Vouchers and School Choice are Long Over-due :: Argumentative Persuasive Topics

School Choice Long Over-due This paper reports on my position on naturalise extract, what I take is the ideal inform choice program and the step that must be taken to successfully implement school choice. First and foremost, the idea of school choice is not a new concept. Those who could afford it ceaselessly have had school choice. Now as a potential option for more parents, choice impart be constricted by the amount of gold and the type of resources (transportation, political influence, etc.) one has. I approve of the idea of school choice that empowers parents to select their childrens school. However, as choice is now proposed this empowerment will not happen for all parents. Those with the least amount of money and resources will have the fewest choices. In cases where glare income parents lack transportation to the school of their choice, the nearest school will most likely be their only option. Also, where will the additional money come from when start out class p arents do not have plenteous to pay for the school of their choice? According to economist Lester Thurow (1996), the middle class was created by the governments investment in education, i.e., GI Bill. School choice seems like the governments instruction of sharing the wealth with the middle class in addition to providng more schools to choose from. This effort appears to be an attempt at widening the ever-closing gap amidst the middle class and the lower class (a.k.a. working poor). School vouchers or educational opportunity grants may even entice parents who publicize their children to private schools to send their children to public charter schools thereby reducing what they now spend on tuition. Although school choice does not guarantee a quality education or the employability of graduating students, I believe that school choice will offer competition and have a prescribed influence on operational efficiency. Based upon conditions in some inner-city public schools (crum bling infrastructure, lack of access to technology, few and/or outdated books, etc.), there will in all likelihood be even less students in conventional public schools thereby having a positive effect on reducing the classroom size. This could make program line in a traditional public school more manageable. In the readings an argument made for school choice was that children who might otherwise fall done the cracks will be given the chance at an education best suited to meet their needs.Vouchers and School Choice are Long Over-due Argumentative glib TopicsSchool Choice Long Over-due This paper reports on my position on school choice, what I believe is the ideal school choice program and the steps that must be taken to successfully implement school choice. First and foremost, the idea of school choice is not a new concept. Those who could afford it always have had school choice. Now as a potential option for more parents, choice will be constricted by the amount of money and the type of resources (transportation, political influence, etc.) one has. I approve of the idea of school choice that empowers parents to select their childrens school. However, as choice is now proposed this empowerment will not happen for all parents. Those with the least amount of money and resources will have the fewest choices. In cases where lower income parents lack transportation to the school of their choice, the nearest school will most likely be their only option. Also, where will the additional money come from when lower class parents do not have enough to pay for the school of their choice? According to economist Lester Thurow (1996), the middle class was created by the governments investment in education, i.e., GI Bill. School choice seems like the governments way of sharing the wealth with the middle class in addition to providng more schools to choose from. This effort appears to be an attempt at widening the ever-closing gap between the middle class and the lower class (a.k.a. working poor). School vouchers or educational opportunity grants may even entice parents who send their children to private schools to send their children to public charter schools thereby reducing what they now spend on tuition. Although school choice does not guarantee a quality education or the employability of graduating students, I believe that school choice will offer competition and have a positive influence on operational efficiency. Based upon conditions in some inner-city public schools (crumbling infrastructure, lack of access to technology, few and/or outdated books, etc.), there will probably be even less students in traditional public schools thereby having a positive effect on reducing the classroom size. This could make teaching in a traditional public school more manageable. In the readings an argument made for school choice was that children who might otherwise fall through the cracks will be given the chance at an education best suited to meet their needs.

Nick Adams as Code Hero of In Our Time :: In Our Time

Nick Adams as enrol molar of In Our Time Ernest Hemingway is noted for having made many contri justions to the literary world and one of his some notorious contributions is the Code belligerent. The birth and growth of the Code Hero can be easily observed simply by watching the growth and maturement of Nick Adams throughout Hemingways writing. In Our Time contains a various assortment of Nick Adam stories at various stages of his life and also shows the Code Hero at various stages of its development. In Our Time was the second book Hemingway had published. His first contained only three short stories and ten poems and had little to do with the Code Hero, making In Our Time the first time Hemingway revealed the Code Hero to the rest of the world. The technique and characterization contained in In Our Time is consistent with most of Hemingways by and by writings, punctuateting up In Our Time as a model of Hemingways style and the Code Hero According to Professor Paul Totah of S t. Ignatius, Hemingway defined the Code Hero as a man who lives correctly, following the ideals of honor, courage and endurance in a world that is sometimes chaotic, often stressful, and always painful. The Code Hero measures himself by how well they handle the difficult situations that life throws at him. In the end the Code Hero will lose because we are all mortal, but the true measure is how a person faces cobblers last. The Code Hero is typically an individualist and free-willed. Although he believes in the ideals of courage and honor he has his own set of morals and principles based on his beliefs in honor, courage and endurance. Qualities such as bravery, adventuresome and travel also define the Code Hero. A final mark of the Code Hero is his dislike of the dark. It symbolizes death and is a source of fear for him. The rite of manhood for the Code Hero is facing death. However, once he faces death bravely and becomes a man he must continue the struggle and constantly prove h imself to retain his manhood (Totah). The Code Hero is present in the majority of Hemingways novels. Even the young man in Hills Like White Elephants contained many of the characteristics of the Code Hero such as free-willed, individualist, and travel. The individualism comes out in his desire to not have a child.

An Analysis of Coleridges Kubla Kahn Essay -- Coleridge Kubla Khan Es

An Analysis of Coleridges Kubla Kahn Although the form of Kubla Kahn is beautiful, it is complex. The rhyming patterns are quite complicated the first stanza, for instance, rhymes in the pattern abaab ccdede. Coleridges patterns of alliteration are also intricate He will sometimes use the sound at the beginning of one syllable as the sound at the beginning of the next syllable, as in Xanadu did in line one, miles meandering in line 25, and deep delight in line 44. He also alliterates vowels, not only consonants, to produce a rhythmic singsong effect. Although the form and the beautiful language in Kubla Kahn were all that I could appreciate when I first read the song, I have since stick to to realize that the poem has a complex symbolic pattern, as well. My own analysis may seem to be paltry when faced with the fact that at that place have been thousands of criticisms of this poem published, some comprising entire volumes. But the very quantity of criticism may serve as an ar gument that any interpretation of the poem is really an investigation of the writer of the criticism. That is to say, the poem has no outward meaning, or at least that the meaning put in by the author is of lower-ranking importance. The subtitle of Kubla Kahn reads Or a Vision in a Dream. Dreams may or may not have symbolic meaning, but it is doubtful that anyone by choice designed symbolic meaning specifically for an individual dream. My reading of Kubla Kahn depends on a biographical detail from Coleridges life. Coleridge was an opium addict for years, and Appelbaum, an editor of a collection of quixotic poetry, claims that some of his Coleridges poems reflect the anguish this caused. (Appelbaum viii) Coleridge... ...s a change in the authors attitude. Whereas he may have previously been supposed to be merely an opium visionary -- a weak person who lives outside the everyday reality that the rest of us inhabit -- he is revealed here to be a creator, a strong individual, as w ell. Coleridge is here identifying himself with Kubla Kahn. The Kahn decreed a stately pleasure dome, while Coleridge created a poem that is equated with the dome. Kubla Kahn is Coleridges attempt to rise above what many people assume dose addicts to be and to show himself to be a strong creator, on a level with an emperor who founded of a great dynasty. Works Cited Coleridge, Samuel Taylor. Kubla Kahn in The McGraw-Hill Book of Poetry. Ed. kraft paper Rompf and Robert DiYanni. New York McGraw-Hill, 1993. Appelbaum, Stanley, Ed. English Romantic Poetry An Anthology. Mineola Dover, 1996.

Public Relations :: essays research papers

How many nation really do dream? Everyone dreams, whether the dream is remembered or not. Throughout the night, there ar many stages of sleep that everyone goes through. These stages include light sleep, deep sleep, and dream sleep. Nightmares are also considered dreams, just caused by different emotions. Scientists also have many electrical appliances and have done many tests to study dreams.Dreams are very complex things. Scientists have a hard time trying to understand why people dream. Although recently, neurosurgerys precise methods of research and invention of sophisticated electrical appliances, have enabled the scientists to increase their knowledge of the human brain, nervous systems, and the bodys biochemistry (Strachey 20). The invention of the electroencephalograph, other known as an EEG, has made it possible for a trained operator to read the brains reactions during wakefulness, rest, and sleep (Schneider). The machine detects and enormously amplifies the very subd ued electrical impulses produced by the brain placing electrodes against subjects scalp (Freud). Professor Nathanial Kleitman of Chicago university, discovered that babies have a sleep rhythm of fifty to sixty minutes subsequently which they are inclined to wake up, although obviously they cant always(Freud). As children grow, the body begins to develop the ninety-minute cycle associated with adult sleepers. The pattern of sleep is acquired and controlled by environmental and social conditioning. However, as people grow older the body tends to revert to the naptime habits of babyhood (Freud). Yet, though people more or less contract when to sleep, the basic ninety-minute rhythm remains. It is biological and not controlled by consciousness, rather as a healthy persons metabolism functions autonomously (Parker 93). Eugene Aserinsky noticed that after an child fell asleep its piths moved beneath the closed lids. Also, at intervals during sleep and was the first movement when the ba by began to wake(Freud). Kleitman and Aserinsky decided to check into whether such a pattern could be found in adult sleepers as well (Freud). By attaching extra electrodes from the EEG machine to areas around proffer sleepers eyes, the two scientists were able to monitor brain impulses and movements, while measuring respiration and body movements (Freud). The scientists concluded that there were two types of eye movement. slow down as found in babies and very fast movements, this could last from a few minutes to over a half an hour (Freud). These rapid eye movements, which are commonly known as REMs appeared to occur at intervals throughout the night (Beare).

My Personal Philosophy of Education Essay -- Philosophy of Teaching St

My Personal Philosophy of Education Ones philosophy might contain views and values of education, methods of teaching, the purpose of a good education and why one uses certain curriculum. I feel that these four aspects are most important to me in my personal philosophy and ordain be in my classroom one day. I believe that the overall purpose of education is not only to teach students certain skills, except as well to teach them to be their own person and individual thinkers. As a instructor one has to fulfill the role of educating and go beyond the teaching aspect, you exhaust to be a role model, a fill in mommy, and a friend. As you are filling these different roles in your classroom, you also have to allege control. I believe that education is important because as a society we need to learn and grow from what we know. Education is there to teach us almost the past and prepare us for the future, which is why education is a leading and important part of our lives. As a Health and Physical education teacher, I plan to be a role model for every student that I teach. Not only do I want to be a role model for my students but also I want to be an inspiration. I want to inspire my students to do their best and reach for the top. I promise to touch the lives of the children that I meet, as well and help them progress. My first goal will be not only to teach my students the different aspects of physical education, but also to help them use these skills out side of the classroom. I hope to show students that there is more to what they are learning, by showing how to use the skills. I believe that students not only need someone to teach them, they also need someone to guide them in a positive directi... ... many a(prenominal) separates. A teacher is one who has to overcome the fear of walking into a classroom of uncontrollable students she has to hold her head up high. Any sign of giving in to the students many destr oy the teacher herself. A teacher is one who is willing to get up every morning and teach these students even when they would rather do other things with their time. An achievement in becoming a great teacher lies within the person. The decision to have a great classroom that the students look forward to or a classroom that all the students hate is left up to one person, the teacher. I hope to become the teacher that all the students look forward to having, and I will strive to piddle away my classroom the best that it can be. Children realize that education plays a major part in their lives and I hope to make it memorable and enjoyable, as well as helpful and educational.

My Personal Philosophy of Education Essay -- Philosophy of Teaching St

My Personal Philosophy of Education Ones philosophy might contain views and set of education, methods of watching, the purpose of a good education and why one uses true curriculum. I feel that these four aspects are most important to me in my ain philosophy and will be in my classroom one day. I believe that the overall purpose of education is not only to teach students certain skills, but overly to teach them to be their own person and individual thinkers. As a teacher one has to fulfill the role of educating and go beyond the teaching aspect, you have to be a role model, a fill in mommy, and a friend. As you are filling these contrasting roles in your classroom, you also have to maintain control. I believe that education is important because as a society we need to learn and grow from what we know. Education is there to teach us about the past and prepare us for the future, which is why education is a leading and important part of our lives. As a Health and strong-arm education teacher, I plan to be a role model for every student that I teach. Not only do I privation to be a role model for my students but also I want to be an inspiration. I want to inspire my students to do their best and knock over for the top. I hope to touch the lives of the children that I meet, as well and help them progress. My first goal will be not only to teach my students the different aspects of physical education, but also to help them use these skills out side of the classroom. I hope to show students that there is more to what they are learning, by display how to use the skills. I believe that students not only need someone to teach them, they also need someone to guide them in a optimistic directi... ...many others. A teacher is one who has to overcome the fear of walking into a classroom of uncontrollable students she has to hold her head up high. Any sign of large(p) in to the students many destroy the teacher herself . A teacher is one who is willing to get up every morning and teach these students even when they would preferably do other things with their time. An achievement in becoming a great teacher lies within the person. The decision to have a great classroom that the students panorama forward to or a classroom that all the students hate is left up to one person, the teacher. I hope to become the teacher that all the students reckon forward to having, and I will strive to make my classroom the best that it can be. Children realize that education plays a major part in their lives and I hope to make it memorable and enjoyable, as well as helpful and educational.

Pre 1914 Prose Study Mary Shelley’s “Frankenstein” Essay

He nearly succeeds in catching it at the brotherhood Pole where Captain Walton rescues him. Exhausted he die and Frankensteins monster vows to kill himself before disappearing into the distance and darkness. Chapter five begins with Victor Frankenstein repulsion of the monster he has created and Shelley describes the creatures vile features that shriek terror into the reader alone. In revolt Victor leaves the room at the very fight off of what he was brought into this world and attempts to gain his precious sanctuary of sleep.While he sleeps he dreams of seeing Elizabeth his one love, however as he plants his get-go kiss on her lips her features change and he appears to eventually hold the dead corpse of his dead mother. He wakes up to find the monster by his bedside peering at him and in anguish runs out of his rented flatbed and through the town with paranoid strides fearing he will see the monster at every turn. He finds psychiatric hospital in the courtyard while lost in hi s daydreams of the monstrosity he has created, he notices his good friend Clerval and brings him to his accommodation before he has eon to mobilize properly.When he reaches his apartment he Is everyplacejoyed that the monster is no longer in the vicinity and welcomes Clerval into his rented home. Dr Frankensteins content emotions are quickly destroyed as he imagines seeing the monster lurching for him and breaks down to a fit. Clerval worries for his friends health and nurses him back to health after witnessing Victors fluctuating emotions. Shelley was part of the romantic novelist of the earlier 19th century, who want Shelley used Gothic elements to add provoke terror in a reader.Descriptions such as Corpse of my dead mother in my arms and diminish complexions all are examples of gothic elements, though the more mysterious and alluding comments such as I saw the dull eye of the creature give the feeling this creature isnt alive and that it is an inanimate object been brought to life through personification elaborated descriptions full of eccentric adverbs. Shelley was a naturally bonny generator who could conjure sentences as if they flowed from a river of her knowledge.She uses great amounts of writing styles inspired probably from the intellectuals she grew up around. There is a great bloodline in sentence space with short lines such as How ill you are and sentences that contain over fifty words for instance I took refuge in the courtyard belong to the which I inhabited where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to omen the approach the demonical corpse to which I had so miserably given life.Repetition is also a trait of Shelleys writing style still me, save me and Dear, dear friends are both examples of repetition. The use of her adjectives stipulate her close use of gothic rudiments with dark and mystifying words such as Dre ary, Miserably and Hideous, yet also her choice of colour reflect on her gothic style such as dull chickenhearted. Another topic to indulge in is Shelleys use of dividing line in a variety of elements. Colour is again is used in contrast for gothic descriptions such as Lustrous Black and Pearly White a common metaphor.The actual pace of the narrative is not an unexpected contrast to build tension and fear, and is commonly used in all sorts of genres and mediums, like songs and television. This practice can be used to build many emotions from love to proceeding yet motions just as well if not the best with fear. She uses a contrast of dream and reality this could be because her original idea for the darn came to her in a dream. Yet, however it seems in either the sub consciousness or actual consciousness it is always a horrific period.Finally a contrast in emotions is very blatant such as joy, revulsion and terror all blend together with Frankensteins original image of a beautif ul creation to its consequential repulsiveness. This brings me to my final point of Mary Shelleys use of fluctuating emotions to provoke the sense of fear in the reader. Frankenstein expects a beautiful creature to be born of his labour, yet is shocked when he unveils his creation for the first time How can I describe my emotions at this catastrophe. abhorrence soon sets in at the monstrosity and almost failure of his dream sets in But now that I have I have accurate the beauty of the dream of the dream has vanished and breathless horror and disgust fill my heart. This quickly turns to frightened I did not dare return to the apartment , again his emotions fluctuate to a paranoid loneliness Like one when on a lonely road, Doth walk in fear and finally a huge contrast for the previous emotions to happiness I felt suddenlycalm and serene joy. Shelley fluctuates Frankensteins emotions so rapidly is almost becomes heavy to follow them, yet perhaps this is the desired effect as the c onfusion only adds the horror you are reading. To conclude, Mary Shelley one of the greatest female novelist of her time if not history efficiently and captivatingly uses techniques, which are still used today in writing.They are not restricted to but she certainly chooses over others mainly are predominately gothic elements common of early 19th century romance authors. She also makes use of the fluctuating emotions, contrast and language as I have described in earlier paragraphs. Benjamin Semens Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Individual Learner Differences In Second Language Acquisition Education Essay

1. IntroductionThe fact that competence degrees attained by 2nd lingual chat apprentices vacillate so greatly ( Lightbown and Spada, 2006 53 ) , raises an challenging inquiry with respects to 2nd linguistic discourse acquisition ( SLA ) , why argon or so mortals stop at geting linguistic communication than other(a)s? A major ground for this fluctuation in L2 proficiency degrees is normally attributed to single disciple differences ( ILDs ) , ( D & A ouml rnyei, 2005 2 ) .This probe sets out to explicate the of import function that ILDs play in SLA, through an in-depth treatment on the part made by L2 motivation. Three prestigious theories whirl variant positions on L2 motivation the Socio-educational theoretic accounting system, self-government theory and the mathematical operation metaphysical account will be discussed in item. I will similarly look at the theoretical chemises presently taking topographic point in L2 motif question, before reasoning with a treatment on the schemes that teachers brush off utilize to instil and nurture motive in their pupils.2. Role of ILDs in SLAIndividual differences are alone pick uping features which are present in all scholars to changing grades. They fuel assist to separate acquisition demands and place the extent to which scholars will win in geting a 2nd linguistic communication ( Lightbown and Spada, 2006 ) . These differences are societal, cognitive and emotive in nature, and include aptitude, motive, age, individualality, larning schemes, larning styluss and anxiousness ( for detailed reappraisals, see for example, Naiman et al 1995 Skehan 1989 D & A ouml rnyei 2005 ) .Their relevancy to linguistic communication fall uponment has made ILDs, a focal point of considerable att ending in SLA research ( D & A ouml rnyei, 2005 ) . Developments in research, particularly in relation to aptitude and motive, has seen a displacement from a product-orientated attack to a much process-orien tated stance ( ibid 6 ) . Recent surveies have highlighted the importance of the temporal nature and situational context of scholar features ( D & A ouml rnyei, 2009 ) . Current statements nevertheless, have suggested that instead than being massive variables, ILDs are conglomerate properties dwelling of a combination of sub-components and sub-processes ( ibid ) . All ILDs are implicated in linguistic communication acquisition, nevertheless they do non work in isolation and or so even have elements in common ( Gardner, 2008 ) .A expression at some of the influential theories which have emerged from research on L2 motive over the last 50 old ages will assist to explicate the complex function that ILDs washbowl play in the linguistic communication larning part.3. L2 pauperizationMotivation is a scholars orientation towards larning ends ( Gardner, 1985 ) , and is regarded by many as the approximately influential ILD in the linguistic communication larning procedure ( Ellis, 19 85 ) . Therefore its relevancy to the schoolroom environment becomes apparent, and to cognize what drives this motive is of great pedagogic involvement.Many of the scholar features involved in the SLA procedure are hooklike on, and in some instances wholly overridden by motive ( Gardner, 2006 ) . A scholar with a natural aptitude for larning linguistic communications, for illustration, may happen it hard to carry through long-run linguistic communication ends without the necessary motive ( ibid ) . On the other manus, high degrees of motive may affiance to successful acquisition, even where small aptitude exists for linguistic communication ( ibid ) .Theories looking to explicate the function of motive in linguistic communication acquisition have evolved through four chief phases. D & A ouml rnyei ( 2005 ) categorises these as the Social Psychological period ( 1959-1990 ) the cognitive-Situated period ( 1990 s ) the Process-orientated phase ( late 1990 s ) and eventually a p eriod ( last decennium ) consisting of bare-ass attacks that have focus on a scholars sentience of self-identity. Table 1 summarises the chief L2 motive theories and constructs.3.1. The Social Psychological attack to L2 motiveInterest in L2 motive was initiated by societal psychologists Wallace Lambert, Robert Gardner and associates every bit early as 1959, looking to understand the linguistic communication and culturalApproach to motiveExamplesSocial-psychologicalSocio-educational theoretical account, ( Gardner, 1985 ) .Cardinal constructs Integrative motive, Integrativeness, integrative orientation.Theory of Linguistic assurance, ( Clement, 1986 ) .Cardinal constructs government agency a self-belief of holding the ability to turn off the acquisition procedure.Cognitive Situated egotism-determination theory, ( Brown, 1994 Noels et al. , 2000 ) .Cardinal constructs inner/extrinsic motive, amotivation.Attribution theory, ( Weiner, 1992 ) .Cardinal constructs imputing past su ccess or failure to current exploits.Goal puting theory, ( Oxford and Shearin, 1994 ) .Cardinal constructs Cognitive perceptual experience of ends as a motivation operator.Goal orientation theory, ( Ames, 1992 ) .Cardinal constructs Goal command andperformance orientations.Motivation and scholar scheme usage, ( Oxford and Nyikos 1989, Macintyre et al. , 1996 ) .Cardinal constructs Motivation as a cardinal factor in exciting scheme usage.Task Motivation, ( Julkunen, 2001 Dornyei, 2003 ) .Cardinal constructs undertaking executing, assessment, action control.Assorted attackI. Willingness to pass on, ( Macintyre et al. , 1998, 2003 ) .Cardinal constructs Willingness to pass on as a cardinal factor for accomplishingcommunicative competence.Process-orientatedProcess theoretical account, ( Dornyei and Otto, 1998 Dornyei, 2001b ) .Cardinal constructs temporal nature of motive, which includes a preactional/actional/postactional phase.Current and futureL2 motivational ego system, ( Dorny ei, 2005 ) .Cardinal constructs precedent L2 ego, ought-to L2 ego.Complex dynamic systems, ( Larsen-Freeman, 2007 ) .Cardinal constructs incorpo valuation different theoretical positions.Table 1. Some of the different attacks used in L2 motive researchstruggles between English and Gallic speech production communities in Canada. Their research adopted a socio-psychological attack, based on the cardinal thought that a scholar s success in geting a 2nd linguistic communication is dictated by an attitude towards the lay out linguistic communication community ( Gardner, 1985 ) . Their research on pupils larning Gallic showed that aptitude and motive are closely associated with accomplishment in linguistic communication acquisition ( ibid ) . They concluded that motive is characterised by an person s willingness to be like members of the mark community ( ibid ) .A theoretical account based on a socio-psychological attack that has been really influential in L2 motive research is Gardner s socio-educational theoretical account ( see for illustration, Gardner and Lambert, 1972 Gardner, 1985 Gardner and MacIntyre, 1991 ) . The most recent version of this theoretical account is shown in figure 1.LANGUAGE ACHIEVMENTOther Factors( for illustration, Learning schemes, linguistic communication ANXIETY ( Gardner, 2001 ) )Other SupportLANGUAGE APTITUDEINTEGRATIVE MOTIVATIONINTEGRATIVENESSMotivationATTITUDE TOWARDS THE LEARNING SIITUATIONFigure 1. A basic theoretical account of the function of motive in SLA ( adapted from Gardner ( 2001b ) ) .The most luxuriant and researched facet of Gardner s theoretical account is integrative motive , which he defines as the motive to larn a L2 because of a positive attitude towards, and a desire to hold buttocks with that community ( Gardner, 2001b ) . The cardinal variables that constitute integrative motive are ( ibid ) Integrativeness this represents a desire to larn a 2nd linguistic communication to place with the mark community , and is reflected in a scholar s behavior through the followersAn integrative orientation, stand foring the ground for acquisition, which in this instance is an involvement in larning an L2 to act with the mark community.A positive attitude towards the mark linguistic communication group.An involvement in foreign linguistic communications or a customary openness to all linguistic communication groups.Attitudes towards the acquisition state of affairs ( ATLS ) this refers to attitudes towards the linguistic communication instructor, the class in general, the class stuffs and other factors related to the larning context.Motivation this is a scholar s end driven behaviour. A motivated scholar makes a conjunct attempt to larn a linguistic communication, for illustration by making excess work and seeking more learning chances, displays a strong desire to larn a linguistic communication and is focused on accomplishing the end, enjoys acquisition and has an overall positive attitude t owards the acquisition procedure.An integratively motivated scholar is hence motivated to larn a 2nd linguistic communication, mourn to interact and be associated with the mark community, and has a positive mentality on the learning state of affairs. To prolong consistent degrees of motive, integrativeness and/or a positive ATLS are indispensable features, nevertheless, it is the motive component of the Integrative Motivation composite that is the active variable and which straight ferments Language Achievement ( Gardner, 2001b 6 ) . Therefore, a scholar who has a high degree of integrativeness and/or a positive attitude towards larning, but is low in motive is improbable to accomplish high degrees of proficiency.The affect of subservient factors on L2 motive was non included in Gardner s nucleus theory, but he suggests that they could be one of the other supports impacting motive ( Gardner, 2001a 7 ) . Based on this, it is executable to replace integrativeness with instrument ality in the representation of the theoretical account in figure 1, to give what Gardner calls Instrumental Motivation ( ibid ) . This is a motive to larn a L2 for instrumental additions, such as better employment or instruction. An instrumentally motivated scholar has specific communicative demands, which provide a confined for larning and an verandah for successful linguistic communication acquisition ( Gardner and Lambert, 1972 ) .Gardner s theoretical account makes small mention to other properties, for illustration, personal aspirations and past experiences, which could impact an integratively motivated scholar. However, semiempirical research in different contexts is continuously conveying to illume the scuttle of including more factors in the general L2 motivational concept. To look into Gardner s theoretical account for adaptability, Tremblay and Gardner ( 1995 ) integrated other measurings of motive, such as anxiousness and goal-setting schemes. Empirical testing of th e drawn-out theoretical account showed that add-on of the excess variables did non impact the construction of the passe-partout theoretical account ( ibid ) .Research on motive in different context has led some applied linguists to propose the impression of the linguistic communication community associated with integrative motive is indefensible for international scholars of English ( Ushioda and D & A ouml rnyei, 2009 ) . In a multi-lingual society like China, for illustration, few chances exist for interacting with indispensable English communities. In such a context, instrumental motive or external factors ( for illustration, tests and employment ) are more prevailing among scholars than a desire for incorporating with primaeval talkers of English ( Warden and Lin, 2008 ) .For this ground, other research workers have suggested that the integrative concept should at least be re-examined by including the planetary L2 larning context and the multi-dimensionality of a scholar s individuality. D & A ouml rnyei and Csizer, ( 2002 ) suggested that instead than placing with an external linguistic communication community, the integrative construct could be more accurately linked to a scholar s internal procedure of designation with a self-concept. D & A ouml rnyei s ( 2005 ) motivational self-system which developed from this thought is discussed in subdivision 3.4.3.2. self-determination Theory and SLAInfluenced by progresss in motivational psychological science, and a demand to understand the classroom-situated nature of motive, L2 research traveld on from a socio-psychological attack, to look at affects of classroom-situated factors on motive.Self-government theory ( SDT ) is a extremely influential attack in motivational psychological science, and several surveies have attempted to integrate some of its constituents to explicate L2 motive ( for illustration, Brown, 1994 Noels et al. , 2000 ) .Harmonizing to this theory there are three types of scholar motives intrinsic motive, extrinsic motive, and amotivation ( Deci and Ryan, 2002 ) . These motives form a continuum depending on the grade of scholar self-government, where self-government is as an person s mother wit of pick and control over the learning procedure ( ibid ) .Intrinsic Motivation ( IM ) refers to an person s motive to set almost an activity, strictly for personal feelings of pleasance and enjoyment associated with that activity, and is driven by a desire for competency and self-government ( Noel et al. , 2000 ) . Intrinsically motivated pupils are considered more believably to accomplish liberty, competency and fulfil long-run linguistic communication ends ( Ramage, 1990 ) .Extrinsic motive ( EM ) , on the other manus, relates to actions carried out for instrumental additions, in hunt for proceeds or to avoid penalty ( Noels et al. , 2000 ) . This motive can change in degree depending on the extent to which the activity is controlled by the scholar or other va riables ( Deci and Ryan, 2002 ) .Vallerand et al. , ( 1993 ) have suggested six subtypes of IM and EM which lie on a continuum of self-government ( see table 2 ) .Christmass ( 2001 ) suggests that L2 learner motive can be assessed utilizing the intrinsic and extrinsic concepts. These motives nevertheless, do non needfully hold to be sole, for illustration, a scholar whose behavior is consistent with place enactment may besides exhibit some of the next motives on the continuum ( ibid ) .Self-governmentType of MotivationDescriptionHighNothingIntrinsic Motivation to cognizePerforming an activity for the pleasance associated with acquisition or researching new cognition. E.g. , when reading a new book.Intrinsic Motivation to carry throughPerforming an activity for the pleasance associated with carry throughing or making something. E.g. , a pupil making more readying than is required.Intrinsic Motivation to see stimulationPerforming an activity for the stirred esthesiss ( e.g. pleasa nce and exhilaration ) associated with battle with the activity. E.g. , a pupil who goes to category for the pleasance of take parting in treatments.Extrinsic Motivation Identified RegulationExtrinsic motive is internalised to the extent that learner behavior is regulated by a sense of value and utility of the activity to the ego. E.g. , a pupil who surveies the dark before an test because they think it is of import to them.Extrinsic Motivation Introjected Regulation pupil behavior is regulated by internalization of past external agencies. E.g. , analyzing the dark before an test because it is expected of a good pupil.Extrinsic Motivation out-of-door RegulationLearner behavior is regulated wholly by external agencies ( wagess or restraints ) demoing the least self-determined signifier of extrinsic motive. E.g. , Analyzing the dark before an test because of personnel department per unit area from parents.AmotivationA deficiency of extrinsic and intrinsic motive. A scholar feels their behavior is regulated by factors out of their control, and may finally toss out out of the acquisition procedure.Table 2. Language Learning Orientation Scale Intrinsic Motivation, Extrinsic Motivation and Amotivation ( adapted from Vallerand et al. , ( 1993 ) ) .Intrinsic motive is characterised by a strong sense of self-government, and is closely associated with integrative motive ( Noels, 2001 ) . This suggests that pupils larning a linguistic communication for pleasance may besides be seeking interaction with the L2 community. Intrinsic motive nevertheless, is identified more with attitudes towards larning, than the mark community ( ibid 54 ) .The societal environment ( for illustration, the instructor, household members and the L2 community ) has considerable influence on a pupil s perceptual experience of self-government. A instructor plays a important function in this respect, and can advance intrinsic motive by promoting learner liberty and preparation positive feedba ck ( Noels, 2000 55 ) . Similarly, pupils larning for intrinsic grounds are more sensitive to the instructor s instructional manner ( ibid ) .In contrast, the less self-determined external ordinance constituent of extrinsic motive is linked to instrumental behavior ( Noels, 2001 53 ) . A restriction of extrinsic behavior is that it can hold short-run features. A panorama carried out by Ramage ( 1990 ) showed that pupils who learnt a linguistic communication for academic grounds are more likely to stop future linguistic communication categories. Extrinsic class force per unit areas, for illustration, compulsory reading, can besides negatively impact a scholar s intrinsic involvements ( D & A ouml rnyei, 1994a ) .3.3. A Process-orientated attack to motiveD & A ouml rnyei and Otto s ( 1998 ) procedure theoretical account of motive integrates assorted theoretical positions of L2 motive, and draws attending to the temporal nature of motive in schoolroom acquisition. The theoretical account is influenced by Heckhausen and Kuhl s Action control theory, which proposes two consecutive stages of motivational behavior an person s motive to engineer an attending, and a motive to originate and prolong the intended action ( Heckhausen, 1991 ) .D & A ouml rnyei and Otto s theoretical account interruptions down the motivational procedure into three temporal stages. The first relates to the transmutation of initial desires to ends, and so purposes. The following sees these purposes being enacted, taking to the successful/unsuccessful achievement of ends, and the concluding stage is an overall rating of the acquisition procedure ( see figure 2 ) .Preactional Phase( Choice Motivation )Motivational Functions generate motive to choose a end organize an purpose to move choose an action program to ordain the purpose.Possible factors act uponing motive end belongingss attitude towards the acquisition procedure attitude towards the mark community perceptual experience of self-ability societal environmental encouragement or disheartenment.Actional Phase( Executive Motivation )Motivational Functions transport out sub- problems to keep motive ongoing assessment of accomplishment action control ( self-regulation to assist persist with larning ) .Possible factors act uponing motive quality of the learning experience grade of liberty teacher, learner group and household influence/support schoolroom construction ( competitory or co-operative ) cognition and ability to utilize self-motivating, goal-setting and learning schemes.Postactional Phase( Motivational Retrospection )Motivational Functions property grounds to success or failure elaborate internal criterions and action-specific schemes disregard original purpose and farther planning.Possible factors act uponing motive personal ascription manner assurance feedback.Figure 2. Process theoretical account of L2 larning motive ( adapted from Dornyei, ( 2003 19 ) ) .An of import averment made by t he process-orientated theoretical account is that motivational behavior is influenced by different factors. Consequently, different theories of motive can be associated with each stage ( D & A ouml rnyei, 2003 18 ) . Integrativeness, for illustration, may be the motivational influence on end scene in the preactional phase. In the executive stage, situated facets of motive drama a greater function, mechanisms of the undertaking processing system are more applicable here ( D & A ouml rnyei, 2003 ) . The retrospective links that scholars make between the original end and existent accomplishment in the post-actional phase are likely to be attributed to past acquisition experiences, a motivational behavior addressed by Weiner ( 1992 ) in the ascription theory.Two facets that the theoretical account overlooks are the possibility of several actional procedures running at the same time, or an actional procedure with multiple motivational influences ( D & A ouml rnyei, 2003 ) . This i s likely in a school scene, where pupils frequently have multiple ends ( for illustration, societal and academic ) and overlapping motivational influences ( for illustration, undertaking, class or course of study related ) ( ibid ) . The theoretical account assumes that the actional procedures have outlined boundaries, nevertheless in an educational context it may be hard to place where one actional procedure starts and the following Begins.3.4. Present and future The motivational self-system and a Dynamic systems attack.Since the socio-psychological period of motive research, the planetary world of English has changed vastly. The rapid globalization of English has challenged the cogency of many SLA theories ( Kachru, 1988 ) , because these theories fail to see the context of the creative activity Englishes scholar ( Sridhar and Sridhar, 1992 ) .With limited or no contact opportunities with the native mark community, the impression of a self-concept ( mentioning to an person s im ages and knowledges of the ego ) suggested by D & A ouml rnyei and Csizer ( 2002 ) , is perchance a more relevant motivational characteristic in many EFL contexts. D & A ouml rnyei developed this thought farther, in his L2 motivational self-system, which equated integrativeness with an idol L2 ego ( D & A ouml rnyei, 2005 2010 ) . The chief constituentsof this system are ( D & A ouml rnyei, 2010 )Ideal L2 Self a L2-specific image of the properties that one would wish to possess. For illustration, hopes, desires, aspirations.Ought-to L2 Self a self-guide which refers to those properties one thinks one ought to possess to run into outlooks and avoid negative results.L2 Learning Experience this refers to the executive motivations ( similar to those identified in the Process theoretical account ) associated with the immediate acquisition environment and experience. For illustration, impact of the instructor, other scholars, the class, the experience of success.The hypot hesis behind the self-system is that a scholars desire to go a individual in effect(p) in the L2, serves as a powerful actuating force to larn a linguistic communication ( Ushioda and D & A ouml rnyei, 2009 3-4 ) . A recent survey in the Nipponese context showed that this desire represented by the ideal L2 ego is tantamount to the construct of integrativeness in Gardner s socio-educational theoretical account, but the ideal L2 ego is likely more accurate in explicating motivated behavior ( Ryan, 2009 )D & A ouml rnyei s thought of puting the self at the Centre of the abstract function of motive offers a new position, nevertheless it overlooks the process-orientated, and contextually dynamic nature of motive. Justifying this complex nature of L2 motive, can merely be possible by incorporating more than one attack ( Macintyre et al. , 2010 ) .A possibility of uniting different positions of motive is suggested by Ushioda ( 2009 ) with her person-in-context, relational position o f emergent motive. She suggests that incorporating relevant theoretical models to back up future analysis of the complex nature of interactive procedures and contextual factors in motivational behavior can assist to supply a better apprehension of how L2 motive is shaped ( ibid ) .A similar possibility is offered by the theoretical paradigms of dynamic systems theory ( for a elaborate reappraisal, see Larsen-Freeman and Cameron, 2008 ) . This theory involves a survey of systems, where the system is analysed as a whole instead than as its single parts ( ibid ) . Learner fluctuation is seen as the consequence of a complex system of relevant factors working in unison, instead than as a consequence of differences in single determiners ( for illustration, aptitude or motive ) ( D & A ouml rnyei, 2009 ) . As an illustration of an application of a dynamic systems attack to L2 acquisition, D & A ouml rnyei suggests the possibility of placing an optimum combination of motivational, cogni tive and affectional factors with respect to task behavior, that map as an incorporate unit ( for a elaborate reappraisal see, ibid ) .4. The unimaginative value of theory motivational schemes for the schoolroomChomsky ( 1988 ) emphasises the critical function played by instructors in scholar motive by proposing that 90 nine per cent of learning involves acquiring pupils interested in larning. A linguistic communication instructor s motivational pattern is besides linked straight to increased degrees of scholar motive ( Guilloteaux and D & A ouml rnyei, 2008 ) . Therefore, the demand to utilize appropriate schemes to pull off schoolroom motive is highly relevant to L2 practicians.Motivational schemes are techniques used by a instructor to pull off learner motive, or used by single scholars to modulate their ain motive degrees ( Guilloteaux and D & A ouml rnyei, 2008 ) . Although, several motive schemes have been proposed in L2 literature ( for illustration, Williams and Burden , 1997 D & A ouml rnyei, 2001a Alison and Halliwell, 2002 ) , really few are supported by empirical grounds. Self-motivating schemes for scholars are an even less researched country of L2 motive ( D & A ouml rnyei, 2006 ) .An illustration of an luxuriant, theoretical model which looks at motivational schemes from both a instructor and leaner position is proposed by D & A ouml rnyei ( 2001a ) . This theoretical account consists of four stages ( ibid ) qualification the basic motivational status, by set uping a good student-teacher relationship, a relaxed acquisition atmosphere and a cohesive scholar group.Generating initial motive byStrengthening linguistic communication related values and attitudes ( intrinsic, integrative or instrumental values ) .Increasing the anticipation of success.Increasing goal-orientedness, for illustration, by doing scholars cognizant of the practical ( non-syllabus related ) grounds or value of making an activity.Making learning stuffs relevant. Making realistic scholar beliefs. Many new scholars have inaccurate beliefs about linguistic communication acquisition, a realization of their falsity can hold a demotivating influence.Keeping and protecting motive, to maintain sight of ends, and keep involvement and concentration. The most relevant schemes in this stage includeMaking the acquisition procedure stimulating and interesting.Showing undertakings in a motivation mode, doing them exciting and relevant.Puting specific scholar ends.Continuing the scholar s self-esteem and advancing their assurance.Making scholar liberty.Promoting self-motivating scholar schemes in order toContinue the original end committedness, for illustration, by promoting scholars to echo favorable outlooks or positive wagess.Maintain concentration, for illustration, by promoting scholars to place and pull off distractions and concentrate on the first stairss to take when get downing an activity. use up ennui and add excess involvement in a undertakin g, for illustration, by demoing scholars how to add a turn to a undertaking and utilizing their imaginativeness to do it more stimulating.Manage riotous emotions and bring forth a positive emotional province, for illustration, by acquiring pupils to self-encourage and presenting them to relaxation techniques.Remove negative and utilise positive environmental influences, for illustration, by promoting pupils to take distractions and inquiring for equal aid.Promoting positive retrospective self-evaluation, byPromoting positive scholar ascriptions ( an thought supported by the Attribution theory, Weiner, 1992 )Supplying motivational feedback, that is enlightening and encouraging. This can assist to increase learner satisfaction and assurance, and encourages constructive self-reflection on failings.Using wagess and classs carefully, as they can deflect the scholar from the existent intent of the undertaking ( D & A ouml rnyei, 2006730 ) . When they are used, they should be offered in a motivational mode.The most motivation of instructors are considered to be those who rely on a few simple and carefully selected techniques ( D & A ouml rnyei, 2006 730-731 ) . Therefore, accomplishing optimum degrees of scholar motive are more likely if motivational schemes are matched by a instructor selectively, to scholars specific demands.5. DecisionThis essay discussed the important function that motive, as an illustration of an ILD variable, plays in the long and backbreaking undertaking of 2nd linguistic communication acquisition. I presented three influential theories that have approached L2 motive from different positions, and looked at some of the current tendencies in motivational research. A expression at some possible motivational schemes demonstrated how theoretical constructs can be applied to better the quality of schoolroom acquisition.The motivational features of the L2 scholar highlight the complex but influential function played by ILDs in SLA. Many of the v ariables involved in L2 motive have a grade of convergence, and interact both with each other and other ILDs ( Gardner, 2008 ) . In order to understand the true nature of these webs of interactions and their affect on L2 accomplishment, the possibilities offered by a dynamic systems attack is likely the best manner frontward.

Imperialism in Africa

Explain what is meant by the term imperialism. Discuss the causes of imperialism in the 1800s. Kamar Findlay ID 092165839 Mico University College Imperialism in Africa Mrs. Pitter October 29, 2011 Imperialism is the creation and or maintenance of an unequal economic, cultural, and territorial relationship, usually between states and often in the form of an empire, based on domination and subordination (Johnston, 2000. p. 375). In its simplest form Farah and Karls (2001) describes imperialism as one countrys domination of the political, economical and genial life of another country.The Europeans imperialism during the 1800s occurs discover of the advantages of strong economies, well organized goernments and powerful armies and navies. Superior technology including riverboats and telegraph, as well as improved medical knowledge alike played a part (Esler et al 2009. p. 752). Advances such as the Maxim Machines Guns and steam driven warships were very strong signals in persuading t he Africans and Asian to accept European domination. European imperialism did not begin in the 1800s. European states have had empires in the Americas later 1492 and in Stabooh Asia and China.Imperialism has been found in the histories of Japan, the Assyrian Empire, the Chinese Empire, the Roman Empire, Greece, the Persian Empire, and the Ottoman Empire, ancient Egypt, and India and was a basic component in the conquest of weaker state. correspond to Smith (1998) the word itself, derived from the Latin verb imperare (to command), the Roman concept of imperium, while the actual term Imperialism was coined in the 16th century, reflecting what are now seen as the imperial policies of Belgium, Britain, France, the Netherlands, Portugal, and Spain in Africa, Asia, and the Americas.Imperialism not only describes colonial and territorial policies, but also economic and/or military dominance and influence. From about 1870 to 1914, imperialist gain control everyplace much of the world. Le ading the way were the soldiers, merchants, settlers, missionaries, and explorers. In Europe, imperial expansion found favor with all classes, from bankers and manufacturers to workers. Western imperialism expanded rapidly for a number of reasons. The imperialism in the 1800s resulted from four key factors.First, nationalism created an atmosphere in which rival European countries digit empires in their competitive quest for dominance in Europe and and then the world. Secondly, the Industrial revolution created an extraordinary demand for natural material and new food markets, which in essence push industrialized nations to seek over sea territories. third imperialism rested on the notion of what was called the White Mans Burden. This was a belief that was held by the European powers that it was their responsibility to civilize the lot who the belief was pagans.Farah and Karls (2001) lamented that humanitarian impulses stimulate many individuals to leave their secure lives at home and head for distant colonies. The desire was to spread western technology, religion, custom and tradition to those how were seen as the uncivilized. Finally, according to Ellis and Esler (2009) rear the idea of western civilizing mission was the growing since of racial superiority. European look sharps, the lamented, were believed to be superior to all others and domination of the weaker races was simply natures way of upward(a) the human species.patriotism played a vital role in the drive towards imperialism. Nationalism is a political ideology that involves a strong identification of a group of individuals with a political entity defined in national terms (Athena, 2001. p. 226) . It is also seen as the belief that a nation will benefit from performing independently rather than collectively, emphasizing national rather than international goals Ellis et al (2009) lamented that western leaders claimed that colonies were needed for national security. In the last half of the 1 800s European nations visualize them self as the ideal country.If Great Britain started a small colony in distant or Africa, France had to start one too-and so did Belgium, Germany, Italy, Holland, Spain, Portugal and Russia. Nationalism in the extreme promotes the idea of national superiority. Industrialized countries therefore felt they had the right to take control of weaker areas. Countries also tried to add-on their power done the control of more(prenominal) land and people. In the 1800s Europe to a lower placewent a renewed period of imperialism which was very sophisticated in its nature. Much emphasis was placed on gaining or controlling a colony.The resources and wealth gain from the colony was used to finance war and the army as well as the economy. The stronger a European military gets the more power full that country catch in Europe and as such gaining the wealth from a colony could either get away or build the power and prestige of a nation. When France for example, moved into West Africa, rival nations such as Britain and Germany seized lands nearby to halt further French expansion. In essence the Europeans taught of the colonies as a source of security. So strong and sophisticated was the sentiment of nationalism that it set of what was know as a Scramble for Africa.West Africa was already cognise to the European but the interior was untouched. The Belgian king Leopold the second occupies and carry profitable economic activities in the Congo (South Central Africa). Before hanker Britain, France, Germany and Italy were all lock in a tussle, pressing rivals claim to the expanse. According to Bickers and Henriot (2000), the scramble was turning out to be bloodshed between European powers. as yet this was somehow prevented with the calling of the Berlin Conference in Germany by the German Statesman Otto Von Bismarck.This conference was design to reach a peace full agreement over the partition of Africa, but it reflect the ideals of imperiali sm as only the European powers were invited to the meeting and yet still it was the land of the Africans they were dividing among themselves. The Industrial Revolution of the 1800s knew no borders. The era known as the Industrial Revolution was a period in which fundamental changes occurred in agriculture, textile and metal manufacture, transportation, economic policies and the social structure in England (Ashton, 1969. p. 24).Advances in agricultural techniques and practices resulted in an increased supply of food and raw materials, changes in industrial organization and new technology resulted in increased production, efficiency and profits, and the increase in commerce, foreign and domestic, were all conditions which promoted the advent of the Industrial Revolution. The industrial revolution was the most compelling driving force behind imperialism in the 1800s (Thompson, 1964. p. 147). The newly build machineries and factory in Europe and the united state utilizes tons of raw res ources and wins a tremendous amount of manufactured goods.Europe alone could not provide the raw material and the bulk the recourses needed for manufacturing would have to come from outside of Europe. On the same note the European market was becoming overwhelmed with producers and a new market was also needed for the selling of the manufacture goods. As such, face with the desire for well needed raw materials and new markets, the industrialize countries of Europe set out on a quest for new colonies in order to facilitate the needs of their new industrialize cities.Fascinatingly the areas such as East Asia, Africa and the Americas were scarcely known to the Europeans. However the little they know about areas was compelling enough to indicate that these regions amass a huge amount of resources. Thus it is not surprising that these regions would become the safe haven for European exploit of raw material and markets. According Ellis (2009) the industrial revolution started with the tex tile industry in Britain and the amount of textile produce was dependent on the availability of cotton.Cotton was self-aggrandising in huge amount in the regions of North Africa particularly the ancient civilization of Egypt. Cotton was also grown in excessive amount in India and because of this supply it came with little or no surprise that the British would seize the opportunity to colonize and bring these areas under their control. In great demand was raw material such as gold, copper, Rubber, diamond, silver, ivory, steel, Coal, Petroleum. Most of these resources if not all could be found in Africa and areas in the shopping center East (Near East).As such these areas became the catalyst of European exploiting and economic activities. The economic demands of the industrial revolution were one of the reasons why these areas with the abundance of resources succumbed to the burden brought by the European imperials ideals. Europeans also ventured on a path to civilized (Civilizing Mission) the people who they themselves claim as uncivilized. The civilizing mission as it was term was notably the underlying principle of French and Lusitaniancolonial rulein the late 19th and early 20th centuries.Kuper (1965) lament that it was influential in the French colonies ofAlgeria,French West Africa, and Indochina, and in the Lusitanian colonies of Angola, Guinea, Mozambique and Timor . The European colonial powers felt it was their duty to bringWestern Civilizationto what they perceived as backwards peoples. Rather than merely govern colonial peoples, the Europeans would try to westernize them in accordance with a colonial ideology known as assimilation. Those who did not practice the Christian faith were seen as pagans and as such it was the white man burden (Europeans) to save these people by Christianizing them.According to Esler (2009) during the age of imperialism, growing numbers of catholic and protestant missionaries decided to bring the Christian message to t he most remote parts of Africa and Asia. Like many other Europeans and Americans of this period, these missionaries believed that Christianity and Western Civilization together could benefit and transform the world. Educating the people into western training was just another aspect of European conquest as even the education itself was design in such a way to prevent the people from the colonies to accept their own traditions and culture.To achieve these goal missionaries usually set up church buildinges schools and hospitals as well. Esler (2009) explained that some Europeans seized on the theory of Social Darwinism as a trial impression of their cultural and racial superiority. Social Darwinism is a belief, popular in the late Victorian age in England, and America which states that the strongest or fittest should survive and flourish in society while the weak and unfit should be allowed to die ( Hawkins, 1997. p. 457).The European adopted this theory and truly put it into effect a s one of their reason for conquest and imperial rule was because they saw themselves as the dominant race with the god given right to rule. European during the 1800s and the earlier half of the 1900s view the non-white race of Africa and Asia as barbaric and uncivilized or somewhat a lesser species of the human race. Because of these descriptions the European held it in their view that this race should be control and predominate by the superior race which of course was the Europeans.European domination led to erosion of traditional African and Asian values and destroyed many existing social relationships. Native peoples were forced to work long hard hours for subsistence pay. In an attempt to come to a conclusion, the research done have shown that imperialism in the 1800s was cause out of four key factors. These were the Industrial Revolution, Nationalism, religion and racial superiority. The economic demands of the industrial revolution had a profound impact on European economy an d the colonies the governed. The more resources came from he colonies the wealthier and more power full the mother country became. In their quest was also to civilized the people of the colonies who the thought were barbaric. As such schools and church alike was established within the colonies. Imperialism was also driven on the basis of racial superiority. The Europeans held the view that they were superior to the colonies over which they dominated. Africa and Asia were the continents that succumb to the imperialist ideals of the 1800s. They were a region with a lot of resources and wealth which was needed to foster economic growth n Europe.Reference Athena,L (2001). Encyclopedia of Nationalism. New Brunswick Transaction Publishers Ashton, T. S. (1969) The Industrial Revolution. London Oxford University Press Chambers, J. D. The shop of the World. London Oxford University Press, 1968. Esler, A and Ellis, E (2009) World History. regular army Prentice Hall Farah, A and Karls, A. B ( 2001) World history the human experience. USA McGraw Hill Hawkins, M (1997). Social Darwinism in European and American Thought 1860-1945 Nature and Model and Nature as Threat.London Cambridge University Press Johnston, Ronald John (2000). The Dictionary of Human Geography (4th ed. ). USA Wiley-Blackwell Kuper H,(1965) Urbanization and Migration in West Africa . California Mayfield Publishers Company Bicker,R and Henriot,C (2000) New Frontiers Imperialisms New Communities in East Asia, 18421953. Manchester Manchester University Press Simon C. Smith, (1998) British Imperialism 17501970, Cambridge University Press Thompson, E. P. (1964) The Making of the English works Class. New York Pantheon

Counseling

Hello on that point My name is Clement Benedicts Running or in short you can call me Clement. Clement comes from Latin, which I fuck off made sure of directly from my parents, and has the meaning of mild, good, and merciful. Benedicts comes from Benedict and has a context of organism blessed. Whilst Running is my family name. In the sense of being Curious of where my name came from or even thought of by my parents, I asked my mother once on wherefore she named me Clement Benedicts.My oldest sisters name is Calamine Beatrice, the second being Scholars Benedicts, and hush, to make It rhyme, my mom thought of the name Clement Benedicts. And yes, all of us have the Initial of CB, which Is unfeignedly adorable. My home country Is In Ind unmatchedsia, an archipelago In south east of Asia. The one thing Im In love with my home country Is Its tralatitious food the novelty and variety of the taste reminded me of what home Is like. Rending, one of Indonesian traditional food, was even vo ted and declared as the best food In the solid ground according to Conns plunge of delicious food.Indonesia, in my opinion, is the best place for a luminary travel the exoticness of street food will definitely blow your mind away. The one thing I also love about my home is country is that it is the place where my families are being away thousands of miles from my family has jolted me that family is everything and I should always treasure it wherever I am. I chose foothill because of my friends recommendation. He said that the school is located in the foot of a mountain and makes it really cozy for him to study.In love with the abide of mountains, I decided that foothill should be the best place to examine my study. Im majoring at business administration right now because I like to study how corporations or firms do their things and how they circulate the economy. I want to transfer to University of Michigan, Ann Arbor to study either business or economy the reason is that my sis ter is also there and Eve read that Ann Arbor is one of the best places to be a student which Im planning to go there for my winter break.I dont really have a dream Job right now, but I do have a dream, that is to travel all ever the world and enjoy everything I have while meeting a lot of people from different countries and also different cultures. Counseling By Clement-Running the sense of being curious of where my name came from or even thought of by my oldest sisters name is Calamine Beatrice, the second being Classics Benedicts, and thus, to make it rhyme, my mom thought of the name Clement Benedicts. And yes, all of us have the initial of CB, which is really adorable.My home country is in Indonesia, an archipelago in south east of Asia. The one thing Im in love with my home country is its traditional food the diversity and variety of the taste reminded me of what home is like. Rending, one of Indonesian traditional food, was even voted and declared as the best food in the wor ld according culinary travel the exoticness of street food will definitely blow your mind away. The families are being away thousands of miles from my family has Jolted me that family I dont really have a dream Job right now, but I do have a dream, that is to travel all

Religion and World Practice Cannibalism

In the es record Cannibalism It Still Exist, Linh Kieu Ngo Explains how the Vietnamese refugees lost their captain on an escape boat. They were forced to survive with genuinely little, after their food and water supply was gone. She explains how the refugees were forced to develop cannibalism by have valet de chambre course. Even though they didnt want to ware separate human flesh, the refugees had no choice because that was their only way of surviving. Linh also explains how all the Vietnamese refugees died after five month except for one person.Linh went on to say Cannibalism, the act of humans eating humans, still interest great deal and has long history. Some people may find it odd to eat other humans but for some, cannibalism is like eating any other meat from the supper market. She explains cannibalism in two ways. One is endocannibalism and the other is exocannibalism. Endocannibalism is eating in there own group. Exocannibalism is eating humans outside their groupLinh explains that some normal people when in a situation between life and death, eat other human flesh to survive. She went as far to explain different type of cannibalism. Dietary cannibalism accrues when people are captured for others just to eat. Culture cannibalism is when consumed, human eating different burst of human body for fertility and ext. Miyanmin people eat their own dead in respect for them. And Miyanmin practice both indo and exo cannibalism. The leopard and Alligator society in South Africa eat human flesh as part of their culture. For example the Leopard and Alligator people honors their people by eating their slaves.Religious or ritual Cannibalism are precise different from the other types of cannibalism. Religious Cannibalism has a purpose than just eating other human flesh. And sometimes only one victim gets killed. And ritual cannibalism is very dependent of where in the world you are. For example a South African Indian tribe uses cannibalism as a revenge for t he dead. And others use it as part of a funeral ritual.Even though people all over the world practice Cannibalism for different reasons to fit their needs. Whether its for religious belief, culture, or dietary reason, people are capable of eating other human flesh. Keep in mind all cultures are somehow connected to cannibalism. But today it is rarely practice.

Al- Qaeda, Homeland Security, and US Patriot Act

terrorism was viewed in the early days as an act of violence against a limited chemical group of individuals. The acts then were consisted of bombing, kidnapping, killing prominent public officials, and others. The purpose of staging the terrorist act was to catch the governing bodys attention with the hope that the government may give in to the terrorists demands. The demands may be considered political, economical, or ideological. However, no matter the purpose is, the government usually do not heed the terrorist groups for they substantiate been considered as a mere nuisance of the society that bath easily be eradicated done military ferocity.Additionally, terrorist groups were likened to a group of rebels operating as a group of limited members. The terrorist groups were not considered as a major(ip) nemesis to the nations trade protection. But then, the horrifying 9/11 terrorist assault come drastically and clearly changed the military mans perception around terro rist act. the terra firmas, on the other hand, has greatly changed in its dealing with terrorism and terror groups. The Inter topic Community in addition realized that terrorism is a real threat to the worlds surety. The remarkable 9/11 has indeed revealed the true face of terrorism.In response to the terrorism, America hunted all those responsible for the bombing by declaring an all out war against terrorism. Concomitant to the war is the enactment of all that would adeptify the governments acts against terrorism. The government has enacted the U. S. patriot Act and the native land pledge. The professorship has promptly heightened all measures to ensure security department and to pursue all those responsible for the 9/11 and those who are connected with terrorism. Despite criticisms on the effect of the legislations to polished liberties, the government has been adamant on its stand to battle terrorism.The vengeance has eventually resulted to the war in Iraq and bombardm ent of Afghanistan. Likewise, the head of terrorism, Osama bin Laden and Sadam Hussein were appreciated and punished accordingly. Despite the declared death of the prominent architects of terrorism, the fight against terrorism still continues because of the belief that terrorism is still alive. The laws are as well controlling inside the nation. In line with this, the study will explore the organization of basis and at the same clipping present an evaluation of the counterterrorism laws. BodyThe name understructure started to meditate at the very onset of the 9/11 terrorist attack. The horrifying bombing of the very symbol of economic and military prowess of America, the World Trade Center, was rapidly linked to the Al-Qaeda and Osama bin Laden. Right after the attack, the government of the United States and foreign allies has united to condemn the unjustified act of terrorism. Al-Qaeda was believed to collect been established in 1988. The Al-Qaeda was the by-product of the I slamics retaliation against the Soviet Union that occupied Afghanistan in 1979 through 1989 (Katzman).During the war against the Soviet Union, group of Muslims have started to cypher jihadis to fight against the Soviet Union. The recruiting and bread and butter of the jihadis or fighters were initiated by Abdullah Azzam and his former student, Osama bin Laden, by founding the Maktab al-Khidamat which path Services Office (Katzman). This was withal kn sustain as or Al Khifah. Notably, the Maktab al-Khidamat was believed to be the forerunner of Al-Qaeda. After the war with the Soviet Union, bin Laden and Abdullah Azzam established the Al-Qaeda in 1984 (Katzman). Al-Qaeda is an Arabic boy which way the base (Katzman).Purposely, Al-Qaeda was established as a rapid reaction force available to intervene wherever Muslim were perceived to be threatened (Katzman). Al-Qaeda is as well defined as a secret, almost virtual organization, one that denies its own existence in grade to remai n in the shadows (Atkins, 2004). The Al-Qaeda which was jointly founded was eventually controlled by Osama bin Laden as a result of Abdullah Azzams assassination. Meanwhile, the assassination of Azzam was linked to Osama bin Laden. Remarkably, Al-Qaeda came to be known worldwide right after the 9/11 attack.The firmness of the organization of Al-Qaeda was believed to have been founded on political theory. There has been several controlling ideology of Al-Qaeda. Aside from being a religious duty, the Holy War has been viewed as necessary for the salvation of ones soul and a means of fend for the Muslim nation (Martin, 2006). Second, peace with the West is impossible and the only course of action in defending Islam is through violence (Martin, 2006). Third, the Al-Qaeda considers Muslim government as apostasies and is violently overthrown when they cooperate with the West (Martin, 2006).Fourth, the Al-Qaeda believes that only two sides exist and that no apocalyptic conflict between Islam and forces of evil exist (Martin, 2006). From the time Al-Qaeda was founded in 1989, several terrorist activities were perpetuated in some other parts of the globe. In October 1993, the World Trade Center was attempted to be blown by Ramzi Ahmed Yusef (Katzman). In June 25, 1996, US Servicemen were killed while hundreds were wounded when a bomb exploded outside the Khobar Towers in Dhahran, Saudi Arabia (Martin, 2006).Then in August 7, 1998, a bombing was withal planned n the US Embassies in Nairobi, Kenya and Tanzania that caused almost 200 innocent people. The USS Cole was in any case slanderd by suicide bombing in October 12, 2000 where 17 sailors were killed (Martin, 2006). The most damaging terrorist activity was the terrifying 9/11 attack. The 9/11 terrorist attack has totally crashed the World Trade Center in cutting York. The third plane was directed Pentagon killing hundreds of people and the quartetteth plane crashed in the Pennsylvania field (Martin, 2006). The 9/11 terrorist attack has drastically changed the worlds perception on terrorism.Likewise, the attack has changed the worlds perception about Osama bin Laden. Primarily, the target of Al-Qaeda is the US government and the Ameri stub people. America has been considered as the enemy of the Muslim nation because of the wars perpetrated against them. The economic embargo and the control over the worlds economy have been highly criticized by the Muslim nation. Eventually, the perception that the West is the enemy to Muslim nations has been shaped. Since the West is considered as the enemy, the Al-Qaedas target has been the American people.It is noteworthy that all the attacks have been perpetrated against US embassies and US nationals. Aside from the Americans, the terrorist also targeted citizens of Europe, Israel, Russia and other allies of America. Likewise, the 9/11 is a clear message or expression of hatred of terrorist against the Americans. In dedicate to trace a clear and stro ng message, the terrorist has implemented high-profile target. In addition, they adopted the suicide bombing as a means of carrying out their designs because it is simplified and a means of eliminating last minute flexibility (Mannes, 2004).In addition, they targeted high officials and use the media in sight for the government not to undermine the target. Al-Qaeda also adopted the unconventional means of acquiring information through an extensive research and contacts of professionals. Internet has been essential for Al-Qaeda in penetrating the security, intelligence, and military organizations of other countries. Notably, the information the Al-Qaeda has gather were used in planning their attacks in several countries. Additionally, Al-Qaedas primary goal was to obtain nuclear weapon (Mannes, 2004).The Al-Qaeda has successfully created their own bomb through the documents they have captured. Besides, professionals were also recruited and being turned into a radical in order to obt ain materials from the outside. Interestingly, the group was able to create a biological weapon through the extensive research done by Ayman Zawahari, a medical doctor (Mannes, 2004). The group also studied in order to create their own weapons. Another tactic of the Al-Qaeda in carrying out their mission is to at least impair the economy of other country.This has been done by terrifying tourists through kidnapping of foreign nationals visiting a particular nation. Furthermore, bombing of public places has also threatened tourists from visiting places occupied by terrorist groups. In assessing the Al-Qaeda organization, it can be observed that the group has been patient and enduring in order to succeed in their plans. The tactics and strategies adopted by the group can be considered to have been brilliantly drafted and carried out. However, the group was molded and blinded by extremism. On the part of the American government, the 9/11 attack cannot just be disregarded.Right after the attack, the administration of Bush formed the 9/11 Commission. Primarily, the Commission was directed to conduct an investigation on the bombing. Thereafter, the name of Al-Qaeda appeared. In response to the 9/11 attack, Bush administration has created a vernal federal official office of mother country certification nine days after the attack (Andryszewski, 2004). Pres. Bush also signed into law the U. S. Patriot Act, 45 days after the 9/11/. In addition, then President Bush also signed the Homeland Security Act of 2002 in November 22, 2002 (Andryszewski, 2004).All these were the result of the fear of other terrorist attack. Furthermore, these laws have essentially changed the essence of security in the country. Meanwhile, in order to identify the targets of the laws, the government found the need to define terrorism. Terrorism has been defined by Federal Bureau of Investigation (FBI) as the unlawful use of force or violence against persons or property to intimidate or coerce a Government, the civilian population, or some(prenominal) segment thereof, in furtherance of political or social objectives (Sauter and Carafano, 2005, p. 65).From the definition, it is clear that terrorism has been recognized to exist within the country targeting the citizens and outside the country targeting Americans. Hence, the counterterrorism laws have been designed to deal with terrorism within and outside America. One of the weapons of America in fighting terrorism is the Homeland Security which has been referred to consists of all military activities aimed at preparing for, protecting against, or managing the consequences of attacks on American soil, including the CONUS and U. S. territories and possessions.It accepts all actions to safeguard the populace and its property, critical infrastructure, the government, and the military, its installations, and deploying forces (Larson, et. al. , 2000). As to the military function of the Homeland Security, it has five major key areas of focus. One is the WMD domestic eagerness and civil support (Larson, et. al). Second is continuity of government to ensure or restore civil authority (Larson, et. al. , 2000). Third is border and coastal acknowledgment which includes way of large-scale refugee flow and revention of WMD smuggling that may potentially create threat to security (Larson, et.al, 2000). Fourth is the continuation of military operation (Larson, et. al. , 2000). And, last is the national missile defense (Larson, et. al. , 2000). In domestic preparedness, the FBI and Federal Emergency Management Agency (FEMA) can request from the segment of Defense the cooperation of the federal Army (Larson, et. al, 2000). Likewise, the subject Guard can also participate in maintaining civil authorities. Interestingly, military has an essential role in all areas of Homeland Security.In a broader scope, the Homeland Security is defined as a concerted national effort to prevent terrorist attacks within United Sa tes, reduce Americas vulnerability to terrorism, and minimize the damage and recover from attacks that do occur (Bolt, Colleta, and Shacklford, 2005, p. 433). In order to effectively fight terrorism, the administration of Bush has formed the Department of Homeland Security. The Department is composed of 22 federal departments, agencies, and bureaus from Central Intelligence Agency, FBI, DOD, and Center for Disease Control and Prevention (Andryszewski, 2004).These different agencies have been divided into board of directorss with unique duties and jurisdiction. The first is the Border and Transportation Security Directorate which is responsible for ensuring the borders of America from terrorists coming from the outside of the country (Homeland Security, 2009). Aside from that, the Directorate ensures safety of land, sea, and air transportations. Immigration laws are also attached to the province of the Directorate. The second is the Emergency Preparedness and Response Directorate wh ich is tasked to coordinate with federal government in case of attack (Homeland Security, 2009).The third is Science and Technology Directorate responsible for biological, radiological, and chemical attacks, and nuclear weapons (Homeland Security, 2009). The last is the Information Analysis and Infrastructure Protection Directorate tasked to gather intelligence and information in detecting terrorist activities (Homeland Security, 2009). Furthermore, it is also mandated to identify infrastructures which may be vulnerable to terrorism. An Undersecretary is assigned to administer each Directorate. The Undersecretary has been assigned a task toaccess, receive, and analyze law enforcement information from agencies of the Federal Government, State and local government agencies, and private sector entities, and to integrate such information to identify and assess the nature and scope of terrorist threat to the homeland detect and identify threats of terrorism against United States and unde rstand such threat in light of actual and potential vulnerabilities of the homeland (Bolt, Colleta, and Shackelford, 2005, p. 433). Looking back into the definition, Homeland Security has terce major concerns.First, prevent terrorist attacks in America (Fisher and Green, 2003). Second, reduce the vulnerability to terrorism of America (Fisher and Green, 2003). Third, minimize damages and recovery in case of attack (Fisher and Green, 2003). In preventing terrorist attack, the Department of Homeland Security has enhanced its intelligence and warning devices capable of tracking terrorist activities (Sauter and Carafano, 2005). In addition, national laws have been enacted to deal with domestic terrorism. Security within borders has also been intensified.Furthermore, transportation has been highly monitored to detect travelling terrorists. In the second duty of the Homeland Security, the Department is tasked to minimize vulnerability by curbing either possibility of bringing any weapon of mass destruction into the country. This way, critical infrastructure and catastrophic terrorism are prevented (Sauter and Carafano, 2005). These kinds of terrorism involve attack through computer. Finally, the third duty is fulfilled by improving the capability of the Department in responding to a terrorist attack.Response may not only involve military defense but rather, it entails preparedness in rescuing lives of the victims and in containing the place attack to limit the number of victims. Another prevalent counterterrorism law of the government is the U. S. Patriot Act. Since the Act was absolutely enacted into law as it was signed 45 days after the 9/11 attack, the Act was perceived to be an effective means of curbing terrorism. Primarily, the U. S. Patriot Act was enacted to prevent terrorism but has effectively expanded the strength of the law enforcement and intelligence agencies in carrying out their duties with regard to terrorism.There are basically four ways in car rying out the responsibilities of the Act. First, the Act applies to fighting terrorism through the use of investigative tools previously available in fighting other forms of organized crime (Katzman). Second, the Act has eradicated any kind of barriers that hinders the free flow of information between and among law enforcement (Katzman). Third, the act validated the use of new technology and identifying new threats (Katzman). Last, the Act has created new terrorism-related crimes and increased penalties of crimes (Katzman).Under the first way, the tool that has been accepted or legitimate includes electronic surveillances to detect terrorism in full-range and roving wiretaps to be authorized by a federal judge (Katzman). Through the roving wiretaps, the authorities are allowed to use electronic surveillance in response to time-sensitive criminals or terrorist activities (Purpura, 2007, p. 176). In addition, federal agents can also conduct investigations secretly under the authori ty of a valid warrant obtained also secretly. The person being investigated is not also informed about the warrant.Through this, the federal agents would be able to identify agents, eliminate immediate threats, and coordinate the arrest of suspected individuals (Katzman). Furthermore, business records of individuals linked to terrorism can be examined through the order sought from the Foreign Intelligence Surveillance Court (Katzman). The information held by one federal agency can also be shared to other agency in order to effectively fight terrorism. Traditionally, each agency kept information confidential from other agencies in adherence to the agencys independence.However, through the Patriot Act, the confidentiality of information or record is no longer controlling. In order to fully empower the federal agents in eradicating terrorism, jurisdiction as to warrant has been made general. Warrants can be obtained in any district and may be executed at any place being investigated fo r terrorist activities. Interestingly, cyber hacking has also been allowed in order to trace communications related to terrorism and at the same time tract hackers (Katzman).Furthermore, in order to fully prevent any terrorist activities and ensure the punishment of terrorists, the Act has increased penalties and added crimes that are categorized as terrorism. Among the crimes includes harboring any person linked to terrorism. Likewise, conspiracy crimes and offenses have been redefined and penalties of such have been increased. There has also been a specific penalty for mass transit attack and attacks using biological weapons. Finally, some terrorist crimes have no statute of limitation while some crimes have a lengthy.It is noteworthy that the Patriot Act has been criticized because of some acts that are obviously interfering with the rights of the citizens. Through the Act, the security in airports has been intensified and the law enforcers are even authorized to detain immigrant s or suspected terrorist within the authorized time of detaining a person for questioning. compose has also been prevalent because Arabs, Muslims, and Asians were treated separately. Visas and passport of these people were also subjected to strict scrutiny. In addition, library records have been authorized by the Act to be reviewed by the federal agents.Furthermore, Emails can also be tracked by the federal agents on the mere basis of suspicion. More importantly, bank transactions suspected of funding a terrorist activity can be legally tracked by the federal agents. This has in fact changed the law on money laundering. Since the establishment of the Department of Homeland Security and U. S. Patriot Act, terrorism has been effectively deterred. The enhancement of security measures within borders and ports have hindered terrorist from pursuing their evil designs. In addition, several crimes such as smuggling have been prosecuted through the effectuation of the counterterrorism laws .Several terrorist suspects have also been arrested through the active fulfillment of the federal agent of their duties. In line with this, suspects were thoroughly investigated collectable to the expansion of the courts jurisdiction in trying and hearing terrorism cases. Remarkably, the laws have effectively brought back security within the nation. The fear of another terrorist attack has finally been eradicated. Despite criticisms, the effort of the government in curtailing terrorism has bear fruit. Notably, the people behind the 9/11 attack and other terrorist attacks have been prosecuted and punished accordingly.The very seat of terrorism has also been bombarded and paralyzed in order to prevent the rise of any sign of terrorism. The measures taken by the U. S. in fighting terrorism has also been adopted by other countries in their own fight to terrorism. The application of the counterterrorism laws has also reached policies of other countries. One of which is the Money make c lean Law which has affected the bank transactions that passes through countries. Meanwhile, financial supports from suspicious donor have contributed to the success of terrorist activities.In order to avoid the free flow of the cash in hand to support suspicious organizations, the government has strictly monitored bank transactions involving suspicious depositors and suspicious funds through the Patriot Act. Terrorist acts have also been effectively deterred at the very port of entry. The security equipments have been intensified and upgraded to detect any weapon that may be used to perpetrate a terrorist activity. Such equipments include scanners, surveillance cameras, and x-ray machines. The use of such equipments has been legally justified by the counterterrorism laws.Remarkably, all these measures have been effective in pacifying the nation from the threat of terrorism. Conclusion Traditionally, security can be acquired through the walls erected around houses. Terrorism, on the other hand, was considered as a petty problem even so a crime capable of being curtailed. More importantly, any act of terrorism can be disregarded by the government and responded through defensive military attack. However, the essence of security and terrorism has drastically changed after the 9/11 attack. Terrorism has become real and the injury it causes is unimaginable. Terrorism has also become the main enemy of the whole world.It also united the international community in curtailing and in eradicating any sign of it. Likewise, the 9/11 has angered America. The architecture of the attack also proved that Al-Qaeda can penetrate and destroy the security of America. The worlds perception of security has also drastically changed. America, on the other hand, has been quite paranoid about its security. However, it cannot be blamed because of the damaged caused by the 9/11 attack. The America viewed threat to have existed within and outside its territory. More importantly, the reali ty about Al-Qaeda has finally been revealed through the bombing of twin towers.Al-Qaeda has indeed existed for a very long period. It has been living as a shadow that its existence was doubted by security forces. The organization has also been intelligent in carrying out its mission by extensively and safely planning the attacks. Likewise, the measures it has adopted in implementing the plans are sure yet deadly. But such cannot be considered difficult because of the ideology that has been instilled among the members. On the part of the victim of the attack, the countermeasures that have been adopted are the Homeland Security and U. S. Patriot Act.The Homeland Security was established as a means of centralizing the effort of the government in curbing terrorism. The Patriot Act, on the other hand, has enhanced the power of the federal agents in carrying their responsibilities with regard to terrorism. Any means that may be effective in tracking any sign of terrorism has been adopted and utilize all throughout the country. Above all, the intelligence and security capabilities of the federal government have been heightened to effectively and efficiently eradicate terrorism. Both laws have been directed against terrorism.Upon the implementation of the counterterrorism laws, several changes have transpired. The enhancement of security has ensured the safety of America and American people. Several terrorist has also been arrested and punished accordingly. More importantly, the fear that has been instilled by the 9/11 attack among the people has been pacified. Peace and security has also been restored. Above all, no terrorist attacked against America followed. Hence, the measures adopted and implemented by the government has been effective and responded to the international problem. References Andryszewski, T. (2004). Terrorism in America.New York Twenty-First Century Books Atkins, S. (2004). Encyclopedia of modern worldwide extremists and extremist groups New York Greenwood Publishing Group. Bolt, P. J. , Coletta, D. V. , and Shackelford, C. G. (2005). American defense policy. Johns Hopkins University Press Homeland Security. (2009). Department Components. Retrieved marching 9, 2009, from http//www. dhs. gov/xabout/structure/ Katzman, K. (17 August 2005). Congressional Research Service. Al Qaeda Profile and Threat Assessment. Retrieved March 9, 2009, from http//fas. org/sgp/crs/terror/RL33038. pdf Larson, E. V. , Peters, J. E. , Arroyo Center, and Rand Corporation.(2000). Preparing the U. S. Army for Homeland Security Concepts, Issues, and Options. New York Rand Corporation. Mannes, A. (2004). Profiles in terror the guide to Middle East terrorist organizations. New York Rowman & Littlefield. Martin, G. (2006). Understanding Terrorism Challenges, Perspectives, and Issues. New York Sage Publications. Purpura, P. P. (2007). Terrorism and Homeland Security An Introduction with Applications New York Butterworth-Heinemann. Sauter, M. , and Carafan o, J. J. (2005) Homeland Security A Complete Guide to Understanding, Preventing, and Surviving Terrorism. New York McGraw-Hill Professional.

Society: Comparison to the Panopticon

According to Wikepedia, a panopticon is a type of prison where the beholder is able to watch the pris peerlessrs without the prisoner knowing when they be organism watched. The concept of the design is to allow an obtainr to observe (-opticon) all (pan-) prisoners thereby conveying what one architect has called the sentiment of an invisible omnisciece. The panopticon was invented by English philosopher Jeremy Bentham in 1785. Bentham himself described the Panopticon as a new mode of obtaining forcefulness of mind over mind, in a quantity hitherto without example.Michel Foucault, a French philosopher and historian of ideas uses this term in his book Discipline and Punish the Birth of the Prison as a metaphor to explain society. I will try to breakdown this metaphor to explain what Foucault means by this. Foucault explains we ar living in a governance where everything we do is survellience, thus we are living in a panopticon. We may feel that we have total privacy, but if we real ly sit back and observe we will come to an understanding that we are always being surveillance. Everything we do is recorded and monitored just like in the panopticon.We can non go to the bloodline without cameras watching us or drive down the highway freely speeding without fear of getting caught by a police watching us. As similar to the panopticon we do not exactly know when we are being watched, but when we get the feeling we are being watched, we tend to try and wear perfectively. . The Panopticon is a machine for dissociating the see/being seen dyad in the peripheric ring, one is totally seen, without ever seeing in the central tower, one sees everything without ever being seen.But he overly proposes that not only prisons but most ordered structures like schools, factories, hospitals, workforces all resemble Benthams panopticon. The purpose of this panoptcicon is to tame ind ividuals in a way of functioning power and discipline in order to have a structured society. Fouc ault says, The panoptic schema, without disappearing as such or losing some(prenominal) of its properties, was destined to spread throughout the social body, its vocation was to become a generalized function. (Discipline 207) We are under a power because we are pressure to behave in a way that is not our own to refrain from being disciplined.In our society we have places for people who refuse to follow the structure of our society they are places of restraints to tame the threats of society like hospitals, correctional facilities, and alternative schools that applies the panoptic schema. Panoptic living not only affects physically but also mentally. We know that we are being watch, because cameras are all around but the point is we do not know when we are being watched therefore we are forced to have good behavior at all times. The workforce can be a good example of this.Take into account a customer service representative in the call center must answer questions and assist with an y concerns or complaints a customer may have. make up if a customer is rude, the representative is under a restraint because all calls are recorded at random and the representative is forced to be enthusiastic, harming and patient with the customer even if it results in verbal abuse by a customer. This creates a problem because the person is being forced to be perfect in an imperfect society.We are all under some form of power to conduct ourselves in a way that is acceptable to our society. Therefore we are constantly watching each others actions and if society disapproves accordingly we are being disobedient to the power and therefore must suffer discipline. But because most of us fear punishment we continue to try to behave appropriately and then it becomes a norm we are use to doing. When we do something out of the norm, we are then frowned upon at as some type of threat to society.An example of this given is from the book Tess of the Durbyvilles, the character Tess is living in a panopticon because her society is based in a time where she is suppose to have a husband, but her society gossips about her because she has a baby out of wedlock. People looked at her as perverted because she did not follow the moral structure they are used to. No one bothered to ask any questions they only assumed she was different which is something they did not like. This panopticon serves a good purpose even though it focuses soley on discipline and power.Although we are being watched everyday, if we did not have discipline then our society would not function well, and we would be among murders, thieves, and would fear for our lives. We are among criminals now but because we have institutions to tame them and force them to be a part of society or if they film not to be then they are kept away from the perfect society we are constantly trying to form and improve. Although we are under power of the panopticon, we are given a sense of protection within our society and theref ore we are willing to accept the control we are under.