The Great War Essays (1238 words) - Georges Clemenceau,

The Great War The Legacy of the Great War After reading William R. Keylors The Legacy of the Great War, I realized the important events that pertain to the international relations. Until our present day there has not been so many great leaders come together to address issues such as: politics, economics, and social settings in Europe. This is the beginning of the problems in European civilization. The Paris Peace conference had a total of twenty-seven countries with their highest representatives and aides who devise a peace settlement. For two months they had redrawn the map of Europe with political and economical arrangements. It took another six months for the leaders who defeated the Central Powers to decide which rules that would govern the postwar order. The Central Power leaders are also known as the Big Four who was: President Woodrow Wilson of the United States, Prime Minister David Lloyd George of Great Britain, Premier Georges Clemenceau of France, and Prime Minister Vittorio Orlando of Italy. After all the peace makers of the treaties was creating the fire for the Second World War in 1939. During the Peace Conference there was two themes that was very critical. The first is that each victorious European ally had betrayed the new diplomacy of President Woodrow Wilson and therefore deprived the postwar international order of its moral McIntire 2 justification. The second theme is the Carthaginian settlement, which the victors virtually dismantled Germany of all of its power economically and military. When the Peacemaking conference began, President Wilson promised Poland a free and secure access to the Baltic Sea. (p.19) The port of Danzinger had an overwhelmingly German population there with different religious practices. With self-determination Wilson balanced antithetical considerations. He already promised Poles a free port, and France also wanted to weaken Germany by giving Poland territory. The outcome of the German-Polish Frontier is a free international port in the hands of Polish control. After the war the French wanted to destroy the German economy. The French wanted control of the German coalmines. But Wilson would not agree. He was looking out for the Germans economically. Premier Clemenceau called Wilson pro-German which obviously hurted the President. (p.29) With this going on President Wilson was self-determine to do his best for the redrawing of Europe. Most leaders in France believed the way to weaken Germany without hurting it economically was to move Germans under rule of other nations. Most of these small states have never set up a stable government for themselves and adding large amount of Germans to their native lands could be dangerous. This is one way how Wilson and his delegates were violated. One of French main goals in the Peace Conference was security from the Germans in the future. The only way for this is if the Americans and British take charge, and give the Germans a punch and never let them get up again. Germany is the strongest country on the continental Europe. The Germans have the Rhineland, which is a shield McIntire 3 against aggression. On April 22, 1919 Wilson and George came up with a French security formula. The pledge to defend France against any German aggression, and German disarmament, reduction of the German army to 100,000 men, demilitarization of a zone fifty kilometers east of the Rhine. (91) The French wanted the Rhine River for an allied military base at the four main crossings. Wilson would not allow this, because it would break his national self-determination. During the Carthaginian Peace settlement, John Maynard Keynes published a book called The Economic Consequences of the Peace. According to Keynes he is a hostile critic of President Wilson and his Fourteen Points peace treaty. (122) With Keynes facts I believe he was totally correct. The treaty ignored the economic problems that Germany faced. Germany is economy was built on coal and iron. After the treaty the coal could not be mined or delivered to other countries. Also, seventy-five percent of the iron ore came from Alsace-Lorraine, which the French reclaimed after WWI. With the cutback of coal and iron Europe was even more unsettled then it was. I believe that Germany was responsible to pay for the war damages. Since they started the war

How the 2016 Republican Primaries Worked

How the 2016 Republican Primaries Worked The 2016 presidential election was notable for many reasons, not the least of which was the outcome. Major changes to the Republican primary system made in the wake of the 2012 election were intended to speed up the candidate-selection process. But it didnt quite work out that way. What Happened in 2012 Party rules put in place before the 2012 presidential election  lengthened  the amount of time it took the eventual nominee to secure the 1,144 delegates necessary for the nomination. The top three candidates,  Mitt Romney, Rick Santorum, and  Newt Gingrich, were locked in a tight race until the very end, when Utah held the last of the primaries in the nation on June 26. The party convention was held a month later in Tampa, Florida. That November,  Romney  lost by a wide margin to President Barack Obama, giving Obama a  second term in the White House. Two years later, Republican Party leaders met to draft rules for the 2016 primaries. Their chief concern was avoiding another drawn-out primary battle that would force the eventual nominee to spend too much time and money defending himself from attacks by members of his own party. Republican National Committee Chairman  Reince Priebus put it this way in 2014: We have been saying for months that we were no longer going to sit around and allow ourselves to slice and dice for six months, participate in a circus of debates, that we were going to take hold once again of our responsibility at the Republican National Committee because we are the custodians of the nomination process, he said. The 2016 Primaries Per tradition, Iowa Republicans voted first; they caucused on Feb. 1, 2016, and gave Texas Sen. Ted Cruz a slim win over Donald Trump, 28 percent to 24 percent. A little over a week later, New Hampshires GOP held the nations first primary on Feb. 9. Trump won a commanding 35 percent of the vote. Ohio Gov. John Kasich, who would dog Trump throughout the campaign, took second place with 19 percent of the vote. South Carolina and Nevada voted later that month, and Trump won both states. But Sens. Marco Rubio of Florida and Ted Cruz also did well. The ground was set for a fast, brutal primary fight leading up to the July 18 beginning of the national convention.   Because Iowa and New Hampshire guard their first-in-the-nation status so dearly, the GOP rules made sure that any states that tried to vote earlier than these would be punished by losing delegates at the national convention. Victories in these early states would also give an early boost to the winners. Once March began, the pace quickened. States holding their primaries between March 1 and March 14 had to award their delegates on a proportional basis, meaning that no one candidate could likely win the nomination before late-voting states held their primaries. States voting on March 15, 2016, or later could award their delegates on a winner-take-all basis, meaning candidates will likely pay more attention to them.   As the weeks wore on, the contest came down to Trump and Cruz, with Kasich a distant if vocal third. By the time the Indiana Republican primary took place on May 3, it was apparent that Trump would win the nomination after Cruz came in second in that contest and subsequently dropped out of the race. Trump officially crossed the delegate threshold of 1,237 when he won the North Dakota primary on May 26. Aftermath Donald Trump went on to win the presidential election that November ​and the Republican Party maintained its control of both houses of Congress. Yet even before the election, some party leaders were already talking about changes to the 2020 primary system. Among them was a proposal to allow only registered Republicans a vote. Trump won primaries in both South Carolina and Nevada in part because both states permitted independents to vote. As of August 2017, the GOP hasnt yet implemented these reforms.

Best Private Schools in Texas

Best Private Schools in Texas Looking for the best private school in Texas for your child? Check out some of these top institutions in around the Dallas/Fort Worth area of the Lone Star State. Presented in alphabetical order, this list of college prep schools has been generated by considering several key assessment factors, including student and parent reviews on multiple sites, class sizes, college graduation and placement, as well as testing scores. Please contact each school directly for the most updated information about each institution listed. Cistercian Preparatory School Founded in 1962 by monks escaping communist Hungary,  Cistercian Preparatory School  is a Catholic school for boys in grades 5-12.   349 students enrolled6:1 student teacher ratio66% of faculty hold masters degrees and 13% hold doctoral degrees24% students of color20% of families receive financial aid The Episcopal School of Dallas Educating students from different faiths, The Episcopal School of Dallas is a strong co-ed college-prep school with students in pre-school through 12th grade. 1,150 students enrolled20% students of color28% Episcopalian students52% boys 48% girls$3.5 million awarded to students for financial aid20% of students receive financial assistance7:1 student teacher ratioAverage class size of 16 Greenhill School In Addison,  Greenhill School  is an independent co-ed PK-12 school whose mission is to encourage excellence and openness in learning. 1,292 students enrolledAverage class size of 16 (Preschool is 15)44% students of color61% of faculty hold advanced degrees15% of students receive financial aidMore than $5 million in financial aid available to qualified families The Hockaday School The Hockaday School  for girls in pre-kindergarten through 12th grade, and sends 100% of its graduates on to college. With a 9:1 student to teacher ratio, this school provides an educational experience that promotes success.   486 students enrolled74 boarding school students enrolled36% students of color16% of students receive financial aid Parish Episcopal School Parish Episcopal School is a pre-K through 12th co-ed school for students of all faiths. Parish graduated its first class of seniors in 2007. 1,100 students enrolled8:1 student teacher ratio in PK-K, 14:1 in grades 1 and 2, 17:1 in all other grades22% diversity23 faith backgrounds100% of graduates are accepted at four-year colleges and/or universities St. Marks School of Texas Dallas, Texas boasts a number of single-sex schools, including St. Marks School of Texas, a non-sectarian, college-preparatory independent day school for boys in grades 1-12. 865 students enrolled8:1 Student Teacher RatioAverage Class Size: 1571% of faculty with advanced degrees100% of seniors attend a 4-year college or universityAdmits 22% of applicants annually46% students of color$2,400,000 budget for financial aid awards to qualified families Trinity Valley School Trinity Valley School is a K-12, independent, coeducational, college-preparatory school that has remained committed to a broad liberal education in the arts and sciences, culminating in the knowledge, skills, and wisdom to enable our students to excel at an appropriate college or university.  Ã‚  Ã‚  Ã‚  Ã‚   970 students enrolled10:1 student to teacher ratioApproximately 20 students per class Ursuline Academy Ursuline Academy is a Catholic college-prep high school for girls in grades 9-12. The alma mater of philanthropist Melinda French Gates (who has given millions of dollars to the school to build a state-of-the-art science, math, and technology center), Ursuline Academy is also the oldest Dallas school in continuous operation. More than 800 girls enrolled30% students of colorMore than $1.2 million in financial assistance and merit scholarship awards given26% of students receive some form of financial assistance Yavneh Academy Founded in 1993 for Jewish students of all affiliations, Yavneh Academy is a modern Orthodox high school for girls and boys. 120 students enrolled3:1 student teacher ratioAverage class size of 10Less than 10% students of color Click here for a full list of​ Private Schools in Texas Article edited by  Stacy Jagodowski

Fireworks and Explosives Research Proposal Example | Topics and Well Written Essays - 1500 words

Fireworks and Explosives - Research Proposal Example As per the advanced analysis in of fireworks, it reveals that â€Å"potassium nitrate†, primarily the main chemical ingredient in gunpowder, is still an imperative element utilized in quite a lot of current explosives. (Michael S. Russell) An â€Å"explosion† is a chain of chemical reactions induced by fumed energetically unstable explosive materials that generate a rapid and aggressive oxidation reaction resulted in the production of the huge mass of hot gases and heat. Due to the mass force of gas and heat, it expands rapidly and forms a blast, further forming shock wave giving the blast its destructive power. (Gail Kay Haines) The â€Å"explosive train,† also termed as an initiation sequence or â€Å"firing train† is the series of charges that progress from moderately small levels of energy to instigate the absolute volatile material/main charge. There are two types of explosive trains Explosive materials comprise of any one of a chemically unadulterated compound like â€Å"nitroglycerin† or a mixture of an oxidizer and a fuel such as â€Å"black powder, flash powder, Sprengel explosives, ANFO, Panclastites† etc. For the understanding of explosive materials based on mixtures of fuel and oxidizers following equation can be useful: Diverse explosives utilize, unlike chemical reactions. The most primitive known explosive was gunpowder. Gunpowder or black powder is considered a grand historical significance in chemistry. The principal application of gunpowder is as a â€Å"propellant.† Gunpowder was invented by Chinese alchemists during the 9th century. (Appleton) The gunpowder was prepared by assimilating rudimentary sulfur, charcoal, and potassium nitrate. The â€Å"Potassium nitrate, sulfur in addition to carbon† retort collectively to produce nitrogen & carbon dioxide gases along with potassium sulfide.  Ã‚  

Literary Analysis Article Example | Topics and Well Written Essays - 1250 words - 1

Literary Analysis - Article Example The war with the Koreans symbolized a sense of not belonging or alienation in America. The story is a portentous reminder of the devastations that families went through and male emigration during the Vietnam War. The story provides different versions of the Chinese-American experiences and different contradictions that shaped these experiences. The character ‘Brother’ reveals the contradictions that shaped Chinese-American experiences that were felt during the historical period in which the story is set. The younger of the author highly opposed the Vietnam War. The brother was forced to make a decision between running away to Canada and going to the Vietnam War which made him enlist himself in the navy in order to fight in that war even though he joined the navy with no intention of killing anyone. Even though he was born in America and fought for America, the brother remained an object of suspicion. The author points out how many Chinese men were going into America in order to avoid being forced to serve in the Chinese military. During the basic training, he was asked by the company commander on where he came from. He was also found to speak pretty good English which makes him a communications specialist. This entails something analogous to a certification or the confirmation of his Americanness. In this chapter, Kingston imagined of how her brother was able to resolve the contradictions that were faced by the Chinese Americans-this is a sense of a fragmented belonging and identity . He was able to manage both Chinese and American hence bringing in an integrated identity (Ludwig and lexoae-Zagni 152). Her brother moved from one experience to the other and in he returned back to America in the end. The brother had managed both Chinese and Americans but ended up returning to America, which brings in a contradiction of the Chinese-American experience. A similar case is found in â€Å"Birds of paradise lost† by Andrew Lam. The story is

Discipline and Improve Students Behaviour in Classroom Education Essay Example for Free

Discipline and Improve Students Behaviour in Classroom Education Essay The problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms, teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation to successful behaviour implementation. The first paragraphs give different definitions conversant with behaviour and discipline according to the authors’ view. The continuation of the literature review is presented by different approaches and strategies concerning a good behavioural management. This elaboration sets out some of the arguments and recommendations which are discussed in more detail. Charles C. M. submits several definitions corresponding to behaviour: Behaviour refers to everything that people do. Misbehaviour is behaviour that is not appropriate to the setting or situation in which it occurs. Discipline†¦ are strategies, procedures, and structures that teachers use to support a positive learning environment. Behaviour management is a science that puts an accent on what teachers have to do to prevent misbehaviour (Charles 1). Students’ behaviour depends on several factors such as traditions, demographic settings, economic resources, family, experiences, and more. Some authors have made important contributions in managing classroom discipline related the twentieth century. Jacob Kounin (1971), one of them, reports that appropriate student behaviour can be maintained through classroom organization, lesson management, and approach to individual students. Rudolf Dreikurs (1972) on the other hand emphasizes the desire to belong as a primary need of students in school. He identifies types of misbehaviour and gives ideas about how to make students feel a part of the class or group (p. 63). William Glasser (1986) shows another view, making a case that the behaviour of someone else cannot be controlled. He reckons that everybody can only control his own behaviour. Personally I support this idea that we must control ourselves. According to the opinion of the other authors, Linda Albert’s, Barbara Coloroso’s, Nelson and Lott’s a good discipline in the classroom can be achieved through Belonging, Cooperation, and Self-Control. A similar idea of classroom management is also presented by Rackel C. F who declares that the teachers, considered it was necessary, â€Å"to develop students’ sense of belonging to the school† (p. 1071) The author supports the opinion of the significance of a good school climate and tells that it might be precondition for facilitating positive youth development (Rackel C. F 1071). In order to attain to a good classroom atmosphere there is a need of growing positive relationship between students and teachers, motivation the students’ participation and clear rules to control classroom discipline (Rackel C. F 1072). In addition these above-mentioned views can be defined as a positive outlook as regards to improving the classroom management. Another point of view inside the subject of managing discipline is through active student involvement and through pragmatic Classroom management (Charles, C. M. 2007, p. 7). Discipline through raising student responsibility is also positively oriented approach for classroom management. The three principles that improve behaviour presented in the article â€Å"Self-assessment of understanding† are positivity, choice, and reflection (Charles, C. M. 12). There the author explains the principles meaning. He states that being positive means being a motivator. When students have opportunity to share their choices they can present themselves with a good behaviour. â€Å"Asking students questions that encourage them to reflect on their behaviour can help them to change behaviour† (Charles 14). Rebecca Giallo and Emma Little (2003, p. 22) from RMIT University Australia give their comments also on classroom behaviour management. They claim that confidence is one of the most important characteristic that influence teachers’ effectiveness in classroom management. Giallo and Little (2003, 22) based on the previous statement of Evans Tribble accept that less confident teachers seem more vulnerable to stressful classrooms. They maintain the theory that the classroom stress is a reason for giving up a teacher’s career. In school the stress can be overcome through involving of drastic measures concerning managing a good discipline. One of the most popular strategy for solving behaviour problems is punishment. By reason of the popularity of the subject in the field of education, many experts have written articles and books as well as given lectures on discipline and punishment. Anne Catey based on Dreikur’s words considers that there is no need of using punishment in class. Based on Catey’s words kids need to have a chance they can share their ideas in the class (1). This is the best way to â€Å"smooth, productive functioning in schools† (Charles, C. M, 1999). Anne Catey from Cumberland High School gets an interview from several teachers in Illinois district about their discipline practices. She accepts the suggestion given by Lawrence as mentioning that, â€Å"very effective technique is a brief conference, either in the hallway or after class, with the misbehaving student† (Punishment, 1). Anne Catey has her own techniques for classroom management. She disagrees with Lawrence viewing about humour as one of the bad strategies for effective discipline and believes that using of humour can be effective if done without abasing the students (Punishment, 1). In this way she gives each one a bit of individual attention. When some of her students are a bit distracted on one task, talking to friends instead of reading Catey says, â€Å"Since I always assume the best of my students, I assume the noise I hear is students reading aloud or discussing their novels. However, it’s time to read silently now instead of reading aloud† (Punishment, 1). This sounds as a good strategy but personally I disclaim this thesis. This doesn’t work all the time. I am trying to be strict with my students and according to this the pupils have to observe the rules in my classes. That doesn’t mean that I admit the severe punishment but rarely the stern warnings. I agree with the following techniques used by Anne Catey (2001) to modify behaviour including giving â€Å"zeroes for incomplete, inappropriate, and/or missing work and taking points off at the end of a quarter for lack of participation and/or poor listening†. As expected, these methods are effective for some of the pupils but not for the others. Related to the above-mentioned topic it could be noticed some of the classroom discipline strategies utilized in Australia, China and Israel. On the basis of elaborated research in these countries some psychologists and school principals (Xing Qui, Shlomo Romi, 2005) conclude that Chinese teachers appear less punitive and aggressive than do those in Israel or Australia. Australian classrooms are presented as having least discussion and recognition and most punishment. In Australia (Lewis, 2005) as concerned to the study the teachers are characterized by two distinct discipline styles. The first of these is called â€Å"Coercive† discipline and comprises punishment and aggression (yelling in anger, sarcasm group punishments,  etc). The second style, comprising discussion, hints, recognition, involvement and Punishment, is called â€Å"Relationship based discipline† (Lewis 7). Coercive discipline according to the above-mentioned authors means the teacher’s behaviour is such as â€Å"shouting all the time, unfairly blaming students, picking on kids, and being rude, to stimulate student resistance and subsequent misbehaviour† (Lewis, Ramon 2). The importance of classroom discipline arises not only from students’ behaviour and learning as outlined above. It depends also on the role of the teacher. Sometimes it is obvious that teachers are not be able to manage students’ classroom discipline and it can result in stress. So,â€Å"classroom discipline is a cohesion of teacher stress† (Lewis 3). Chan (1998), reports on the stressors of over 400 teachers in Hong Kong, claims that student behaviour management rates as the second most significant factor stressing teachers. In the article Teachers’ Classroom discipline several strategies have been presented for improving classroom management. They are Punishing (move students’ seats, detention), Rewarding (rewards, praises), Involvement in decision-making (decides with the class what should happen to students who misbehave), Hinting, Discussion and Aggression. Another strategy for improving discipline in class is conducting questionnaires between the students. It is an appropriate approach for defining students’ opinion about behaviour problems. In each Chinese and Israeli school a random sample of classes at all year levels have been selected. As a research assistant administered questionnaires to these classes their teachers completed their questionnaires (Yakov J. Katz 7). In comparison to all of the mentioned countries the model in China is a little different in that students support use of all strategies except Aggression and Punishment. Based on the conducted research the only strategy to range within a country by more than 2 ranks is Punishment, which ranks as the most common strategy in Australia, and the fourth and fifth most commonly used strategy in Israel and China. The author, Xing Qui generalises that, â€Å"there is not more Punishment at the level 7-12. â€Å"Classroom discipline techniques showed that students in China, compared to those in Australia or Israel, report less usage of Punishment and Aggression and greater use of Discussion and the other positive strategies. At the end of their article â€Å"Teachers’ classroom discipline and Student Misbehaviour in Australia, China and Israel â€Å"(p. 14) the authors recommend that teachers need to work harder to gain quality relationships with difficult students. What I have drawn from reviewing literature so far is that teachers are able to use different techniques for enhancing classroom management in their profession. After making a thorough survey on the above-mentioned issue I would like calmly to express my position. It is harder for the teacher to keep the student focused on any frontal instruction. That’s why as with all classroom management practices, the teachers should adapt what they like to their classroom, taking into consideration the age, ethnicity, and personality of the class as a group, and of them as teachers. Much of the disruptive behaviour in the classroom can be alleviated before they become serious discipline problems. Such behaviours can be reduced by the teacher’s ability to employ effective organizational practices. These skills are individual for each teacher. The lecturer should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. Establishing rules to guide the behaviour of students is also important. Once these standards are set up the teachers have to stick to them. I agree with the authors who prefer involving the positive approach in behaviour management. But I also accept that some situations are more complicated than the others and in this case the teachers must take drastic measures against inappropriate students’ behaviour.

Freely Choosing Between the Divided House Essay -- Literary Analysis,

One of the many questions that are raised in the discussion of the freedom of the will is the reason why we as humans do not love and have turned away from the highest good. According to Augustine’s philosophy, the chains or bonds of bad habits are self-forged by our divided will, also referred to as the divided house. In Book XII of â€Å"City of God† Augustine declares it pointless to look for the cause of the evil will. For the cause, he argues, is â€Å"deficient,† not â€Å"efficient.† Before I can discuss the issues of the divided will, I will explain what Augustine means by â€Å"deficient† as opposed to† efficient† cause as the cause of the divided will. Often times, actions are analyzed by rational explanation or causal explanation. Rational explanation attempts to explain an action by the goals a person might have in his mind at the moment. Causal explanation attempts to find the cause for that particular action. Augustine thinks it is pointless to find the cause of the evil will. Perhaps we should take into account Augustine’s view about The First Sin, when the defection of the bad angels first happened. â€Å"In the beginning when God created the heavens and the earth†¦ And God saw that it was good† (NRSV, Genesis 1). If the Bible states that God created everything good because He is good, then evil, according to Augustine, is the absence of good and does not have any positive being--- defective and lack some perfection. The verb â€Å"defect† means to abandon allegiance to something. Its reason follows the noun â€Å"defect† which means to lack some perfection. One might suggests that an evil wi ll must cause an evil act or choice. Augustine argues that there is no efficient natural cause of an evil will rather the lack of some goodness--- a matter ... ...e is living in "Truth." True Happiness as Reward for Rightly Ordered Love In agreement with Augustine, I believe that like happiness, virtue can only be given by God. Virtue is rightly ordered love. Jesus’ two commandments: love God above all and love your neighbor as yourself, indicates that we should love the most what is objectively the best. Pride is a perverse kind of self-love and also a feature of the will. Pride was the reason why Satan freely willing to choose himself over God. In redemption, Jesus Christ, a model of humility, was the Second Adam who because of grace sacrifices Himself to bear and forgive humans of sins. I believe that we can choose to will good or to will evil. To freely will the love of the highest good means to willingly love God above all. In having this rightly ordered love, God gives the gift of true happiness in the afterlife .

New Revelations of Pre-Columbian America

In his breakthrough book, 1491: New Revelations of the Americas Before Columbus, Charles C. Mann changes myths about the Pre-Columbian America into scientific facts that nobody would deny.   The book is a discussion about the scientific reality of Native American life before Columbus set foot in America.   As it turns out, this view of reality based on scientific details is completely different from what we had previously thought about Pre-Columbian America.   The thesis of Mann’s book may be summed up in his own words thus:When I went to high school, in the 1970s, I was taught that Indians came to the Americas  across the Bering Strait about thirteen thousand years ago, that they lived for the most part in  small, isolated groups, and that they had so little impact on their environment that even after  millennia of habitation the continents remained mostly wilderness.   Schools still impart the  same ideas today.   One way to summarize the views of people li ke Erickson and Balà ©e would  be to say that they regard this picture of Indian life as wrong in almost every aspect.   Indians  were here far longer than previously thought, these researchers believe, and in much greater  numbers.   And they were so successful at imposing their will on the landscape that in 1492   Columbus set foot in a hemisphere thoroughly marked by humankind.After introducing the main thesis of his book – that, in fact, Native Americans were far more civilized than we had previously imagined – Mann begins â€Å"Part One: Numbers from Nowhere† by dealing with New England in the 1600s, and the myth that European technology was far superior to American Indian technologies.   This myth was based on the fact that the Indians did not appreciate guns.   However, the reality is that the Indian moccasins were far more comfortable than the boots of the European; and the canoes built by the Native Americans were speedier and more mane uverable than the small boats made by Europeans.Next, the author gets into a discussion about the reasons for the fall of the Inca Empire.   During this discussion we learn that while the Europeans used metal to make tools, the Indians used it for tokens.   Moreover, the Europeans had used horses while invading the Inca Empire, and the Indians did not have the technology to beat the intruders on horses.   Still, the Inca Empire collapsed mainly because of disease in addition to factionalism.   There had been a civil war after the Native Americans had clashed with the Spanish.   Smallpox and various other epidemics were also responsible for the fall of the Inca Empire.The first part of Mann’s book also tackles the controversy surrounding the number of Native Americans in Pre-Columbian America.   Scholars have disagreed on the population of the Indians.   Whereas Dobyns believed that there were around one hundred million Native Americans living before the fall of the Inca Empire; Henige argued that the population was much less.   Yet, as Mann points out, there is virtually no evidence to suggest that the population of Native Americans was little.In addition to the above, the first part of the book deals with the Aztecs.   According to scientific evidence, the Aztecs were more sophisticated than we had previously believed them to be.   The Greek â€Å"thinker-teacher† model prevailed among them as â€Å"tlamatini.†Ã¢â‚¬Å"Part Two: Very Old Bones† provides scientific evidence linked to the skeletons of Lagoa Santa that were found in Brazil’s caves to conclude that the Indians and the Siberians share common ancestry.   Agriculture, too, is a focus of this part of Mann’s book.   According to the author, the Indians began breeding maize right from scratch given that the crop had no â€Å"wild ancestor.†Ã‚   With the development of maize, the Mesoamerican life was further advanced.   The Olmec c ivilization is mentioned as an example of the high culture that was promoted due to advancement in agriculture.Mann also provides evidence that the Mesoamerican cultures made use of calendars, in addition to wheels.   However, the wheels were used only for small toys.   This is because the Mesoamericans were geographically isolated, and therefore did not have access to other people’s ideas on wheels.â€Å"Part Three: Landscape with Figures† is where Mann brings all of his evidence together to conclude that there are things we have to learn from the Indians.   He discusses the Maya, and points out that the civilization was active in transforming land.   Additionally, the author describes the unique use of fire by the Indians in this part of the book.   Apparently, the Indians used fire to benefit the plants as well as encourage the abundance of some animals.Mann points to the mistake of holding racist views about the Indians in understanding their unique cultu re given that such views cloud our receptiveness to reality.   As a matter of fact, the  Indians had reached their optimal level of environment.   Before Christopher Columbus arrived on the continent, however, the Europeans had changed the landscape created by the Indians.AnalysisIndeed, Charles C. Mann is correct in his belief that we have been collectively fed in with the myth that the Native Americans were culturally backward.   In point of fact, this myth does not surround the Indians alone.   Rather, we are made to believe that all civilizations before the major ones as we know them – the Egyptians, the Greeks, the Muslims, and the United States – were culturally backward.We further tend to believe that it was almost impossible for the civilizations of old to perform the kinds of amazing deeds that we perform today, with respect to our technology.   And so, scholars struggled for a long time trying to understand how the ancient Egyptians built the pyra mids without our present technology.   This struggle to understand was led by speculation.However, speculation is unnecessary when scientific facts are before us.   So, we are aware that the ancient Egyptians had their own technology to build the pyramids.   We do not understand the exact nature of that technology.   We may only know from the evidence we have gathered thus far that some of the civilizations of old were far more sophisticated than we had previously imagined them to be.   This is the case with the Indian civilization.   Perhaps, this was also the case with the people of the Stone Age, who might have developed themselves in terms of  philosophical thinking if nothing else.The fact that we do not possess tomes written by people of the Stone Age or the Indians, does not necessarily lead us to the conclusion that the civilizations in question were less developed or evolved than we are.   Rather, those civilizations used their intellectual capacity in a dif ferent way.   Believers in the scriptures which recount the story of Adam and Eve would all agree that the essential human being has not changed through the ages.   Based on this view, only that which civilizations focus upon in their own time is likely to vary from civilization to civilization, and the human being is the same as he was in the beginning, that is, a being that is curious and would like to see change.The main strengths of Mann’s book are its lucid language, and the vast amount of evidence collected by the author.   Mann makes his book extremely interesting by addressing old myths, and describing the facts that must replace the myths.   The book describes unique fruits, for example, that we had previously supposed to be wild.   Even so, the unique fruits consumed by Indians were as nutritious as today’s fruits.   Mann describes interesting fruits with flavors like vanilla ice cream, for instance, and others that contained high levels of vitami n C and protein.The discussion that this book is made up of is very valuable in helping us understand faulty perceptions.   According to the author, â€Å"Given the charged relations between white societies and native peoples, inquiry into Indian culture and history is inevitably contentious.†Ã‚   To put it another way, white societies may have deliberately kept us away from understanding the significance of the Indian culture.   I believe that this is untrue, given the white societies’ emphasis on knowledge.   Moreover, I trust that the mention of racism should not have been a part of this book.   After all, the book was published in a white society to uncover the reality of  the Indian civilization.   As a matter of fact, given the importance of the scientific evidence in the book, it is expected that this book will be studied in white societies for a long time to come.Works CitedMann, Charles C. 1491: New Revelations of the Americas Before Columbus. New York: Vintage Books, 2006. New Revelations of Pre-Columbian America In his breakthrough book, 1491: New Revelations of the Americas Before Columbus, Charles C. Mann changes myths about the Pre-Columbian America into scientific facts that nobody would deny.   The book is a discussion about the scientific reality of Native American life before Columbus set foot in America.   As it turns out, this view of reality based on scientific details is completely different from what we had previously thought about Pre-Columbian America.   The thesis of Mann’s book may be summed up in his own words thus:When I went to high school, in the 1970s, I was taught that Indians came to the Americasacross the Bering Strait about thirteen thousand yars ago, that they lived for the most part insmall, isolated groups, and that they had so little impact on their environment that even aftermillennia of habitation the continents remained mostly wilderness.   Schools still impart thesame ideas today.   One way to summarize the views of people like Erickson and B alà ©e wouldbe to say that they regard this picture of Indian life as wrong in almost every aspect.   Indianswere here far longer than previously thought, these researchers believe, and in much greaternumbers.   And they were so successful at imposing their will on the landscape that in 1492Columbus set foot in a hemisphere thoroughly marked by humankind.NEW REVELATIONS OF PRE-COLUMBIAN AMERICAAfter introducing the main thesis of his book – that, in fact, Native Americans were far more civilized than we had previously imagined – Mann begins â€Å"Part One: Numbers from Nowhere† by dealing with New England in the 1600s, and the myth that European technology was far superior to American Indian technologies.   This myth was based on the fact that the Indians did not appreciate guns.   However, the reality is that the Indian moccasins were far more comfortable than the boots of the European; and the canoes built by the Native Americans were speedier and mor e maneuverable than the small boats made by Europeans.Next, the author gets into a discussion about the reasons for the fall of the Inca Empire.   During this discussion we learn that while the Europeans used metal to make tools, the Indians used it for tokens.   Moreover, the Europeans had used horses while invading the Inca Empire, and the Indians did not have the technology to beat the intruders on horses.   Still, the Inca Empire collapsed mainly because of disease in addition to factionalism.   There had been a civil war after the Native Americans had clashed with the Spanish.   Smallpox and various other epidemics were also responsible for the fall of the Inca Empire.The first part of Mann’s book also tackles the controversy surrounding the number of Native Americans in Pre-Columbian America.   Scholars have disagreed on the population of the Indians.   Whereas Dobyns believed that there were around one hundred million Native Americans living before the fa ll of the Inca Empire; Henige argued that the population was much less.   Yet, as Mann points out, there is virtually no evidence to suggest that the population of Native Americans was little.NEW REVELATIONS OF PRE-COLUMBIAN AMERICAIn addition to the above, the first part of the book deals with the Aztecs.   According to scientific evidence, the Aztecs were more sophisticated than we had previously believed them to be.   The Greek â€Å"thinker-teacher† model prevailed among them as â€Å"tlamatini.†Ã¢â‚¬Å"Part Two: Very Old Bones† provides scientific evidence linked to the skeletons of Lagoa Santa that were found in Brazil’s caves to conclude that the Indians and the Siberians share common ancestry.   Agriculture, too, is a focus of this part of Mann’s book.   According to the author, the Indians began breeding maize right from scratch given that the crop had no â€Å"wild ancestor.†Ã‚   With the development of maize, the Mesoameri can life was further advanced.   The Olmec civilization is mentioned as an example of the high culture that was promoted due to advancement in agriculture.Mann also provides evidence that the Mesoamerican cultures made use of calendars, in addition to wheels.   However, the wheels were used only for small toys.   This is because the Mesoamericans were geographically isolated, and therefore did not have access to other people’s ideas on wheels.â€Å"Part Three: Landscape with Figures† is where Mann brings all of his evidence together to conclude that there are things we have to learn from the Indians.   He discusses the Maya, and points out that the civilization was active in transforming land.   Additionally, the author describes the unique use of fire by the Indians in this part of the book.   Apparently, the Indians used fire to benefit the plants as well as encourage the abundance of some animals.Mann points to the mistake of holding racist views about t he Indians in understanding their unique culture given that such views cloud our receptiveness to reality.   As a matter of fact, theNEW REVELATIONS OF PRE-COLUMBIAN AMERICAIndians had reached their optimal level of environment.   Before Christopher Columbus arrived on the continent, however, the Europeans had changed the landscape created by the Indians.AnalysisIndeed, Charles C. Mann is correct in his belief that we have been collectively fed in with the myth that the Native Americans were culturally backward.   In point of fact, this myth does not surround the Indians alone.   Rather, we are made to believe that all civilizations before the major ones as we know them – the Egyptians, the Greeks, the Muslims, and the United States – were culturally backward.We further tend to believe that it was almost impossible for the civilizations of old to perform the kinds of amazing deeds that we perform today, with respect to our technology.   And so, scholars strug gled for a long time trying to understand how the ancient Egyptians built the pyramids without our present technology.   This struggle to understand was led by speculation.   However, speculation is unnecessary when scientific facts are before us.   So, we are aware that the ancient Egyptians had their own technology to build the pyramids.   We do not understand the exact nature of that technology.   We may only know from the evidence we have gathered thus far that some of the civilizations of old were far more sophisticated than we had previously imagined them to be.   This is the case with the Indian civilization.   Perhaps, this was also the case with the people of the Stone Age, who might have developed themselves in terms ofNEW REVELATIONS OF PRE-COLUMBIAN AMERICAphilosophical thinking if nothing else.   The fact that we do not possess tomes written by people of the Stone Age or the Indians, does not necessarily lead us to the conclusion that the civilizations i n question were less developed or evolved than we are.   Rather, those civilizations used their intellectual capacity in a different way.   Believers in the scriptures which recount the story of Adam and Eve would all agree that the essential human being has not changed through the ages.   Based on this view, only that which civilizations focus upon in their own time is likely to vary from civilization to civilization, and the human being is the same as he was in the beginning, that is, a being that is curious and would like to see change.The main strengths of Mann’s book are its lucid language, and the vast amount of evidence collected by the author.   Mann makes his book extremely interesting by addressing old myths, and describing the facts that must replace the myths.   The book describes unique fruits, for example, that we had previously supposed to be wild.   Even so, the unique fruits consumed by Indians were as nutritious as today’s fruits.   Mann describes interesting fruits with flavors like vanilla ice cream, for instance, and others that contained high levels of vitamin C and protein.The discussion that this book is made up of is very valuable in helping us understand faulty perceptions.   According to the author, â€Å"Given the charged relations between white societies and native peoples, inquiry into Indian culture and history is inevitably contentious.†Ã‚   To put it another way, white societies may have deliberately kept us away from understanding the significance of the Indian culture.   I believe that this is untrue, given the white societies’ emphasis on knowledge.   Moreover, I trust that the mention of racism should not have been a part of this book.   After all, the book was published in a white society to uncover the reality ofNEW REVELATIONS OF PRE-COLUMBIAN AMERICAthe Indian civilization.   As a matter of fact, given the importance of the scientific evidence in the book, it is expect ed that this book will be studied in white societies for a long time to come.NEW REVELATIONS OF PRE-COLUMBIAN AMERICAWorks CitedMann, Charles C. 1491: New Revelations of the Americas Before Columbus. New York: Vintage Books, 2006.

Counselor’s Role

Counselors are those who listen and help resolve difficulties (Gladding, 2007)). Nonetheless, most people have a vague idea on what counseling is about. This is rooted to how counseling is done in the past. Counseling exists in different trades as advisers or experts in the field. As a profession, counseling is important since it focus on the growth and wellness of people who suffers from mental disorders. It differs from psychotherapy and guidance.Guidance is achieved through helping the person find the best choice. Whereas, counseling is about helping the person create changes to overcome his present condition. Psychotherapy involves with analytic therapy that try to create constructive changes that can take several sessions. It deals with serious mental disorders that are compounded by emotional, social, physical issues and conflicts that was experienced, is experiencing and perceived by the individual (Gladding, 2007).According to the American Counseling Association, (as quoted i n Gladding, 2007), counseling is concerned about an individual’s wellness, pathological concerns and personal growth, it is done in a short-term (not more than a year), their therapies are largely theory based and the process requires developmental intervening. The responsibilities of a counselor to his/her professional association is on the way he/she conducts counseling which is based on his/her intention and/or purpose (Gladding, 2007)). The counselor must be able to establish rapport.He must have enough background knowledge on what was to be counseled, for instance family problem or child delinquencies. The counselor must identify the problem then assess how it will be delivered. In the process of problem solving, the counselor must be open-minded for alternative actions since everything depends upon the client’s reaction/s and participation. It is the ‘responsibility of the counselor to inform the client/s of the confidentiality that an organization (Gorlin, 1999)’ or one’s professional association place on counselors.Counselors must respect the client’s right to know the results, the interpretations made, and the bases for their conclusions and recommendations (Pope-Davis and Coleman 2001). To be able to promote the awareness of the profession to consumer groups and organization, a counselor can try to create blogs and articles regarding how they resolve problems. Counselers can write in news or magazine articles giving out their opinion and somehow differentiating their role from psychologist, educators and trainers (Gllading, 2007). They must engage in public presentations during seminars of civil groups and clubs.They need to make themselves known and how they different from psychologist and educators. Voicing out their opinion on what needs solving and attention could be a great way to promote the awareness of people regarding their profession (Gladiing, 2007). For instance, counsellors in university can affec t the behaviour of the institution concerning color and racial discrimination. When as student ask for their help regarding the matter, most specifically, if a professor made a discriminatory claim, the counsellor can ask the institution for proper actions (Pope-Davis and Coleman, 2001).Through extending their influence to political matters, counselors can best benefit by subjecting the law through their findings and observations to limit the chances that the problems that they resolved or trying to resolve would happen again. Through being informed about the laws, counselors depends their position regarding certain issues (Pope-Davis and Coleman, 2001). Laws about abortion would help the counselor chose the most effective way to resolve a young girl’s dilemma. Establishing connections with prominent legislators would also advance interest.Understanding the political jargon would give a counselor an edge if he/she wants to propose certain changes in law. Lastly, through being persistent, a counselor might affect how legislator think (Gladding, 2007). References Gladding, ST. (2007). Counseling: A Comprehensive profession. GGS Pearson Education, Inc, New Jersey.. Gorlin, R. (1999) Codes of Professional Responsibility. BNA Books. Washington D. C. Pope-Davis, D. and Coleman, HLK. , (2001). The Intersection of Race, Class, and Gender in Multicultural Counseling: Implications for multicultural counselling. Sage Books. Michigan.

How World War II Affected Women in Canada essays

How World War II Affected Women in Canada essays World War II had a significant impact on most of the countries. Although Canada was not attacked, the war had an enormous impact on Canada. Because the men were sent out of the country to fight the war, the condition of women who were left alone at home, were noticeable. The war affected women in many different ways. Watching Bye Bye Blues made it clear to me that the World War II changed the lives and the social status of Women had to face many hardships in Canada during the war. The principle role of women at that time was as wives and mothers. However, because the men were not at home at the wartime, women had to be the head of the family. They had to not only take care of the family but also work to fulfill the needs of the family. People, who thought that women were supposed to stay at home and raise the children, didnt like the women going out to work. At that time in Canada, there werent many jobs for women. Women of the middle-class or lower-class had limited choices for good job, because it required good education and skills to get higher level jobs. Many women at that time worked as sales clerks and telephone operators. Many of them had to learn new skills to get the work. They were normally paid poorly. They had a hard time getting used to the new situation of handling everything by themselves. They had to work hard to survive. In the movie Bye Bye Blues, Daisy, the main character shows how the women like her in Canada had to live to survive the situation. Daisy has to work hard to make her position in the band. Working hard to get money and taking care of children at the same time require lots of hard work and determination. The lives of many women at that time were very lonely as they had to live without their husbands or brothers. The whole responsibility of raising the family was on them. ...

Analyzing The Moral Panic Of Media Media Essay

Analyzing The Moral Panic Of Media Media Essay Thompson(1998) describes 5 key elements in a moral panic. It is something or someone who is defined as a threat to values and interests; the threat is depicted in an easily recognisable form by the media, with use of aspects such as Exaggeration, distortion, prediction and symbolisation. This then causes a rapid build up of public concern. Newspaper coverage and news broadcasts are commonly known to exaggerate issues in society which then encourage the public to react timorous to the concerns. Lastly, moral panics are continuously used to result in; a response from the authorities or opinion-makers. Thus, this included changes made evident from law enforcement, the councils and general charity organisations. The final element is that panic recedes or results in social changes. There are many issues that are often subject to moral panics such as Youth Crime/Gun Crime, Binge Drinking, child abuse, sex and violent behaviour, drug abuse, paedophilia, the law and asylum seekers and immig ration policy. A moral panic can be defined in several ways, one definition is a kind of short-hand for public hysteria, by definition irrational, and is almost always held to be indicative of someone elses behaviour rather than our own (Critcher, 2003). The media directs its judgments and perspectives at members of society that are classed as unacceptable or deviant. In his book Moral Panics and the Media, Chas Critcher explains that Moral panics involve a  ¿Ã‚ ½heightened level of concern over the behaviour of a certain group or category and the consequences that the behaviour presumably cause for the rest of society(Critcher,2003,pg 23). A moral panic must be manifested in concrete ways in other words there must be a public commentary in the form of media; such as newspaper coverage and news broadcasts. In relation to Thompsons description the media then proposes legislation and social movement activity. The media is acting as a voice for the public; some may argue that it offe rs biased/distorted views of issues which therefore cause a moral panic. Conversely, it can also be argued that the media plays a crucial role in establishing a moral panic as a way of creating awareness to the public; thus without media involvement this is not possible. A key subject that is continuously making heavy appearances in tabloid newspapers and news broadcasts daily; is Gun/Knife crime which is commonly affiliated with youth culture/youth gangs. To understand how Thompsons, Critchers and other theorists concept of moral panic works, analysis of media coverage is critical. The media has developed and distorted representations of British youth for a long time, and certain coverage in British cinema, documentaries, press coverage and broadcasting have made it evident that the representation of  ¿Ã‚ ½youth ¿Ã‚ ½ is seen as a threat to many. However the coverage differentiates from different forms of media. The coverage of moral panics in broadcasting differs to press; tel evision news broadcasts, are described as unbiased and therefore have a minor affect on moral panics as the impact might have not been on such a large scale. However in major moral panics they tend to have the same large amount of coverage on daily.

Bret Hart Essay Example | Topics and Well Written Essays - 1250 words - 1

Bret Hart - Essay Example This essay will flesh out the thesis that in Harte’s stories, there is manifest celebration of the virtues of the social underclass. Where literature was previously the preserve of the privileged and addressed to the same privileged audience, Harte broke this trend, and courageously at that, and highlighted the depth, effervescence and humanity of those in the fringes of society. Tennessee’s Partner is a great short story. At its core is the theme of friendship, if not unconditional love. Tennessee’s Partner (who was never referred by his actual name through the entire story) displays such an unconditional acceptance of his friend Tennessee that he soon withers and dies upon the latter’s execution. Even when his wife runs away with Tennessee, his partner doesn’t try to harm him. To the contrary, he welcomes him back home in all cordiality. This is all the more remarkable when one considers the livelihoods of these two characters. They are both petty criminals, often committing offenses against the law. It is natural to expect loose codes of friendship and loyalty among people who are considered criminals. Yet Tennessee’s Partner shows such dedication toward the wellbeing of his friend. In what is a brilliant symbolic touch, the very naming of the story as Tennessee’s Partner indicates the strength of unity of identit y of these two loyal friends. The reference to an individual solely through his friend’s name is a statement of the strong intertwinement of their two identities. Similarly, consistent with Harte’s reputation of being a brave writer who pushed the frontiers of social sensibility, there are sufficient hints at a homosexual relationship between the two lead characters. Perhaps fearing public outrage (as homosexuality was taboo during Harte’s era) the author might have only conveyed the intimate nature of their relationship via indirect literary means. Another way of looking at this is that Harte has