journey. Nevertheless, Ma realizes that the family will only be successful if she remains serene in any situation that approaches her. She does not get furious like the rest of the family, but rather stays tranquil and does not remonstrate with Ruthie when she tells others about Toms secret. Warren Motley discusses in his work how Ma Joad acts as a cohesive force within the family to survive the long expedition. By usurping the patriarchs role as the head of the family, Ma breaks tradition to achieve what is needed for the family (Motley 6). Before the journey even takes a start, Grandpa refuses not to come in the Joads truck, so Ma Joad mixes in sleep time cough medicine in his coffee, which makes him go to sleep. During the journey to California, the family takes a pit stop because of a truck damage. Tom suggests that the rest of the family keep moving forw ard and that he will see them in California. Ma, however, is desperate to prevent the family from breaking up and insists, I aint a-gonna go (Steinbeck 168). Shortly after the Joad family enters the Route 66 to California, Grandmas health begins to decline. Grandma becomes seriously ill shortly after; therefore, Ma Joad nurses her. In fact, Ma wants the family to cross this strenuous journey and to have unity throughout. She tries to keep Grandmas death a secret because she knows this will cause the family to be discouraged. When the family pulls their car into the patrol area to cross the border, the officers ask to see Grandma. Ma persuades the officers that Grandma is extremely ill and that she needs serious assistance, letting them pass through. During Rose of Sharons pregnancy, Ma stands by her side: providing her food, taking care of her health, and fulfilling her needs. She continuously shapes Rose of Sharon into the independent women she needs to become. Nonetheless, she nurtures her so later in life she can provide for others. Mas sweet voice is expressed to be, so soft, so full of love, that tears crowded into Rose of Sharons eyes (Steinbeck 110). Rose of Sharon understands Ma because she knows that she is preparing her for al l the burdens that come into a womans life. Warren discusses the final disastrous chapters where Ma Joad takes in hand the familys money, handles Ruthies betrayal of Toms hiding place, finds the family work, leads them away from the flooded railroad car, and finally urges Rose of Sharon to suckle the starving man (Motley 9). Ma Joad is the battery of this family since she always keeps it going in the right direction to achieve their dreams. This novel discusses many of the diverse characters who experience uncertainty through growth and many hardships. Jim Casy is an ex-preacher who comes across a former preacher, Tom Joad. He performs several sacrifices for the better of the family. During a crime scene when Tom nearly gets arrested, Casy takes the blame and gets arrested for the scuffle in Hooverville symbolizing Casys god-like behavior. Casy Jim realizes through the actions and behaviors of the people, when he is in the unemployed and homeless campsite; he realizes that the people do not have sufficient amount of wage to live. His sympathy and desire to better those around him lead him to create a workers union: demanding a better pay for the poor migrant workers. In contrast, the employers do not like this so Jim is labeled as red which means someone who stirs up many problems. Jim Casy guides Tom to follow his footsteps. As shown in Chapter 28 when Tom is giving Ma an explanation regarding Jim and his death, he strongly expressesWherever theys a fight so hungry people can eat, Ill be there. Wherever theys a cop beatin up a guy, Ill be there See? God, Im talkin like Casy. Comes of thinkin about him so much. Seems like I can see him sometimes (Steinbeck, 419). Exhibited from this quote, Casy led people in finding their faith. The critic Rachel McCoppin makes a powerful connection on Jim Casys role in the novel: he compares Jim to Jesus Christ in the bible by saying, Casy does not merely want to preach Gods word, but to experience lifes hardship first hand alongside othersin a way Jesus did as well (McCoppin 6). Similar to Christs sacrifice, Jim ends up dying due to his act of resisting the injustices of the people. Jims legacy is passed on to those like Tom who will continue what he has started. Ma Joad and Jim Casy keep the family glued together through thick and thin. Ma Joad in the novel focuses on one goal which was to put humanity first; she exemplifies this when she kindly asks for Mr. and Mrs. Wilson to accompany the Joad family to California. After a lengthy time in the jail, Jim comes up with ways he can be salutary to earn money for the poor migrant workers. Ma and Jim convey the same perspective when Jim vents, Theys gonna come somepin outa all these folks goin wes- outa all their farms lef lonely. Theys gonna come a thing thats gonna change the whole country (Steinbeck 117). To sum up,Similarly, Jim Casy preaches the fact that everyone is part of the same soul; through this statement we can see the reason that Ma Joad wanted everyone to go to California together was so they can become more united, and hit the same struggles. Through the actions and words of Ma Joad and the preaching philosophy of Jim Casy, the Joad family stays intact throughout their journey to California. Ma Joad believes in togetherness and makes suitable decisions for her family and others accompanying them. Through various examples of Mas leadership qualities, Ma always exhorts the family to stay as one because if they are together they can carry out any task given. Jim Casy tries to fight for justice for the workers, but in doing so he gets killed. At first, Tom only cares about himself and focuses on how he can succeed on his own, but soon his thoughts line up with Jims. Ma Joads selfless acts and Jims death gave everyone a new beginning, and a reason to live with hope and endurance.

The Effects Of Working Memory On Decision Making Of Heroin...

The current paper examined the effects of working memory on decision making in cocaine addicts and healthy controls. As expected, we found that cocaine addicts exhibited decreased decision making performance compared to the healthy controls. Additionally, working memory was demonstrated to decrease decision making performance among participants. However, the combined effects of working memory and addiction on decision making resulted in an interaction. These findings support results from prior studies (Bechara Martin, 2004; Corbin, McElroy, Black, 2010; Grant, Contoreggi, London, 2000; Shiv Fedorikhin, 1999; Yan et al., 2014). Cocaine addicts exhibited decreased decision making performance on the Iowa Gambling Task compared to healthy controls. Previous findings have demonstrated similar results (Bechara Martin, 2004; Grant, Contoreggi, London, 2000; Yan et al., 2014). For example, Grant, Contoreggi, and London (2000) also found that addicted individuals performed worse on the Iowa Gambling Task compared to healthy controls. In the study done by Grant, Contoreggi, and London (2000), a majority of the drug addicts preferred to select cards from the decks that resulted in higher initial gains but also resulted in higher total losses. They explained that the relationship between addiction and decreased performance on the Iowa Gambling Task was due to increased impulsivity in drug addicts (Grant, Contoreggi, London, 2000). Our current findings support theseShow MoreRelatedAddiction : Decision Or Disease Essay2021 Words   |  9 PagesAddiction: Decision or Disease According to The National Institute on Drug Abuse, â€Å"addiction is a chronic, often relapsing brain disease that causes compulsive drug seeking and use, despite harmful consequences to the addicted individual and to those around him or her† (Drug Facts, 2012). 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Norman Swartz, Simon Fraser University v Acknowledgments For the 1993 edition: The following friends and colleagues deserve thanks for their

Escaping the void Free Essays

Two months before I boarded the ship, I was sitting, trying to relax, on the veranda of a hotel, in Cairo accompanied by my friend William Sloper. A rather odd looking little man approached me; and with meaningful words he cautioned my subsequent journey’s traveled by boat as he explained that in a dream he had seen me afloat on an open boat. He tried to assure me that I was to lose everything except my life. We will write a custom essay sample on Escaping the void or any similar topic only for you Order Now I was bemused and seemed to doubt the little mans words, I handed him a small amount of coins then sat, gazing at him as he proceeded and disappeared into the teeming crowd. Until the 10th April I thought nothing more of the peculiar man until I realized that today I was embarking on a journey across the water to New York, 4 days before the ship began its’ decent to the depths below, we were all so unaware. Looking at the sheer beauty of the vast body we were boarding, the man’s words passed through my head, I only thought to myself, † Don’t be stupid, the Titanic is made so it is unsinkable† and ensue to join my parents on the ship. I had been given just one cabins, C – 23 which was occupied by myself, and my father. He had helped design the ship. When the Titanic struck the iceberg, he held himself responsible. Many beautiful decorations covered the room giving it it’s glory; so perfect and precise with great space and luxury. As the ship set sail on her maiden voyage, at noon to New York, you could hear the cheers from the crowd below. We stood waving, leaning over the banisters lining the ship, calling to anyone we saw. Smiles lined our faces and our eyes gleamed, we were all ecstatic, pleased that we had our place on the pride of the ocean. Impressive gold banisters lined the marble stairs leading into the enormous ballroom; chandeliers hung covering the ceiling with their light and sparkle. We were jolly and pleased to be where we were. We loved the relaxation everyday and the fun we had all night, even on that terrible night, we were spinning around the dance floor until the ship suddenly shuddered greatly and slowed to a stop. Nobody was worried, the ship could not sink, but the aged mans’ words continued to flow through my head, worried thoughts began in my mind and showed on my face, † I will lose everything but my life†. I stood still thinking just before my brother grabbed me and spun me round the dance floor, a fake smile showed on my face but it was only to please. My father had left to ask what had happened and overheard Captain Smith ordering the watertight doors to be shut to â€Å"prevent any more damage and determine the destruction already through†. Mr. Andrews had left with fear on his face as soon as it had happened and turned up by my fathers’ side with what looked like plans to my father. They proceeded to disappear into a small room accompanied by the Captain. My father returned to reveal all, he told us to gather ourselves together. He was not a stern man by nature; but he was now. He was also a very sensible man. We were to stay where we were as he needed us to be ready quickly. I hurried below deck to retrieve his and my own warm coat. I was now becoming petrified, the others on board were still calm, and everyone else on the ship was continuing as if nothing had happened. Though of course, they weren’t privileged with the knowledge that I had. My father returned again his face was rather pale, following him were many of the ships crewmembers who proceeded to hand out life jackets and tell everyone to put them on and also warm clothes, I took mine and correctly placed it over her head and tied the long straps around my waist. One of the crew spoke, â€Å"there is nothing to worry about just Captains precautions†. A massive bang went off, which I later found out was a distress signal he continued, â€Å"Make sure warm clothing is worn and that people begin to make their way outside†. Others made many complaints around me but we did as we were told, no arguments or conversation. It was cold outside, and ice was scattered over the deck. I rubbed my hands together, my father grabbed them and rubbed them for warmth, â€Å"stay calm, everything will be fine†, I smiled shyly as a tear left my eye, was this what the man meant, I was going to lose my family. I was now very scared for all the bellow and holler of voices, the bang of the distress signals, and the screeching of boats as they were prepared for lowering. The crew thought that this was pointless, they shared the feeling of false security that nothing was going to happen. However, soon children and female members of the passengers aboard were being asked to climb into the boats and were lowered out to sea. Crying began as families were split up, I held onto my father knowing that this would happen to us, my fathers would be made to stay. Though deep down, I knew that he intended to go down with the ship. We snuggled together for warmth as the noise continued around us, hardly uttering words to one another, just trying to keep warm. Time had past, I am not sure how long. Many lifeboats had now been lowered and were moving away from the ship, and now we were being ushered onto one, lifeboat 10. My father hugged me, and we whispered our goodbyes; he assured me that he would be there to see me when we found our way across the sea. I knew this was not to be true. My eyes were stinging trying to hold back the forceful tears; I could not stop thinking of the brave men and boys who were to be left behind. As the boat was lowered I called, â€Å"I love you† him as he disappeared from view, my last memory was of him shaking hands with Mr. Andrews, both standing in their white life jackets. My head was aching, the false smile flew from my face. Around me, families were huddled together, trying to keep warm. There were emotional mothers, wailing for their husbands and sons. The boat was rowed away from the ship, I gasped at the sight, the ship was already tilting. Many windows were disappearing from view. I thought for the first time of the other passengers. Hundreds of people lined the decks. The last lifeboat had left. As I glanced around, searching for the other boats, disgust filled my thoughts. Rich, prominent women were in lifeboats, which were purposely half-filled. As they had material wealth, they needn’t care about the sacrifice of others. I felt compelled to stand up and say something, though the cowardice within me kept me silent. I turned away staring into the dark sky lit by many tiny white stars. More hours passed, I wouldn’t turn around; more boats were surrounding us as we moved further away, my eyes were red and sore yet the tears still flowed, yet I was no-longer sad but now angry. Why should I live and everyone else die? I longed to be by my father’s side, but I knew that he was gone. The sound grew, crashes and explosions. The cries grew louder but I never turned, I would not see it go down. I was too scared, too pathetic. I forced my self to turn just as the boat crashed down to the depths below. There were bodies everywhere, strewn around the wake of the ship. We never returned, another ship, the Carpathia arrived at the scene taking the surviving people on board. I remember little, around me, mothers franticly calling for their families, their children weeping heavily. They knew they were lost. I did not cry anymore. I shivered not only from the cold, but of the fright. That man new this was to happen. How? I was too tired to sleep, too confused to think. As we arrived finally in New York I realised that I was to meet my fiancà ¯Ã‚ ¿Ã‚ ½, the crowd all wept. Many were greeting relatives, asking helplessly if we had seen their loved ones. Keith stood in the crowd. I saw him, my face lit instantly but only for a second. I ran towards him and just let him hold me for a while; he knew not to speak yet. I never forget the event, I think about what I should have done, I should have made them go for survivors or stayed with my father. I regret many things but my family was always there to bring me hope through the hard times. How to cite Escaping the void, Papers

Correspondence Procedures free essay sample

For administrative assistance, have your training officer or NCO log on to the MCI home page at www. mci. usmc. mil. Marines CONUS may call toll free 1-800-MCI-USMC. Marines worldwide may call commercial (202) 6857596 or DSN 325-7596. MCI Course 0131K iii (This page intentionally left blank. ) MCI Course 0131K iv Study Guide Congratulations Congratulations on your enrollment in a distance education course from the Distance Learning and Technologies Department (DLTD) of the Marine Corps Institute (MCI). Since 1920, the Marine Corps Institute has been helping tens of thousands of hard-charging Marines, like you, improve their technical job performance skills through distance learning. By enrolling in this course, you have shown a desire to improve the skills you have and master new skills to enhance your job performance. The distance learning course you have chosen, MCI 0131K, Correspondence Procedures, provides instruction to all Marines having administrative duties. This course consists of providing basic information on methods of preparing, typing, and filing correspondence. †¢ Your Personal Characteristics YOU ARE PROPERLY MOTIVATED. You have made a positive decision to get training on your own. Self-motivation is perhaps the most important force in learning or achieving anything. Doing whatever is necessary to learn is motivation. You have it! YOU SEEK TO IMPROVE YOURSELF. You are enrolled to improve those skills you already possess, and to learn new skills. When you improve yourself, you improve the Corps! YOU HAVE THE INITIATIVE TO ACT. By acting on your own, you have shown you are a self-starter, willing to reach out for opportunities to learn and grow. YOU ACCEPT CHALLENGES. You have self-confidence and believe in your ability to acquire knowledge and skills. You have the selfconfidence to set goals and the ability to achieve them, enabling you to meet every challenge. YOU ARE ABLE TO SET AND ACCOMPLISH PRACTICAL GOALS. You are willing to commit time, effort, and the resources necessary to set and accomplish your goals. These professional traits will help you successfully complete this distance learning course. Continued on next page †¢ †¢ †¢ †¢ MCI Course 0131K v Study Guide, Continued Beginning Your Course Before you actually begin this course of study, read the student information page. If you find any course materials missing, notify your training officer or training NCO. If you have all the required materials, you are ready to begin. To begin your course of study, familiarize yourself with the structure of the course text. One way to do this is to read the table of contents. Notice the table of contents covers specific areas of study and the order in which they are presented. You will find the text divided into several study units. Each study unit is comprised of two or more lessons and lesson exercises. Leafing Through the Text Leaf through the text and look at the course. Read a few lesson exercise questions to get an idea of the type of material in the course. If the course has additional study aids, such as a handbook or plotting board, familiarize yourself with them. The First Study Unit Turn to the first page of study unit 1. On this page, you will find an introduction to the study unit and generally the first study unit lesson. Study unit lessons contain learning objectives, lesson text, and exercises. Reading the Learning Objectives Learning objectives describe in concise terms what the successful learner, you, will be able to do as a result of mastering the content of the lesson text. Read the objectives for each lesson and then read the lesson text. As you read the lesson text, make notes on the points you feel are important. Completing the Exercises To determine your mastery of the learning objectives and text, complete the exercises developed for you. Exercises are located at the end of each lesson, and at the end of each study unit. Without referring to the text, complete the exercise questions and then check your responses against those provided. Continued on next page MCI Course 0131K vi Study Guide, Continued Continuing to March Continue on to the next lesson, repeating the above process until you have completed all lessons in the study unit. Follow the same procedures for each study unit in the course. Preparing for the Final Exam To prepare for your final exam, you must review what you learned in the course. The following suggestions will help make the review interesting and challenging. †¢ CHALLENGE YOURSELF. Try to recall the entire learning sequence without referring to the text. Can you do it? Now look back at the text to see if you have left anything out. This review should be interesting. Undoubtedly, you’ll find you were not able to recall everything. But with a little effort, you’ll be able to recall a great deal of the information. USE UNUSED MINUTES. Use your spare moments to review. Read your notes or a part of a study unit, rework exercise items, review again; you can do many of these things during the unused minutes of every day. APPLY WHAT YOU HAVE LEARNED. It is always best to use the skill or knowledge you’ve learned as soon as possible. If it isn’t possible to actually use the skill or knowledge, at least try to imagine a situation in which you would apply this learning. For example make up and solve your own problems. Or, better still, make up and solve problems that use most of the elements of a study unit. USE THE â€Å"SHAKEDOWN CRUISE† TECHNIQUE. Ask another Marine to lend a hand by asking you questions about the course. Choose a particular study unit and let your buddy â€Å"fire away. † This technique can be interesting and challenging for both of you! MAKE REVIEWS FUN AND BENEFICIAL. Reviews are good habits that enhance learning. They don’t have to be long and tedious. In fact, some learners find short reviews conducted more often prove more beneficial. Continued on next page †¢ †¢ †¢ †¢ MCI Course 0131K vii Study Guide, Continued Tackling the Final Exam When you have completed your study of the course material and are confident with the results attained on your study unit exercises, take the sealed envelope marked â€Å"FINAL EXAM† to your unit training NCO or training officer. Your training NCO or officer will administer the final examination and return the examination and the answer sheet to MCI for grading. Before taking your final examination, read the directions on the DP-37 answer sheet carefully. Completing Your Course The sooner you complete your course, the sooner you can better yourself by applying what you’ve learned! HOWEVERyou do have 2 years from the date of enrollment to complete this course. Graduating! As a graduate of this distance education course and as a dedicated Marine, your job performance skills will improve, benefiting you, your unit, and the Marine Corps. Semper Fidelis! MCI Course 0131K viii STUDY UNIT 1 NAVAL WRITING STANDARDS Overview Understanding and applying naval writing standards is critical for commands to properly communicate with one another. Correspondence must be clearly presented, grammatically correct, and easily understood by the reader. This study unit will provide you with the knowledge needed to properly write naval correspondence. Upon completion of this study unit, you should be able to apply the principles and standards of naval correspondence, proper writing techniques, and stationery and typeface rules. This study unit contains the following lessons: Lesson Proper Writing Techniques Principles and Standards of Naval Correspondence Revising Correspondence See Page 1-3 1-39 1-57 Scope Contents In This Study Unit MCI Course 0131K 1-1 Study Unit 1 (This page intentionally left blank. ) MCI Course 0131K 1-2 Study Unit 1 LESSON 1 PROPER WRITING TECHNIQUES Introduction Whether writing formal or informal correspondence, you must clearly state the message so the reader easily understands it. In this lesson, you will learn basic grammar rules and techniques for clear and effective writing. Upon completion of this lesson, you should be able to †¢ †¢ †¢ †¢ †¢ Use proper punctuation in correspondence. Use proper capitalization in correspondence. Use proper spelling in correspondence. Properly organize writing. Apply active voice to correspondence. Scope Learning Objectives In This Lesson This lesson contains the following topics: Topic Introduction Background Punctuation Capitalization Spelling Organized Writing Natural Writing Economical Writing Active Voice Lesson 1 Exercise See Page 1-3 1-4 1-5 1-9 1-14 1-17 1-21 1-27 1-31 1-35 MCI Course 0131K 1-3 Study Unit 1, Lesson 1 Background Information for this study unit came from the following reference material. †¢ SECNAVINST 5216. 5D, Department of the Navy Correspondence Manual, specifically Chapter 3, Naval Writing Standards References United States Air Force Academy Executive Writing Course †¢ United States Government Printing Office Style Manual, viewable online at http://www. gpoaccess. gov/stylemanual/browse. html Note: The Department of the Navy Correspondence Manual is commonly referred to as the Navy Correspondence Manual. Guidance All Marines who draft, review, or sign correspondence should read and follow the naval writi ng standards outlined in chapter 3 of the Navy Correspondence Manual. MCI Course 0131K 1-4 Study Unit 1, Lesson 1 Punctuation This lesson covers punctuation most commonly used in naval correspondence. For assistance with punctuation not covered here or for additional information, check out the U. S. Government Printing Office Style Manual, any good dictionary, or enroll in MCI Course 0119H, Punctuation. Use an apostrophe (’) to show possession. To show possession for a singular word, put an ’s at the end of the word. However, if the word ends in s, put an ’s or an ’at the end. †¢ Corporal Lake’s rifle is clean. †¢ Corporal Harris’s rifle is clean. †¢ Corporal Jones’ rifle is clean. To show possession for a plural word that ends in s, put ’ at the end. For a plural word that does not end in s, put ’s at the end. The corporals’ rifles are clean. †¢ The fire alarm is on the wall next to the men’s locker room. To show two people or groups possess the same object, put ’s or ’ at the end of the second person or group, depending on the singular or plural case. †¢ Sergeant P epper and Corporal Lake’s room is clean. †¢ The sergeants and corporals’ billeting building is clean. To show two people or groups possess different objects, put ’s or ’ at the end of both names or groups, depending on the singular or plural nature. †¢ Corporal Wilson’s and Private Smith’s uniforms are wrinkled. The sergeants’ and corporals’ rooms are spotless. Note: For any of the above rules, if the second s makes the word difficult to pronounce, use only the apostrophe. Continued on next page General Apostrophe MCI Course 0131K 1-5 Study Unit 1, Lesson 1 Punctuation, Continued Do not use an apostrophe to indicate possession by anything other than persons or animals. †¢ The objective of this letter (not this letter’s objective) †¢ The muzzle of the weapon (not the weapon’s muzzle) Exceptions are in the following table: Expressions of Time a week’s leave a month’s stay Colon Apos trophe with Possessive Objects Expressions of Value fifty dollars’ worth a nickel’s worth Set Expressions or Idioms a hair’s breadth a snowball’s chance Use a colon (:) †¢ To introduce a list Attendees must bring the following items: notepad, pen, pencil, and a three-ring binder. †¢ Before an explanation Our mess hall is very convenient for lunch: The line always moves fast. Note: Capital letter on â€Å"The†Ã¢â‚¬â€it begins a complete sentence. †¢ Before a direct quotation When questioned, the captain reverted to the standard answer: â€Å"No comment. † Note: Capital letter on â€Å"No†Ã¢â‚¬â€it begins a quotation. †¢ In the salutation of a business letter Dear Ms. Jones: Continued on next page MCI Course 0131K 1-6 Study Unit 1, Lesson 1 Punctuation, Continued Use a hyphen (-) to connect elements of certain compound words. This table (derived from MCI Course 0119H, Punctuation) lists some of the more common rules: Rule Use a hyphen in compound adjectives that precede a noun but not in those that follow nouns. Example The weapons of twentieth-century warfare differ greatly from those of the nineteenth century. Hyphens Note: The noun is warfare. In a series of hyphenated adjectives The report must contain short- and with the same second word, you may long-range plans. mit that word (but not the hyphen) in all but the last adjective of the series. Use a hyphen after the prefix all-, Senator-elect Stephens will be the ex-, self- , quasi-, and before the guest speaker at the all-important suffix -elect. seminar on self-control. Use a hyphen if a compound word Sun Tzu was a pre-eminent (not would otherwise create a double preeminent) theorist on war. vowel, a triple consonant, or a word that would be difficult to pronounce. Use a hyphen to write out fractions One hundred thirty-four Marines in words and to write out whole (one-half of the company) attended numbers from 21 to 99. he safety class. Semicolon Use a semicolon (;) to separate items that contain commas. Here are some examples: †¢ The guest speakers were Colonel Williams, an OIF veteran; Sergeant Major Jones, an OEF veteran; and First Sergeant Smith, a Desert Storm veteran. †¢ The itinerary will include visits to Des Moines, Iowa; Omaha, Nebraska; and Sioux Falls, South Dakota. Continued on next page MCI Course 0131K 1-7 Study Unit 1, Lesson 1 Punctuation, Continued Rewrite the following sentences using correct punctuation in the spaces provided. Check your answers against the solutions at the bottom of the page. This directives purpose is to outline the steps for completing the AA Form. ______________________________________________________________ _________ _____________________________________________________ †¢ Thirty-three Marines violated the colonels order not to consume alcohol. ______________________________________________________________ ______________________________________________________________ Practice Practice Solutions Check your answers against these solutions. †¢ The purpose of this directive is to outline the steps for completing the AA Form. The â€Å"directive† is neither a person nor an animal and does not qualify to receive an apostrophe to possess â€Å"purpose. † You must rewrite the sentence. †¢ Thirty-three Marines violated the colonel’s order not to consume alcohol. â€Å"Thirty-three† is a whole number between 21 and 99 so it is correctly written with a hyphen. The colonel possesses the â€Å"order† and needs an apostrophe to indicate that. Practice Summary If you changed the sentences using correct punctuation, continue to the next topic. If not, review this topic and take the challenge again. MCI Course 0131K 1-8 Study Unit 1, Lesson 1 Capitalization There are far too many capitalization rules to cover each one in detail. This lesson will cover a few. You can find more rules and examples in the U. S. Government Printing Office Style Manual or in MCI Course 0119H, Punctuation. Always capitalize the first letter of the first word of a sentence. †¢ The telephone is on the desk. †¢ Tomorrow is another day. First Letter of Direct Quotation General First Letter of Sentence Capitalize the first letter of the first word of a direct quotation if the quotation is a complete sentence. †¢ The colonel said, â€Å"We will taste victory. † †¢ Have you heard the expression, â€Å"death before dishonor? The d in death is not capitalized because the quoted phrase is not a complete sentence. Continued on next page MCI Course 0131K 1-9 Study Unit 1, Lesson 1 Capitalization, Continued The term proper refers to nouns that belong to specific persons, places, or things. This table contains examples of proper nouns: Condition Proper Noun Days, Months, Official Holidays, †¢ Monday and Periods of Time †¢ November †¢ Veteran’s Day †¢ Middle Ages Historic Events †¢ Revolutionary War †¢ World War I †¢ Battle of Second Manassas Military Operations †¢ Operation Enduring Freedom †¢ Operation Iraqi Freedom †¢ Desert Storm Organizations †¢ American Red Cross †¢ Disabled American Veterans †¢ World Health Organization Persons †¢ Archibald Henderson †¢ Al Gray †¢ Lee Trevino Places †¢ Iowa; State of Iowa †¢ Asia †¢ U. S. Capitol building Note: Capitalize the C in Capitol when referring to the building in Washington, DC. †¢ Cherokee †¢ Hispanic †¢ English †¢ Urdu Proper Nouns Races, Ethnicities, and Languages Proper Adjectives Proper adjectives are adjectives derived from proper names. †¢ The American way of life. †¢ The Eastern United States is heavily populated. Continued on next page MCI Course 0131K 1-10 Study Unit 1, Lesson 1 Capitalization, Continued Always use a capital letter for a military rank or civilian title when preceding a name, but not general references. †¢ The colonel asked Captain Jones to meet with Mayor Smith this afternoon about the governor’s visit to the base. †¢ I questioned Mr. Smith about missing his doctor’s appointment with Dr. Jones. Capitalize titles that follow or replace a person’s name if the title is one of high distinction. †¢ George W. Bush, President of the United States †¢ The President of the United States or Mr. President †¢ General Hagee, Commandant of the Marine Corps Do not capitalize titles that are not of high distinction. Master Sergeant Johnson, treasurer of the club †¢ Mr. John Smith, executive secretary Military Abbreviations Titles In official military correspondence, capitalize all letters of authorized abbreviations (with periods). Words and Definitions accept: to believe or to receive except: to exclude affect: to influence (verb) effect: the result of an action (noun) or the act of causing change (noun) capital: official seat (city) of government or asset (money or property) or upper-case letter or extremely serious capitol: building for state legislature it’s: it is its: belonging to it lose: to be deprived of loose: free, not fastened personal: belonging to a particular person personnel: body of people in an organization or office concerned with the body of people in an organization their: belonging to them there: in, to, or toward that place they’re: they are than: to show comparison or an alternative then: a reference to time (past or future) or in that case; accordingly or in addition; moreover The war had a despairing effect on him, but it did not affect me the same way. West Virginia opened its first capitol building eight years after Charleston was named the state capital. It’s ti me for the committee to release its report. You might lose your shoe if you don’t tighten that loose shoestring. Do not leave personal belongings in the waiting area of the personnel office. When Bob and June get there, they’re going to realize their tickets are still on the coffee table. I saw the rifle range results and then realized I scored lower than the average. Additional Help Enroll in MCI Course 0118K, Spelling, or look in a desktop dictionary for more help with spelling.

Portrait of a Kuwaiti Teacher Essay Sample free essay sample

Nature of the job 1. 1. 1Kuwait Learns to Populate in a Post-Modern Global Context A â€Å"closed† system in the yesteryear. Kuwait is switching to a greater openness in footings of political relations. economic system. and societal life. The constructs of â€Å"globalism† and â€Å"post-modernity† as related to Kuwait. The national educational system as the one being one of the most affected by recent tendencies of globalism and post-modernism. Analysis of recent research on the province of educational personal businesss in Kuwait reveals that English becomes an of import tool of learning/teaching. Attitudes to English as a form of a altering sociolinguistic image. Introduction of the construct of â€Å"sociolinguistics† . It is hypothesised that Kuwait experiences alterations at all degrees. including societal. political. cultural. and educational. The best manner to ease alterations is to better the current educational system. Why is it to be changed? What are its weak points? Construct a instance towards the necessity for futuristic critical research to set up a nexus between teacher professional cognition and linguistic communication cognition. We will write a custom essay sample on Portrait of a Kuwaiti Teacher Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Chapter 2 Researching Context 2. 1 Root to Teaching in Kuwait Overview of the national educational system. Possible features: syncretism. flexibleness. tradition vs. invention. Factors lending to the celestial sphere of the system: faith. societal background. linguistic communication ( Arab vs. foreign ) . Waies to geting a instruction grade. 2. 2 Kuwaiti instructors: Who are they? Positioning of a learning profession in Kuwait. Demographic features of instructors. Critical issues ( prompts: proportion of females and males. age. professional background. possibilities for professional development ) . Emphasis on instructors of English as being the most susceptible for alteration. 2. 3 Conceptualization of Teacher Knowledge in Kuwait 2. 4 Policies of Teaching English in Kuwait Discuss chief tendencies in ELT within the Kuwaiti scene. 2. 4. 1 TESOL: An resistance to bilingualism 2. 4. 2 Methodological attacks to TESOL 2. 4. 2. 1 A learner-centred attack 2. 4. 2. 2 A content-based attack 2. 4. 2. 3 A critical attack 2. 3. 3 Introduction of socio-cultural competency as an of import subscriber to English cognition 2. 4. 3. 1 Definition of the socio-cultural competency 2. 4. 3. 2 Types of cognition within the socio-cultural competency ( content cognition vs. civilization cognition ; little civilizations vs. big civilizations ) 2. 4. 3. 3 Approachs to the preparation in socio-cultural competency 2. 5 Why research the construct of Teacher Knowledge? – strive for a critical attack Chapter 3 English Language: Past and Future. What Should a Teacher Know? 3. 1 Conceptualization of Teacher Knowledge 3. 1. 1 Content ( course of study ) ; 3. 1. 2 Environment ( larning resources ) ; 3. 1. 3 Training ( pattern ) . 3. 2English Languageas Ideology: A Ruling Majority or a Humble Resistance? Describes possible maps of English linguistic communication. 3. 2. 1 â€Å"PetroEnglish† : English as a socio-economic medium 3. 2. 2 Are We Together? : English as a structural medium ( group individuality ) 3. 2. 3 â€Å"Ancestry of an Empire† : English as a socio-political medium 3. 2. 4 English: Modern or reliable? 3. 3 Beyond ELT into Immediate Pedagogy 3. 3. 1 Rapid Anglicisation: The Malayan instance. Malayan pedagogues rushed towards English ages before Kuwait and the Gulf and now they are debating whether that was the right thing to make. 3. 3. 2 English Restricted 3. 3. 2. 1 The instance of Iceland. 3. 3. 2. 2. The instance of Israel. 3. 3. 2. 3 The instance of Syria Small populations use English for specific intents merely and learn everything else in female parent lingua. 3. 3. 3 Forming the instance of Kuwait: The pros and cons of Anglicisation 3. 4 Critical voices: What is missing in ELT within the Kuwaiti scene? Futuristic surveies and arguments about the place of English in Kuwait and the Gulf and the Arab universe. What do we desire of English? Chapter 4 Current survey – methodological analysis and participants 4. 1 The study’s sources: Why listen to novice instructors? The sources will be fresh Kuwaiti ELT graduates. 1 ) They are representatives of the coevals that will populate in the hereafter. and they constitute an active force that will alter the universe. 2 ) So far as they have merely been graduated from the school bench. they will supply interesting point of views of pedagogical theory as being applied to practical scenes. 3 ) It is of import to give voice to instructors and non merely to policy shapers and research workers who are far from the field life. 4 ) Given that the survey is airy and futuristic ; novice teachers’ positions are what forms and ushers it. 4. 2 Research inquiries and hypotheses 4. 2. 1 What are novice teachers’ positions and perceptual experiences of the English Language within the current province of personal businesss? 4. 2. 2 How do novice English instructors conceptualize ‘teacher knowledge’ ? 4. 2. 3 How do novice English instructors perceive the hereafter of the English Language within the Kuwaiti Educational system? 4. 3 Methodology The critical and interpretive/ socio-cultural / societal constructivist man-made paradigm. Data will be collected from pupil instructors on their positions of the English Language within the current province of personal businesss. their ideas on what makes ‘base knowledge’ for instructors and their future mentality in respects to English. The methods employed will be qualitative single and focus-group interviewing. 4. 4 Significance of the survey Chapter 5 Qualitative informations analysis 5. 1 Percepts of English linguistic communication 5. 2 Percepts of instructor cognition 5. 3 Future of English in Kuwait 5. 4 Focus-group interviewing Chapter 6: Findingss – Qualitative informations 6. 1 Respondents’ overall perceptual experiences of the English linguistic communication 6. 2 Respondents’ overall perceptual experiences of instructor cognition base 6. 3 Respondents’ overall perceptual experiences of the hereafter of English in Kuwait 6. 4 Focus-group interviewing Chapter 7: Decision 7. 1 How critical are critical voices? : An overview of findings 7. 2 Percepts of English linguistic communication every bit related to teacher cognition 7. 3 Methodological considerations

John Ray - An Evolution Scientist

John Ray - An Evolution Scientist Early Life and Education: Born November 29, 1627 - Died January 17, 1705 John Ray was born on November 29, 1627 to a blacksmith father and an herbalist mother in the town of Black Notley, Essex, England. Growing up, John was said to have spent a lot of time at his mothers side as she collected plants and used them to heal the sick. Spending so much time in nature at an early age sent John on his path to become known as the Father of English Naturalists. John was a very good student at Braintree school and soon enrolled at Cambridge University at the age of 16 in 1644. Since he was from a poor family and could not afford the tuition for the prestigious college, he worked as a servant to the Trinity College staff to pay off his fees. In five short years, he was employed by the college as a fellow and then became a full-fledged lecturer in 1651. Personal Life: Most of John Rays young life was spent studying nature, lecturing, and working toward becoming a clergyman in the Anglican Church. In 1660, John became an ordained priest in the Church. This led him to reconsider his work at Cambridge University and he ended up leaving the college because of conflicting beliefs between his Church and the University. When he made the decision to leave the University, he was supporting himself and his now widowed mother. John had trouble making ends meet until a former student  of his asked Ray to join him in various research projects that the student funded. John ended up making many trips through Europe gathering specimens to study. He conducted some research on anatomy and physiology of humans, as well as studied plants, animals, and even rocks. This work afforded him the opportunity to join the prestigious Royal Society of London in 1667. John Ray finally married at the age of 44, just before the death of his research partner. However, Ray was able to continue the research he started thanks to a provision in his partners will that would continue to fund the research they had started together. He and his wife had four daughters together. Biography: Even though John Ray was a staunch believer in the hand of God in the changing of a species, his great contributions to the field of Biology were very influential in Charles Darwins initial Theory of Evolution through Natural Selection. John Ray was the first person to publish a widely accepted definition of the word species. His definition made it clear that any seed from the same plant was the same species, even if it had different traits. He was also a fierce opponent of spontaneous generation and often wrote on the subject about how it was an atheists made up nonsense. Some of his most famous books cataloged all of the plants he had been studying over the years. Many believe his works to be the beginnings of the taxonomic system later created by Carolus Linnaeus. John Ray did not believe that his faith and his science contradicted each other in any way. He wrote many works reconciling the two. He supported the idea that God created all living things and then changed them over time. There were no accidental changes in his view and all were guided by God. This is similar to the current idea of Intelligent Design. Ray continued his research until he died on January 17, 1705.

LAW OF BUSINESS LEASES Term Paper Example | Topics and Well Written Essays - 2250 words - 1

LAW OF BUSINESS LEASES - Term Paper Example This holistic way covers the nurses’ responsibility and attitude when providing emotional support; when providing support in the form of information and their capacity to provide practical support (Liu, Mok & Wong, 2006). Jean Watson, an expert in the field of nursing, emphasizes that the concept of caring is more of a science than an art or a professional skill (Watson, 2003). Watson defines caring as the science that entails a human science oriented humanitarian process of taking care of others, in a manner which demonstrates the evidence of arts, science and humanities in the delivery of care services (Watson, 2003). The Macmillan dictionary (online) defines care as, being interested in someone and wanting them to be well and happy (Care [Def. 1], 2014). The word caring is a derivative of the word ‘care’, which came from the old English world caru, cearu – meaning anxiety, sorrow, and grief. The word is also believed to have emanated from the Proto-Germanic word ‘karo’, which means severe mental attention or the reality of mental burdens. The word is believed to have evolved from the different origins in a variety of ways, including that in English it implies the lamentation, cry or the grief of a person. From the world of poetry – the concept of caring has been communicated and emphasized by different writers, including the writing of the physician-poet William Carlos; the writer emphasizes the importance of caring and the way it is communicated through poetry. The lines drawn from the poem present a paradox which is very useful to the experience of clinicians, especially those who care for the dying and the terminally ill. From the first statement, â€Å"it is difficult – to get the news from poems† is self-explanatory; the statement appears to emphasize the fact that poetry offers people little or no hard data (Coulehan & Clary, 2005). The emphasis is that poetry does not provide useful information about recent

Foreign Assignment Case Study Example | Topics and Well Written Essays - 500 words

Foreign Assignment - Case Study Example This code of conduct ensures audit programs that assist in policy monitoring, review of employee treatment in terms of race, religion, opportunity and promotions. International companies should also ensure employees’ rights are protected, and compliance with the applied laws and regulations is upheld. Since employees are the most important resource in the company, they should have the right to; compensation, good working conditions, ethics and opportunities. An international company has the obligation of strictly prohibiting discrimination and employee harassment because of their color, gender, race, religion, and national origin, veteran’s status and sexual orientation The bank violated sexual orientation as a moral code. This by posing young women as client attraction; they had five young and beautiful women working as secretaries and receptionists. They are situated at the entrance of the bank and required to wear a customary uniform that are colorful and sexy. In accordance to the bank, they should be social to clients and pose well in order to attract more customers without having to have women to attract more customers. This abused their sexuality as they were contradictory to the image of the financing business and they were also demeaning to the young ladies who were wearing them. The bank’s decision to follow the norms of the host country is not correct or rather it is unfair since it violates the policies of international company laws. The host country discriminates against gender; the clients at the bank rarely go to Sara for assistance as they view her as a weak link at the business (Dunfee and Robertson, n.d). They do not understand how a woman can be in authority and rule over men, this makes Sara be viewed as assistance in order for business to run effectively. This affects the workers perception

The Tlatelolco Massacre Night Of Bloodshed And Tears History Essay

The Tlatelolco Massacre Night Of Bloodshed And Tears History Essay The Plaza of the Three Cultures, known as the Plaza de las Tres Culturas in Spanish, symbolizes Mexicos unique cultural heritage. La Plaza de las Tres Culturas was once the center of one of the most powerful Native American empires, the Aztecs, located in the ancient city of Tlatelolco. The square contains the remains of the Aztec temples and is flanked by the Colonial Cathedral of Santiago, and the Secretaria de Relaciones Exteriores (Department of Foreign of Affairs) building. Las Tres Culturas is in recognition of the three periods of Mexican history reflected by those buildings: pre-Columbian, Spanish colonial, and the independent mestizo nation. The plaza not only represents three cultures but is an important reminder of the Mexican spirit of determination. It is the site where the Aztecs made their final stand against the Spanish army in 1521 and the massacre of 1968. It has been called Mexicos Tiananmen Square, Mexicos Kent State. During the presidency of Gustavo Dà ­az Ordaz (1964-1970), there were several antecedents to the 1968 student confrontations with the Mexican government, but nothing comparable to the Tlatelolco Massacre that occurred on the night of October 2, 1968, in Mexico Citys Plaza de las Tres Culturas. Background The year1968 was a year of political turmoil around the world. The International Olympic Committeeheaded by Avery Brundage from the U.S.had chosen Mexico as the first Third World country ever to host the Olympic Games. This was aimed both to draw oppressed countries into imperialist-dominated world sport and to showcase Mexico as a model of U.S.-sponsored growth and relative stability. Mexico was supposed to provide a contrast to the national liberation struggles which were shaking most of Latin America, Asia, and Africa and sparking rebellions in the imperialist citadels from Detroit to Paris as well. To date, no other Latin America country has subsequently hosted the Olympic Games. The Mexican government invested a massive $150 million in preparations for the Olympics, an ostentatious amount considering the poverty that existed in Mexico. The Mexican president during the Olympics, Gustavo Dà ­az Ordaz ineptly strained tenuous conditions in Mexico in an attempt to preserve the peac e. During the Dà ­az Ordaz presidency, Mexicans endured the suppression of independent labor unions, peasant farmers, and the economy. From this general dissatisfaction with President Dà ­az Ordaz, the student movement was born. Initially their demands were limited to greater employment and respect for university autonomy; however, the struggles of the factory workers and rural peasants soon resonated with them. This movement of rebellious students was touched off on July 24 when a fight between gangs at two high schools connected with the longtime rivals, the Mexican National Autonomous University (UNAM) and National Politechnical Institute (IPN, or Poli), was viciously put down by antiriot police called granaderos. When outraged vocational students protested, granaderos attacked again, killing many. In response, students seized buses and put up barricades to defend their schools. Student strikes and takeovers hit high schools all over the capital. The high school students were supported by UNAM and IPN students. Students from 70 universities and preparatory schools in Mexico formed a grassroots National Strike Council (CNH) and put forward six strike demands: disband the granaderos; fire police chiefs; investigate and punish higher officials responsible for the repression; pay compensation for students killed and injured; repeal laws making social dissolutionbreaking down of societya crime (under these laws many independent unionists and communists had been jailed); and free political prisoners, including students arrested in the recent disturbances as well as those seized earlier for social dissolution. Within three days the government had to call in the army to take back several Mexico City prepas (preparatoriashigh schools connected to universities). There were clashes which led to many hundreds of arrests and injuries. Thirty-two students had been killed since the first confrontation, but this only fired up the youths resistance. The student strike spread to the UNAM, IPN, and universities throughout the country, supported by a majority of professors. By late August and September the students were calling marches of 300,000 to 600,000 people; important contingents of workers and peasants participated regularly. Over the coming months, the student movement gained support from students outside the capital and other segments of society that continued to build until that October, despite several instances of violence. CNH Tactics Student brigades strained their creativity and skills to foil police and get the word out. Engineering students designed balloons which would burst when they got to a certain height and rain leaflets on the heads of pedestrians. Acting students put on realistic street theater in which a student and a conservative woman in pearls and heels carried out loud debates in crowded markets. Hundreds of observers would be drawn in, the majority on the side of the youth, and the advanced would be quietly contacted by undercover students in the crowd. Some students found that they and the barrio or slum dwellers spoke what seemed to be two different languages. They had to throw out bookish talk and learn from the vivid calà ³ slang of the streets. After a full day of brigade work, they would spend the night in classrooms they had taken over, discussing the conditions and outrages the masses had exposed them to and figuring out how to use this new knowledge in their leaflets and agitation. The red and white buses of the IPN, always with some daring students and a loudspeaker perched on the roof, became famous for a kind of roving speak-in. Workers, market vendors, and even mariachi singers would climb up on the bus roof one after another to voice their support or disagreement with the students demands or tactics and to air their grievances. In some neighborhoods, just the appearance of an IPN bus was enough to immediately attract crowds of hundreds of people who would gather around. Students captured the spirit of the people in a way that the national government was never able to do. In fact, the national government was despised by its people. Mexican Government The turmoil of the 1960s in part reflected a widespread dissatisfaction among Mexicans with the rule of the Institutional Revolutionary Party (PRI). The PRI was aptly described in 1968 as entrenched, stagnant, and primarily self-serving in the eyes of many Mexicans. The PRI controlled the nation with an iron fist for over 70 consecutive years. The party has been known to use violence, manipulation and corruption to win elections and hide information from the public, such as the details concerning the Tlatelolco massacre. President Gustavo Diaz Ordaz was known for an authoritarian manner of rule over his cabinet and country, despite Mexico being a democratic country. Luis Escheverria, Interior Secretary to Ordaz, was also known for a no nonsense attitude against student protesters. The Mexican governments planned response to the student rally on the evening of October 2 was called Operation Galeano. The most definitive account of this operation, culminating with the Tlatelolco Massacre, is found in a Mexican special prosecutors report released in November 2006. According to this report, early on October 2 elements of the militarys Estado Mayor Presidencial (the Presidential High Command) were placed in apartments on the upper floors of the Chihuahua apartment building and other apartment buildings surrounding Tlatelolcos Plaza de las Tres Culturas. Once the rally started, the Army, using from 5,000 to 10,000 soldiers (the accounts varying) and more than 300 tanks and other vehicles, would surround the plaza to prevent those attending the rally from fleeing, while armed military men in civilian clothes, members of a unit called the Batallà ³n Olimpia that had been organized to help protect the Olympic Games, would prevent anyone from entering or leaving the Chi huahua apartment building, in which the organizers of the rally were to be arrested. The planned response of the government ended in bloodshed by the order of Luis Escheverria. Tlatelolco Massacre: The Event On October 1, the CNH held two rallies at UNAM. Speakers urged the thousands of students present to attend an October 2 rally at the Plaza de las Tres Culturas, in the Tlatelolco area of Mexico City, to be followed by a march to Casco de Santo Tomà ¡s to demand the withdrawal of authorities from the IPN campus. On October 2, 1968, approximately 10,000 people, most of them students carrying red carnations, arrived in the vast colonial plaza of Tlatelolco for a demonstration. At 6:04 p.m. green and red flares dropped from helicopters, soldiers burst into the square, tanks blocked the exits and an elite plainclothes battalion stormed the speakers platform on the third-floor balcony of an apartment building, where the National Strike Committee, the leadership body of the student movement, was stationed and opened fire. The gunfire lasted for sixty-two minutes, then started again and continued for hours. Late in the evening, when the shooting finally ceased, scores of demonstrators lay d ead and woundedchildren and the elderly among them. The official government explanation of the incident was that armed provocateurs among the demonstrators, stationed in buildings overlooking the crowd, had begun the firefight. Suddenly finding themselves sniper targets, the security forces had simply returned the shooting in self-defense. By the next morning, newspapers reported that 20 to 28 people had been killed, hundreds wounded, and hundreds more arrested. Most of the Mexican media reported that the students provoked the armys murderous response with sniper fire from the apartment buildings surrounding the plaza. El Dà ­as morning headline on October 3, 1968 read as followed: Criminal Provocation at the Tlatelolco Meeting Causes Terrible Bloodshed. The government-controlled media dutifully reported the Mexican governments side of the events that night, painting the students as trouble makers who needed to be brought to order by any and all means necessary. Olympic Games 1968 Controversy The death of hundreds did not even phase the International Olympic Committee. They did not consider to cancelling the games, due to their belief that the massacre was an isolated event involving a social minority. On October 16, 1968, an action by two African-American sprinters at the Mexico City Olympics shook the sporting world. Tommie Smith and John Carlos, the gold and bronze medalists in the mens 200-meter race, took their places on the podium for the medal ceremony barefooted and wearing civil rights badges, lowered their heads and each defiantly raised a black-gloved fist as the Star Spangled Banner was played to show their support for the student protesters and the Olympic Project for Human Rights. Some people (particularly IOC president Avery Brundage) felt that a political statement had no place in the international forum of the Olympic Games. In an immediate response to their actions, Smith and Carlos were suspended from the U.S. team by Brundage and banned from the Olympi c Village. Those who opposed the protest said the actions disgraced all Americans. Supporters, on the other hand, praised the men for their bravery. Tlatelolco Massacre: Response and Investigation Some argue that an understanding of the domestic political context within Mexico explains why the government reacted in such a harsh manner. Mexico stayed relatively isolated from other foreign powers which provided them more freedom in their ability to deal with their domestic problems. The strongest censure from abroad that Mexico received for the massacre was a mild finger wagging from the representatives of a few foreign governments. The worlds failure to confront and condemn the actions of the Mexican government fueled the killing rampage throughout Mexico in the years to follow. In 1998, President Ernesto Zedillo, on the 30th anniversary of the Tlatelolco massacre, authorized a congressional investigation into the events of October 2. However, the PRI government continued its recalcitrance (defiance of authority) and did not release official government documents pertaining to the incident. Eventually in 2001, President Vicente Fox, the historic president that ended the 70-year reign of the PRI, attempted to resolve the greatest of these unanswered questions: who had orchestrated the massacre? President Fox ordered the release of previously classified documents concerning the 1968 massacre. The documents revealed that the students did not open fire first and showed that the snipers were members of the Presidential Guard, who were instructed to fire on the military forces in order to provoke them. President Fox also appointed Ignacio Carrillo Prieto in 2002 to prosecute those responsible for ordering the massacre. In June 2006, an ailing, 84-year-old Luis Eche verrà ­a was charged with genocide in connection with the massacre. He was placed under house arrest pending trial. In early July of that year, he was cleared of genocide charges, as the judge found that Echeverrà ­a could not be put on trial because the statute of limitations had expired. However, in March 2009, after a convoluted appeal process, the genocide charges against Echeverria were completely dismissed. Despite the ruling, prosecutor Carrillo Prieto said he would continue his investigation and seek charges against Echeverria before the United Nations International Court of Justice and the Inter-American Human Rights Commission. In October 2003, the role of the U.S. government in the massacre was publicized when the National Security Archive at George Washington University published a series of records from theCIA, the Pentagon, the State Department, the FBI and the White House which were released in response to Freedom of Information Act requests. The LITEMPO documents detail: That in response to Mexican government concerns over the security of the Olympic Games the Pentagon sent military radios, weapons, ammunition and riot control training material to Mexico before and during the crisis. That the CIA station in Mexico City produced almost daily reports concerning developments within the university community and the Mexican government from July to October. Six days before the massacre at Tlatelolco, both Echeverrà ­a and head of Federal Security (DFS) Fernando Guiterrez Barrios told the CIA that the situation will be under complete control very shortly. That the Dà ­az Ordaz government arranged to have student leader Sà ³crates Campos Lemus accuse dissident PRI politicians such as Carlos Madrazo of funding and orchestrating the student movement. Still, some today believe the United States government was only concerned with security and safety during the Olympic Games 68 and was not involved in the Tlatelolco massacre in any form. Determining who is at fault however, will not change the events that occurred on October 2, 1968. The blood and tears shed that day are still fresh in the minds of those who witnessed the horrific event. Remembering Tlatelolco In 1993, a stele was erected to remember those who lost their lives. The former headquarters of the Secretariat of Foreign Affairs is now a memorial museum called Memorial 68 to remember the Mexican student demonstrations and the Tlatelolco massacre victims and survivors. Each year the anniversary of the Tlatelolco massacre is marked with a march to the same plaza and a protest for the release of government records. On October 2, 2008, the 40th anniversary, two marches were held in Mexico City to commemorate the event. One traveled from Escuela Normal Superior de Maestros (Teachers College) to the Zocalo. The other went from the Instituto Politecnico Nacional to the massacre site of the Plaza de las Tres Culturas. According to the Comità © del 68 (68 Committee), one of the organizers of the event, 40,000 marchers were in attendance. Unfortunately, still too many are unfamiliar with the events that occurred since the massacre fails to appear in most history textbooks. When asked how this could be, high school Headmaster Samuel Gonzalez Montano, replied, You cant teach anything that didnt officially happen. As of now, the newest generation of Mexicans only have a general knowledge of the events surrounding the 68 Olympic Games, which are unavoidably intertwined. Gregory P. Groggel, a graduate of the University of Puget Sound, recounts: During a visit to the plaza, I encountered a group of boys playing soccer. When I inquired from one of them if he knew what happened in October of 1968 here in the plaza, he shrugged and looked around. I told him some 300 people died. He seemed lost and turned slowly to read the memorial he was sitting in front of and had lived near his whole life. The end of it reads: Who? Whom? No one. The next day, no one. The plaza awoke swept; The newspapers said for news the state of the weather. And on the television, on the radio, in the theaters, there was not a single change in the program, not a single announcement. Nor a moment of silence at the banquet (or following the banquet). The deaths of so many youths and protesters must not be forgotten. They deserve more than a simple moment of silence. Remember Tlatelolco. Fore, those who can not remember the past are condemned to repeat it.(George Santayana)

Greek Philosopher Plato

Plato is one of the popular and widely read philosophers in the world. His thoughts have greatly influenced the western political mindset and discourse. Born in Athens around 427 BCE Plato accomplished a lot by writing a different treatise that shaped the world's political thoughts before his death around 347 BCE. He was a student to a great philosopher, Socrates and a teacher to a famous philosopher scholar Aristotle, who also taught Alexander the great. He was greatly influenced by his teacher, Socrates who always remains the profound character in his works. In other words, his thoughts are greatly influenced by Socrates while on the other hand, he also influences Aristotle. His thoughts are significant historically and intellectually in the western political and social infrastructure.One of the popular works of Plato is the Republic. It is popularly known as the Socratic dialogue, which Plato sought to address the issues of justice. Plato was more infuriated with the way Socrates was treated before the authority. On the same pedestal, Plato is concerned about justice and the city-state. His main investigation is whether the just man is happier than the unjust in Athens. In his argument, Plato proposes a state of the philosopher kings. He asks the society to promote education among young boys and girls so that leading them becomes easier. In other words, Plato only trusts educated leaders. He is very uncomfortable with uneducated leaders since they would not be in a position to handle the intricacies of leadership. He identifies different sets of â€Å"constitutions that promote injustice in the society, which include democracy, oligarchy, timocracy, and tyranny.† Among the four, Socrates through Plato argues that tyranny is the worst regime. Tyrants are harsher and know no language of diplomacy, but rely on wrath to instill fear in order to rule. His classical thoughts until influences political decisions in the contemporary society, not only in the west but in other parts of the world as well.From the Republic, readers are exposed to some of the social injustices fuelled by poor leadership. Plato makes it apparent that justice has been frequently used as an instrument to lure people to follow certain leaders while on the other hand, they are duped and manipulated. He relates justice as it is communicated to the person led to a bull that is well fed, not for its welfare, but for the benefit of the owner. It is blinded to believe that the good care is meant to take care of its welfare. However, the truth of the matter is that the owner gives it good feeding in readiness for slaughter. The owner wants it to be fat so that it can produce a greater amount of meat. From this standpoint, it means that the feeding is nothing meant to benefit the bull, but for the grander interest of the owner who intends to slaughter it. The same way, when people believe in justice as pronounced by their leaders, they sell themselves cheap for manipulation and tyranny. Plato is against justice that accused and executed Socrates falsely. Through his thoughts, the world has been on the lookout to shun bad leadership and dictators of history. Therefore, his arguments have been promoted in different spheres of life to promote virtue and ethics among the people living together.

Difference Between Romanticism and Transendinlalism in American and British Writers Essay

Difference Between Romanticism and Transendinlalism in American and British Writers The expression Romantic gained currency during its own time, roughly 1780-1850. However, the Romantic era is to identify a period in which certain ideas and attitudes arose, gained the idea of intellectual achievement and became dominant. This is why , they became the dominant mode of expression. Which tells us something else about the Romantic era which expression was perhaps everything to do with them — expression in art, music, poetry, drama, literature and philosophy. Romantic ideas arose both as implicit and explicit criticisms of 18th century Enlightenment thought. For the most part, these ideas were generated by a sense of being unable to deal with the dominant ideals of the Enlightenment and of the society that produced them. Which characterized Transendinlalism very differently from that of Romanticism. The difference of Transendinlalism was that it was a literary and philosophical movement, associated with Ralph Waldo Emerson and Margaret Fuller, asserting the existence of an ideal spiritual reality that transcends the empirical and scientific and is knowable through intuition. However, the Romantics thought differently because they that, that romanticism was an artistic and intellectual movement originating in Europe in the late 18th century and characterized by a heightened interest in nature, emphasis on the individual’s expression of emotion and imagination, departure from the attitudes and forms of classicism, and rebellion against established social rules and conventions. The Romantics felt all the opinions of the Enlightment were fraught with dangerous errors and oversimplification. Romanticism may then be considered as a critique of the inadequacies of what it held to be Enlightened thought. The difference between these two eras are the British and American writers that have chosen either the path of romanticism or transendinlalism. The characteristics of Romanticism are different to those of Transendinlalism. Romanticism results in part from the libertarian and egalitarian ideals of the French Revolution, the romantic movements had in common only a revolt against the prescribed rules of classicism. The basic aims of romanticism were various: a return to nature and to the belief in the goodness of humanity; the rediscovery of the artist as a supremely individual creator; the development of nationalistic pride; and the exaltation of the senses and emotion over reason and intellect. In addition, romanticism was a philosophical revolt against rationalism. Another difference between those of Romanticism and Transendinlalism are it’s themes that it represents. One of the many themes of romanticism are dreams and visions. The most notable example of the emphasis on dreams and visions in romantic literature is Coleridge’s poems is â€Å"Kubla Khan†written in 1816, he claims to have written is during a dream while deeply asleep . While transcribing the lines from his dream, he was interrupted by a visitor, and later claimed that if this interruption had not occurred, the poem would have been much longer. The idea that a person could compose poetry while asleep was a common amongst romantics. Although critics at the time were not particularly enthusiastic about Kubla Khan. Nature had a overwhelming influence during the Romantic Era. In Kubla Khan describes the nature that he is surrounded by; † Walls and towers were raised around â€Å"twice five miles of fertile ground,† filled with beautiful gardens and forests. A â€Å"deep romantic chasm† slanted down a green hill, occasionally spewing forth a violent and powerful burst of water, so great that it flung boulders up with it â€Å"like rebounding hail. † The river ran five miles through the woods, finally sinking â€Å"in tumult to a lifeless ocean. † Amid that tumult, in the place â€Å"as holy and enchanted / As e’er beneath a waning moon was haunted / By woman wailing to her demon-lover,† Kubla heard â€Å"ancestral voices† bringing prophesies of war. The pleasure-dome’s shadow floated on the waves, where the mingled sounds of the fountain and the caves could be heard. â€Å"It was a miracle of rare device,† the speaker says, â€Å"A sunny pleasure-dome with caves of ice! † Coleridge’s is inspired by the beauty and charmingness that nature gives them during the romantic era. Before this period of time another era had began called The Age Of Enlightenment. In the 18th century â€Å" The Enlightenment,† made this movement advocated rationality as a means to establish an authoritative system of ethics, aesthetics, and knowledge. Which then gave the transendinlalism it’s place in this movement. Transendinlalism is a literary and philosophical movement, associated with Ralph Waldo Emerson and Margaret Fuller, asserting the existence of an ideal spiritual reality that transcends the empirical and scientific and is knowable through intuition. It is no coincidence that this movement took off just as the American literary tradition was beginning to blossom. Transcendentalism—though inspired by German and British Romanticism—was a distinctly American movement in that it was tied into notions of American individualism. In addition to the theme of American democracy, transcendentalist literature also promotes the idea of nature as divine and the human soul as inherently wise. Transcendentalism also had a political dimension, and writers such as Thoreau put their transcendentalist beliefs into action through acts of civil disobedience to the government. The nineteenth century was a volatile one, beginning with the hope and promise of democracy and the development of an American identity and moving towards mass devastation and division by the middle of the century. Slavery and the Civil War, women’s rights, growing industrialism and class division —all of these events were influential and each had a role to play in the transcendentalist movement. Transendinlalism had many themes to those of the Romantics at their time like self- wisdom. Quite simply, Transcendentalism is based on the belief that human beings have self-wisdom and may gain this knowledge or wisdom by tuning in to the ebb and flow of nature. Transcendentalism revolves around the self, specifically the betterment of the self. Where Emerson and his followers differed from earlier philosophical and religious beliefs was in the idea that human beings had natural knowledge and could connect with God directly rather than through an institution such as organized religion. Transcendentalism celebrated the self, an important step in the construction of American identity, better understood as the notion of American individualism—one of the cornerstones of American democracy. Nature played an important role in the Transcendentalist view. Nature was divine and alive with spirit; indeed, the human mind could read the truths of life in nature. To live in harmony with nature and to allow one’s deepest intuitive being to communicate with nature was a source of goodness and inspiration. In fact, writers not only celebrated America’s great landscape, but also constructed the wilderness as a type of dramatic character that illustrated moral law. The desire for an escape from the evils of society and a return to nature became a permanent convention of American literature. Transcendentalist thought emphasized individualism. Only by rejecting the irrelevant dogmas in place and searching for inner truth could one experience the deep intuition of spiritual reality. In relation, Transcendentalism is also very democratic, asserting that the powers of the individual mind and soul are equally available to all people. These powers are not dependent on wealth, gender, background, or education, but on the individual’s willingness to release their own imaginative power to realize his or her place in the Oversoul. The obvious results from Transcendentalist efforts are manifest in the intense moral enthusiasm that characterized Transcendental thinkers. Society, with its emphasis on material success, was often seen as a source of corruption. To combat this evil, many Transcendentalists were associated with such moralist groups as the anti-slavery group, the march for women’s rights, and other aid societies. Ultimately, some Transcendentalists hoped to reform society by creating an American utopia with a perfect social and political system. The Transcendentalists can be exasperatingly vague in their prescriptions for spiritual transformation, a vagueness which derives principally from their distrust of all forms of ritual and inherited religious forms. The transcendent individual is often a solitary figure, contemplating his soul (and by analogy, the soul of all humanity), and contemplating other souls through the reading of serious literature. But the central recurring theme that emerges is a return to nature, where the artifice and depravity of society cannot reach. Thus Thoreau leaves Concord and heads for Walden Pond to explore the great truths of the natural world. Thus Jones Very, in his poem â€Å"The Silent,† distinguishes between the sounds that strike the ear and those that strike the soul when one walks in the woods: ‘Tis all unheard; that Silent Voice, Whose goings forth unknown to all, Bids bending reed and bird rejoice, And fills with music Nature’s hall. And in the speechless human heart It speaks, where’er man’s feet have trod; Beyond the lips’ deceitful art, To tell of Him, the Unseen God. † Thus the similarities in the Romantic and Transendinlalism era are ver closely together. For the writers of these eras believed in different yet similar things. For example, nature was one of the similarities of both eras they had marked the world in believing that nature is something that will keep you clam and feel safe like all writers at the time believed in. For romantics believed in intellectual and artistic belief in their writing. Thus they also had many differences for reason over belief this is one of the subjects that the romantics and transcendentalist did not agreed in. During the 18th century their truly was no difference in both the romantic and Transendinlalism era. The only difference was those of the people’s writings of this period who made this era last for years.