A role for transportin in the nuclear import of Adenovirus core proteins and dna

The research paper of Hindley and colleagues (2007) describes the function of the protein transportin in the entry of adenovirus-associated proteins in a cell.   Adenoviruses are microbial organisms that contain genetic material that has been highly compacted by the help of adenoviral core proteins.The DNA packaging facilitators have been known as terminal proteins and three types have been characterized by previous studies (Robinson et al., 1979).   It has been determined that these terminal proteins exist as two units, each one associates with the 5’ end of the DNA strand.   One of the terminal proteins, called protein VII, is created by the deletion of the terminal 24 resides of the precursor polypeptide preVII.The precursor protein, composed of 197 amino acid residues, is produced by the protease enzyme of the adenovirus right after the generation of new viral microorganisms.   It has been determined that the processed protein VII makes up most of the core protein content of an adenovirus and it situated in close proximity to the DNA strand of an adenovirus.   Another core protein that is present in significant amounts in an adenovirus is protein V.This 369-residue polypeptide has been postulated to link the core to the adenoviral coat.   The third core protein, termed Mu, also shows the ability of package viral DNA.Previous research has shown that the core proteins V and VII have the capacity to send signals that would dictate importation of material into the nucleus as well as compaction of nucleolar material (Wodrich et al., 2006).   However, the authors of the research article were aware that there has been no research effort conducted in order to determine the relation of these two terminal coreproteins and the process of importation of materials into the nucleus.The proponents of this research paper then set off to investigate the specific associations that between the import signals and the terminal core proteins.   In order to examine this relationship, the proponents of the research extracted the import receptors that were involved in the viral import process.   Isolated terminal core proteins were also prepared.A cell import experimental setup was developed in order to test each import receptor against each of the terminal core proteins.   The receptors were introduced to an established cancer cell line (HeLa) in order to determine whether any association will take place.   Simple import routes were also tested using the protein importin, which has the ability to associated core proteins.Both precursor and mature core proteins were tested in order to determine the temporal interactions that occur within an adenovirus.   In order to compare the action of other binding proteins with the core proteins, the protein transportin was also employed in the binding assay.   Pull-down assays were also conducted in order to catch a glimpse of the actual protein-protein associations within particular stag es of the adenoviral cycle.The assays showed that the binding protein transportin was necessary for the success of core protein V to attach to the nucleolar material of the adenovirus.   This result suggested that the packaging of nucleolar material can not be triggered by any type of binding protein but by a specific one such as transportin.The pull-down assays also showed that precursor and mature core proteins behaved differently within an adenoviral organism.   This observation provides an explanation why a significant number of amino acid residues have to be deleted from the precursor protein preVII.   The truncation actually does not only make the polypeptide shorter but specifically helps in the identification of particular signal motifs that would trigger further packaging of genetic material within an adenovirus.

Culture and Special Education Essay

In this paper we concern ourselves with the ways in which schools in general and special education procedures in particular tend to not be successful for those of our students who are from a different culture. (While we focus on Canadian Aboriginals, we also extend our thinking to those children who come from different races, ethnicities, socio-economic backgrounds, etc. ) We outline the stories that have brought us to this place. We then go on to suggest that the adoption of different understandings and approaches could lead to the academic success of children from a variety of different cultures and backgrounds. We conclude with some direction for change. In this paper we, two white educators, concern ourselves with the education of those students of Aboriginal descent who are seen by the school system as special. Our concerns are based on the stories we use to understand ourselves and our actions – stories of mistold history, socio-political issues, racism, the misuse of science – and the ways those stories disadvantage those who are different. Our hope is that we can begin to explore different more hopeful and empowering stories. There are many reasons to be concerned about the existing state of special education, particularly with our Aboriginal students. Currently the following are common; 1. Our special education classes are top-heavy with Aboriginal and disadvantaged students. 2. We tend to focus on the deficits in other children rather than on the possibilities. We could embrace the position of William Glasser (1986): we choose to be whom and what we, and others, believe we are. [1] 3. We do not concern ourselves with the differences brought to school by children from other than the dominant culture. [2] 4. We are asking all small school children to do the pretty much the same thing at pretty much the same time and to meet some arbitrary standard of what they should or should not be able to do. We act despite current research concerning physiology and early childhood experience, which suggests that children are not ready for the same task at the same time. 5. The tests that we give children to determine the reasons for failure at school tasks are fallible and culturally insensitive and subjective. 6. A label tends to freeze a child in the definition attached to the label. 7. We have a tendency to blame the victim or to blame the social background rather than look at ways we can change. Clearly we need to find another way of viewing children and their learning. We are hoping to uncover stories that currently mediate, impair and colonize our special education practices, thereby beginning a dialogue concerning alternative stories of strength, knowing and power. Stories that Get in the Way History Stories Malia Kan’iaupuni (2005) tells us how archeologists and historians have accepted a theory of accidental migration from Polynesia to the Hawaiian Islands to explain a 2200-mile voyage on the open seas. This in spite of evidence to the contrary, which makes it clear that the early Polynesian explorers did indeed have the sophisticated system of navigation needed for a planned and successful voyage. Malia Kan’iaupuni’s point is that the assumption of a people with no learning, no culture, no anything but maybe good luck, made it possible for colonizers to take on – in their own minds – the mantle of rescuer. Iseke-Barnes (2005) is also concerned about the misrepresentation of Indigenous history and science. She wants us to challenge those assumptions that the colonizers found a people in need of saving from their own ignorance. Paulo Freire (1971, 1997) has spent many years studying the impact of oppression on the colonized. In the name of saving a backward people from themselves the colonizers were able to perpetuate acts of cultural genocide and worse. The use of this story continues to impact on how the dominant cultures act out their oppression. History is written by the winner, therefore we need to be highly critical of the history we read. While more blatant misrepresentations of the history of Canada are beginning to disappear, the whole story of colonization is not being told or written or disseminated. Instead, we are still trying to save lost Aboriginal souls. History stories mediate, impair and colonize special education practice, which we will illustrate by describing a socio-political and a scientific rigor story. A Socio-Political Story This is a story of the purpose of education. We suppose schools are places where children are educated. But what are children educated to do or be? Gitlin (2005) gives a disturbing answer to this question: [Public education is] not intended to fill the young of the species with knowledge and awaken their intelligence †¦Nothing could be further from the truth. The aim †¦is simply to reduce as many individuals as possible to the safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States†¦ and that is its aim everywhere else. (p. 22) Many may disagree with this disturbing answer, suggesting that school graduates, for the most part, go on to become productive citizens. But citizenry becomes problematic when referring to Aboriginal peoples – it seems clear that, for the most part, people of Aboriginal heritage do not go on to become productive citizens within the dominant culture. A lack of successful citizenry by Aboriginal peoples seems to justify special education programs that are top heavy with Aboriginal students. But success is politicized. Skovsmose (2005) outlines how schools practice both classic[3] and progressive[4] racism. Such practice allows us as educators not to have to take any responsibility for the failure of the child, as clearly the child brings the cause for his or her weak performance into school. Therefore: Many deficiency theories (theories of the deprived child) follow the approach of racism in explaining away the socio-political dimension of school performances, by privatizing and personalizing the causes of such performance. (p. 5) So: The epistemic interpretation of learning obstacle is not the only one possible. However, processes of exclusion in education can be dressed up in such a way that their political dimension becomes hidden and ignored. It could appear that exclusion is not imposed on students. Instead, exclusion may appear as a consequence of some students’ so-called low achievement. (p. 4) He goes on to say that this leads to a particular way of organizing teaching/learning processes in ways that prevent students from acting like learners. In other words our story leads to actions that support the story. A Scientific Story A scientifically rigorous story dominates special education practice. The story, in brief, is that learning disability can be attributed to biological and environmental factors. Current models of abnormality are often based on the premise that a person will have a biological disposition toward a disorder, but that the presence of a disorder will also depend on environmental factors (Wortman, Loftus, & Weaver, 1999). Brain function consists of biological processes involving genetic tendencies, chemical levels and electrical activity. Normal brain function can be delineated according to normal biological processes. In other words, we assume that learning disability is at least partially caused by excessive deviation from a normal range of biological processes. These biological processes can be measured in terms of genetic profiles, chemical levels (e. g. , hormones found in blood) and electrical levels in the brain. Hence, it is assumed that learning disability can be measured using physiological properties of the brain. These ideas are supported by a dominant scientific culture, where scientific evidence generates facts that cannot be refuted. Special education for children of Aboriginal heritage has been colonized by this scientific rigor story. In schools, we identify learning disabilities as follows: A teacher identifies a student who appears to be struggling, and refers the student to a team of specialists. The specialist tests, diagnoses, labels and sets out a remediation program. The teacher implements the program. It seems like a perfectly reasonable system of trying to help those with disabilities, based on scientifically rigorous knowledge. But the story is flawed in three ways. First, the story of scientific rigor is told by a dominant culture. The colonizers write the books of knowledge, thereby attempting to establish without doubt what is true and what evidence is required to make a truth claim. Culturally laden epistemology certainty invades special education. For example, based on research literature generated by the dominant scientific culture, there is currently little scientific evidence to support a biological cause or disposition for most disorders of the brain (Wortman, et. al. , 1999). It is assumed that biological roots exist that accurately captures a disability label. There is no scientific rigor in labels. The assumptions have pervaded special education and are taken as scientific fact. This is a writing of special education knowledge by colonizers. Second, this scientific rigor story is based on behaviour and biology, while special education practice is based solely on behavior. Teachers, resource teachers, special education consultants and school psychologists base their labels on observing behaviour. Medical technologies are not used to detect genetic make-up, chemical levels or electrical activity in the brain, generating a diagnosis based on deviations from a normal range. We assume that our interpretation of behavior correctly identifies mental disability. But as we are caught inside stories that get in the way, we should not accept our interpretations of behaviour without question. Third, this scientific rigor story is enacted in contradictory ways. To see the contradiction, we need to set the stage by describing physiological and behavioural evidence generated by scientific research. Studies of the physiology of the forebrain and hindbrain have shown that the slow processing of learning cannot occur during a moment of fear (Kalat, 1988). Based on this physiological evidence, educators might wonder about school and classroom environment. If a child is afraid, or afraid to learn, then they will not learn. Researchers have found connections between emotional states and learning (Zimbardo & Gerrig, 1996). Evidence of a connection between learning and emotion is accumulating to such an extent that there is a branch of psychological and educational research concerning emotional intelligence (EQ). For example, researchers have found correlations between EQ and ability to learn (Goleman, 1998). It is concluded that emotions should be nurtured as part of intellectual growth. Moving from physiology to behaviour, psychologists have found evidence to support a strong connection between emotion and behaviour. Notable among this research is Glasser’s (1986) claim that as learners we need to have the mental image of ourselves doing that task, we need to know we can do it. For children if we firmly believe that a child could do something and bring them to the same belief, then learning previously thought impossible takes place. We suspect other teachers, based on their personal experiences, have similar beliefs concerning the potential of children to learn. Coupling the physiological and behavioural evidence above suggests that a label is as much responsible for a child’s learning success as any other biological or environmental factor. The stage has been sent for noticing a contradiction in the scientific rigor story within special education. We are colonized to believe the scientific truth that disability is biological and behavioural. Hence, we label disability in hopes of solving the problem. But the same scientific culture generates the truth that labeling at least partially causes the behaviors associated with a disability. We label behaviour, not noticing that our stories mediate, impair and colonize our interpretations of behaviour. Conceptualizing Change There is no doubt in our minds that we are working with the best of intentions. We are not setting out to further disadvantage those who come to us from already established positions of disadvantage – impoverished backgrounds, different cultures, stressed families. We are doing the best we can with the knowledge and resources we have. What gets in our way is lack of imagination. We assume that the way we do things is the way to do things. We may be comfortable with some tinkering. But we see ourselves as educated people who are neither racist nor biased, and who are working in a good system, but with damaged and/or deficient people – this story concludes that systemic changes are not required. We have a rigid educational system that states that success is measured in yearly doses and in each of those years students are expected to master a particular body of knowledge. It is an expected linear progression to success. Certain cultural imperatives are in place so that children from the dominant culture will more likely be successful. If you are not successful you are treated. The process of treatment takes away from your sense of competence as a learner, particularly in the school setting. Here we want to become specific. The focus of this paper is on the teaching of Aboriginal learners, and what stops us from being successful. The linear model used in our factory model schools gets in our way. The assumption that we have the one right way gets in our way. History gets in our way. Racism gets in our way. Scientism gets in our way. We are not noticing alternative stories. Previously we wrote (Betts& Bailey, in press) about using a different metaphor for education, one that was not linear. We suggested that we use the metaphor of fractal geometry (and all that means in terms of quantum mechanics and chaos theory). In fractal geometry the smallest part is a reflection of the whole. For example a twig is really a little tree. In Aboriginal cosmology the basic unit is the Medicine Wheel, by definition a circular model so nothing is more important than anything else, all is of equal value. Each member of the community is an essential part of the whole. Earth, flora, fauna, human are all part of the circle of life required for existence. Education was a part of the whole, an on-going component of life (Courtney, 1986, Graveline, 1998, Regnier, 1995). We illustrated that a non-linear and holistic story of education was tell-able within ultra-modern Western thinking and within the ancient wisdom of Aboriginal cosmologies. We saw with alternative stories. To see education for children, all of whom are special, rather than special education, as non-linear and holistic seems a place to begin. We also see that a starting part is not enough to catalyze change. It is clear to us that the foreground must be that Aboriginal peoples have been and are oppressed and colonized. We do not need to go into the history of the subjugation of an entire race practiced over the years by the European colonizers. We all know the steps that were taken to destroy any vestige of the civilization that was in place at the time of contact. We get confused as to what to do about it now. After all, it was our ancestors, not us. [5] We see what we are doing now in schools as an extension of that destructive process. Our governments are slowly beginning to allow for the full participation of Aboriginals in our world. But in many small and highly destructive ways we continue to contribute to the marginalization of that population. The world of special education is one place where we continue to do so. Knowing that a high proportion of the identified special population is Aboriginal, we continue to act as we always have, even in the face of evidence that the actions we take are not effective. Paulo Freire (1971) suggests that it takes several generations for a culture to overcome the impact of oppression. Certainly we can see the truth of that statement as we watch many colonized peoples re-learn how to care for and govern themselves. In Canada, Aboriginal peoples are slowly, and over generations, learning how to be who they are, and to be successful in both cultures. This will not happen quickly, but it will happen surely. In the meantime there is no question that our Aboriginal population is dealing with serious problems and some of those impact on the ability of their children to learn, especially using the mores of another culture. Our typical reaction as white educators is to want the Aboriginals to change. All would be right if only kids would come to school and on time. All would be well if their parents would stop drinking. All would be well if so much money wasn’t being squandered on band council trips to Las Vegas. All of which may be factual, but does not excuse us from doing what we can to better the situation for the special children. The current reality of an oppressed population does not give us the right to blame the victim. Rather, as Skovsmose points out: †¦Ã¢â‚¬Å"meanings of learning,† â€Å"meanings for students,† and â€Å"each student’s meaning production† must be investigated and interpreted with reference to the dispositions of the student (including their background and foreground). Meaning production takes place in terms of what the students see as their opportunities, including motives, perspectives, hope and aspirations (p. 8). Therefore in conceptualizing change we of the dominant culture need to place that conceptualization in hands other than ours, in the hands of those who know and honour their unique history and ways of being, who can best find the organic ways of empowering themselves and their children. Having said that we do have some notions of what white educators can do. 1. Overcome our own racism. Get facts and information. Use our intelligence and face ourselves. 2. Accept the conditions. Things are as they are. Oppression has happened. It will take, according to the Bible and past experience, seven generations for the sins of the fathers to be expiated. In the meantime we have been given the task of teaching the children of oppression. What changes can we make to be more successful at that task? 3. Resist labels. Resist the push to find something wrong with the victim, rather change how we do things, how we approach the task. 4. Give our special kids the confidence to learn. Teachers are in positions of authority. Children really do think we know what we are talking about. If we consistently make it clear to children that they are capable of succeeding at the tasks we give them, sooner or later they will believe us. But first we have to genuinely believe that what we say is true. We cannot be faking it. From there we need to practice power-with rather than power-over. [6] 5. Thus we give our special kids the power to learn. We work with them so that they are taking charge of their own learning; we give them agency. This is a difficult task for us to undertake. It means giving up some control, it means not taking the linear approach that gives us comfort and assurance through its familiarity. But difficult is not impossible. 6. Above all be patient. We are not going to get it perfect ever, but we will get better at working with rather than doing to, and the students will get better at taking responsibility and determining what they need to be successful. [7] 7. Then celebrate when a child tells you that they can finally do it because no one ever told them they could before. Maybe the best suggestion we found came from a Native Hawaiian educator, a member of a population that is also dealing with the fall-out of oppression. Malia Kan’iaupuni (2005) strongly advocates for using the heritage and knowledge of the children’s culture: As others before me have done, I end by calling for a new framework that brings to the fore Native Hawaiian strengths that have been too long misinterpreted, misrecognised, and undervalued. (p. 32). In his work he makes a convincing argument for strengths-based education, for using a structure that by definition builds on the knowledge and strengths the children bring into the classroom and at the same time begins to change the socio-political conditions. First let’s be clear that by strengths based, I do not mean glossing over problems in favour of a rosy picture. Strengths-based research, in my view, begins with the premise of creating social change. In contrast to the expert-driven, top-down approach assumed by deficit models, it means treating the subjects of study as actors within multi-layered contexts and employing the multiple strengths of individuals, families and communities to overcome or prevent difficulties. It is also about empowerment, where the purpose of strengths-based research and evaluation is to benefit the people involved in the study by giving them voice, insight, and political power. †¦ As such it means empowering communities. (p. 35) It would seem obvious that such could be done here for those children who are the fruits of colonial oppression. The work of understanding, telling different stories and taking action continues. Conclusion We are not naive. We know that the process of labeling is the result of the need for funding. We know that with classrooms of more than 20 that kind of individual attention is very difficult. We know that you will be surrounded by administrators, other teachers, parents, even the special children who will tell you to get the testing done and treatment program in place. We know that in the process of de-colonization the oppressed can take on the qualities of the oppressor. But we can become resistors, working with a sure knowledge that we know what doesn’t work and that it is way past time to try something radically different. It is clear that the past hundred years or so of schooling directed at Aboriginals has not been a big success. Indeed rather than educating Aboriginals to be successful in the dominant culture, we have an abysmal history of abuse and cultural genocide through education. Many of the abuses of the past are in the past. However, with kindness and deep concern we are using the special education system to continue to marginalize and discredit a large number of Aboriginal children[8]. We are suggesting that maybe things could be better. References Bishop, A. (2002). Becoming an ally: Breaking the cycle of oppression. Fernwood Publishing; Halifax Bloom, B. (1981). All our children learning: A primer for parents, teachers and other educators. McGraw-Hill: New York. Courtney, R. (1986). Island of remorse: Amerindian education in the contemporary world. Curriculum Inquiry, 16(1), pp. 43-65. Freire, P. (1971). Pedagogy of the Oppressed. Herder and Herder: New York Freire, P. (1998). Pedagogy of Freedom. Rowman & Littlefield: New York. Gitlin, A. (2005). Inquiry, imagination, and the search for a deep politic. Educational Researcher 34 (3), pp. 15-24. Glasser, W. (1986). Control theory in the classroom. Harper and Rowe: New York. Goleman, D. (1998). Working with emotional intelligence. New York. Bantam Books. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness:Halifax: Fernwood. Iseke-Barnes. J. (2005). Misrepresentation of Indigenous history and science: Public broadcasting, the internet, and education. Discourses: studies on the cultural politics of education 26 (2), pp. 149-165. Kalat, J. (1988). Biological psychology (3rd. ed). Belmont, CA: Wadsworth. Malia Kana’iaupuni, S. (2005). K’akalai Ku Kanaka: A call for strengths-based approaches from a Native Hawaiian perspective. Educational Researcher 34(5), pp. 32-37 Regnier, R. (1995). The sacred circle: An Aboriginal approach to healing education at an Urban high school. In M. Battiste & J. Barman (Eds. ), First nations Education: The Circle Unfolds (pp. 313-330. (Vancouver: UBC Press) Skovsmose, O. (2005), Foregrounds and politics of learning obstacles. For the learning of mathematics 25 (1), pp. 4-10. Wortman,C. , Loftus, E. , & Weaver, C. (1999). Psychology (5th ed. ). New York: Harper Collins College. Zimbardo, P. & Gerrig, R. (1996). Psychology and life. New York: Harper Collins College. ———————– [1] Bloom (1981) believes that the intellectual potential of all students is pretty much the same. The difference is in history. Malia Kan’iaupuni (2005) is concerned that if you focus on a deficit-based approach to education then you often miss the expertise that exists in communities and families, viewing instead outside experts as the only ones capable of â€Å"fixing† our problems. [2] Including Aboriginal, Black, Hispanic, recent immigrants and the poor. [3] Classic racism assumes that the obstacles to learning are to be found in the child. [4] Progressive racism assumes that any weakness in the child is the result of social background. [5] In July 2005, the descendants of the colonizer who razed an Indian village at Clyaquot Sound returned to the village to apologize for the deeds of their forefathers. [6] Anne Bishop in Becoming an Ally: Breaking the Cycle of Oppression (2002), explicates the difference between power-over and power-with, although we tend to think the concept is somewhat self-explanatory [7] Children also fall into the patterns of self-excuse – I have already been told that I can’t read so why would I work at it. Don’t you know I can’t do that. [8] We do believe that this is the case with all children designated special needs. We may not have the answers but we are pretty clear that we do have a considerable problem that we are not prepared to look at squarely.

Advertising Makes You Buy Things You Do Not Need!

Aim of this paper is to discuss the question whether advertising manipulates us to buy things we don't actually need. In other words, we would like to debate the issue of the impact of marketing and advertisement on our rational thinking and decision making process. Based on various examples, we would like to show that the statement can be proven to be true. We believe the statement can be denied only by either using different definition (understanding of advertising) or by argument that advertising manipulates only several groups of people that are vulnerable to be manipulated.Nevertheless, the previous statement only supports the validity of the statement. Man can argue that the behavior of the people depends on the individual personality, economic condition and the way a company advertises their product Ana ten Locknut offers given to ten product. Our point Is, Tanat tenure are various advertising techniques with various targets. Another big question is how can we Judge what kind of goods and services are necessary, and which good is bought only to show-off among their friends and relatives?What is a need, and what is Just a will? This paper will argue the manipulation via marketing exists and the advertisement is making us to buy things we do not actually need. We want to support the statement by using real examples, that are divided based on the common psychological effect or methods used to manipulate people's mind. We would like to stress the importance of psychology which is seen as a main tool used by advertising companies. Only via careful use of psychology are marketers able to create touching advertisements.

Advertisment case Essay Example | Topics and Well Written Essays - 250 words

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Analyzing persuasive appeals in advertisements Essay

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Corporate social responsibility focusing on Starbucks Essay

Corporate social responsibility focusing on Starbucks - Essay Example Starbucks is involved in many CSR initiatives ranging from philanthropy to service projects. The company is keen on enhancing ethical sourcing programs and environmental concerns. The organization has various NGOs and CSR programs which follow different ethical and social standards. In order to successfully achieve this, the company has developed an effective communication strategy that fits the needs of the various stakeholders. Organizations are increasingly being pressured by their environment to become social citizens while still being profitable. Rather than being a differentiation strategy, acting ethical and social responsibility has become an expectation. Organizations have to achieve legitimacy through responding to the expectations of the community. The company uses both online and multimedia communication features to address the expectations of the stakeholders. The company has suffered from stakeholder skeptism (Forehand and Grier, 2003). The company was accused of being unrealistic and extremely philanthropic. In order for the stakeholders to develop confidence, the company has increased transparency and decreased the chances of miss communication. The company ensures that there are no self-beneficial motives when carrying out the social responsibility and ethics program. In doing this, the company has stressed the need for engaging in the social issues that counter the skeptics from the stakeholders. Ethical/social issues targeting stakeholders Starbucks is sentient that its stakeholders have diverse prospects and requirements (Morsing and Schultz, 2006). The company has explicitly tailored its CSR program to meet these needs. Starbucks is using transparency and philanthropy to target the stakeholders. This includes supporting coffee farmers in Mexico and Ethiopia. The company has developed programs that emphasize on the long-term commitment to the CRS and ethics initiatives (Forehand and Grier, 2003). The shareholders of the leading organizations have been consistent in their shift from maximizing profits to increasing value. Companies have to balance people, planet and profit in a globalised market (Schwartz and Carroll, 2003). More power relies on the stakeholders to demand increased transparency and organizational communication. The stakeholders expect the companies to document and acknowledge their impact in the environment (Saksson and Jorgensen, 2010). The organizational ethical behaviors have come under sharp focus (Forehand and Grier, 2003). CRS is perceived to be a morally and ethically correct approach in which all the shareholders stand to gain. The modern corporations have a major part of their assets being the intangible parts i.e. the reputation, goodwill and human capita (Morsing and Schultz, 2006). Therefore, CSR approaches are significant for the achievement and legitimization of any successful corporation. Stakeholders perceive an organization based on the reputation and goodwill the company enjoys (Schwar tz and Carroll, 2003). For CSR initiatives in Starbucks to be successful, the corporate communication tools must be interpreted in the right ways (Forehand and Grier, 2003). The process of establishing and maintain the mutual relations between the public and an organization is crucial (Morsing and Schultz, 2006). Many organizations are facing a dilemma on how to handle stakeholders (Preble, 2005). Organizations have to achieve maximum profits and at the same time meet the demands of the stakeholders (Saksson and Jorgensen, 2010). The company has stressed on both economic and ethical motives while executing the CSR program. Analysis on multiple factors The ethical motives are salient and are emphasized through ethical organizations (Preble, 2005). Starbucks has to meet certain standards in its value chain. The strategic team of the company acknowledges that having a bad reputation has negative implications to the stakeholders

Citizen Kane and Deat of a Salesman Essay Example | Topics and Well Written Essays - 500 words

Citizen Kane and Deat of a Salesman - Essay Example bears his greatest source of frustration since, despite his looking forward to his elder brother’s prosperity, he ends up a poor man, demoted and stopped from working. His entire life has little depictions of achieving what he ever wanted. On the contrast, Charles seem very prosperous in his life. He is a prominent icon in the journalism department as he makes the deeming decisions at yellow journalism. His prosperity is well defined in his prominent relationship with the president where he ends up vying for the New York state governor seat along with his marriage to the president’s daughter, Emily. When compared to Willy, Charles seems to have anything he needs at his possession. He has a great family; a wife and a son with immense prosperity depicted in the kind of career he lead. We learn that Willy had always wanted to be like his prosperous diamond oriented brother only for him to work for long years with an ultimate termination on his work life. He ends up living on the basis of childhood fantasies of which he never came into a consensus with ideas of his maturity. Apparently, both icons in the two films end up as failures especially in the mannerisms through which they handled relationships. Charles ends up a lonely man, with two divorced wives; Emily and Susan. He does very little to maintain a good relationship both to his family and to himself. It gets to a point that he shuns people from entering his mansion where he only interacted with his workers. It is clear that Charles fails in maintaining healthy relationships though on the other hand Willy succeeds a bit in maintaining his family but dies an unsatisfied man. Unlike Willy, Charles may have experienced a dead end in the kind of relationships he had, but it seems like he has always wanted a life for himself. He is unhappy on losing everything with reference to his nature where he has always wanted everything for himself. Life looses meaning to him to the point that he dies a happy man. He

Cyber Terrorisum Past Present and Future Research Paper

Cyber Terrorisum Past Present and Future - Research Paper Example enied any previous occurrence of cyber terrorism, different countries and nations have presented some reports reflecting such cases, United States being one of them. Cyber terrorism is, therefore, real and it requires global intervention to address the issue. This is because cyber terrorism has no physical boundaries and therefore, it is not limited to any specific locations in the world. The steps that are being taken currently or that will be taken to fight cyber terrorism are or will be the key determinants of the intensity and chances of its occurrence in the future. This paper will, therefore, discuss cyber terrorism in relation to its definition, the difference between Cyber terrorism and information warfare, the main targets of cyber terrorism, and the reasons why IT is the most preferred tool for cyber terrorism. It also discusses the drawbacks, as well as some of the preventive measures that can be undertaken at national, company and individual level to deal with the evil and disastrous act of cyber terrorism. Terrorism involves the act of violence and illegal use of force against other people or their properties. This intimidates the government as well as the civilian population. The act of terrorism is socially and politically motivated. On the other hand, cyber terrorism combines the act of terrorism with the technology. Although many authors have given different definitions of what cyber terrorism is, there is no universally accepted definition of cyber terrorism. According to Olmstead and Siraj (2009), cyber terrorism is an act resulting from the ability of the terrorists to adapt to the dynamic nature of the society and technology, which makes them more resourceful and skillful. Cyber terrorism can therefore be defined as the use of computer systems, programs and data to intimidate others, with a social or political agenda. This means that cyber terrorism is not only a reality, but also a very dangerous act of threat and violence both to the

RMON and RMON Probes Essay Example | Topics and Well Written Essays - 1250 words

RMON and RMON Probes - Essay Example For instance, SNPP is neither convenient nor efficient while collecting network traffic over an overused, low-bandwidth WAN link (Docstore, 2014). This means that SNMP does not guarantee the effectiveness of collected data since the data collected under SNMP is usually not ready for use. This call for a better approach in the collection, processing, reduction, and retrieval of data in a selective manner and hence the concept of a remote monitoring (RMON). The remote monitoring (RMON) should act as an extension to SNMP. Indeed, RMON and SNMP organize and retrieve data in a similar manner (Docstore, 2014). Generally, RMON refers to mechanism that collects and processes data at the collection point (Docstore, 2014). Ideally, we can refer to RMON as a standard mechanism that defines a set of statistics and functions that can shift between RMON-compliant console systems and network probes (Cisco, 2014). Just like in a SNMP, users can implement the RMON as a standard Management Information Base (MIB) on RMON-enabled devices. As a result, RMON offers a better platform to network-fault diagnosis, plan, and fine-tune the collected data (Cisco, 2014). RMON can collect data through a continuous process and offline mechanisms (Docstore, 2014). More so, we can implement the RMON in software of an existing device, hardware, or separate device. The implementation of the RMON helps in achieving remote packet capture (Docstore, 2014). Notably, the ha rdware implementations of the RMON or Remote network monitoring devices define  Remote Monitoring probe (RMON probe) or monitors (Docstore, 2014). Indeed, the RMON-enabled devices include the RMON probes and existing network devices like routers that have an RMON probe embedded into their circuitry (LUTEUS SARL, 2004). In this context, an RMON MIB describes data organization, OIDs identifies the data, while SNMP commands retrieves the data (Docstore,

Analyzing homosexuality Essay Example | Topics and Well Written Essays - 750 words

Analyzing homosexuality - Essay Example Homosexuality is an attraction or behavior of sexual nature that exists between same-sex or same-gender members (Jones and Mark 89). In other words, homosexuality denotes a sexually driven interest between men and other men or women and other women. Given this interest is sexual in nature; there is an aspect of romance to account for. This makes same-sex members attracted to one another, with or without the objective of establishing committed relationships. In terms of behavior, homosexuality is presented as a personal or social behavior that encompasses romantic or sexual relations and interactions between same-sex or same-gender members. What this means is that such a behavior lacks the common opposite sex interests that define heterosexuality. In the behavioral context, homosexual men are referred to as gays, while women are referred to as lesbians. Through homosexual behavior, gays and lesbians identify themselves as a community within the larger society. Over and above the attraction or behavioral factor, homosexuality is a form of identity. Gays and lesbians derive personal, gender, or social identity from homosexual practices (Mondimore 104). In this respect, there is an aspect of gender or sexual orientation. At a personal level, the attraction or behavior of being homosexual builds a person’s identity. When romance and sexuality are factored in, gender and sexual identity appear. Same-sex orientation, therefore, provides that which these people identify with. Homosexual is also a lifestyle, but not a psychological disorder. Scientific studies have pursued homosexuality intensively and extensively (Summers 132). contrary to the notion held by many people, homosexuality has little, if any, to do with psychological processes. However, those who identify with it choose this type of lifestyle. Even as a lifestyle, homosexuality emanates from sex and gender. Majority of the people who declare their sexual orientation publicly contend that they

Marios family Essay Example for Free

Marios family Essay Marios family happens to be in the lower bracket of society. As Mario got home one night, Gloria, his wife, asked for money, which they needed to feed their daughter. Mario told her that he doesnt have money. Gloria didnt believe him, and asked him to tell the truth. Mario told his wife the truth he was fired from his job. The reason is because of an apple. He stole an apple for his daughter because he thought that she would like it this part shows his love for his daughter. He left with Pablo, his old crime buddy, even if Gloria pleaded very hard for him not to go with the man. Another summary of The World Is An Apple When Mario got home. Gloria saw Mario and she was asking for some money to feed there children to Mario. Mario said that he have no money because he did something. Gloria didnt believe on what Mario said and said to tell the truth. When Mario answered it, Gloria was shocked on what she heard because Mario lost his job. Gloria asked Mario if how he lost his job and Mario answered it and Gloria was shocked again because Mario said that he lost his job because of an apple. Gloria said that how can he loose his job by just taking one not a dozen not a crate but one apple and Mario answered that he just saw it rolling and he found himself putting it in his bag because Tita would love to have it, and Mario told Gloria that theres no need to worry because he found a new job. Suddenly Pablo was there ruining the whole conversation and asked them if how is there daughter doing and hell loan a few pesos to help there daughter and Gloria said that no thank you because Mario stopped depending on Pablo. Pablo said that Marios new job was with Pablo and when Gloria heard it he told Mario that its a bad doing and risky. But Mario didnt listen and walks away with Pablo and told Gloria not to worry because he will come back early morning and dont wait for him. Gloria cries and shouting Mario, while Tita was crying also because he heard the conversation.

Idealism Against Realism In International Policy Politics Essay

Idealism Against Realism In International Policy Politics Essay The history of the modern political science is to a great extent the story of continuing struggle between the two paradigms, the two belief systems on the basis of international order and means of stabilizing international relations. Representatives of one of them, the tradition of which dates back to Stoic philosophy and the biblical postulates of the unity of the human race, the views of the medieval theologian F. de Vitoria and outstanding thinker of the 18th century Immanuel Kant, believe that a stable international order can be built and maintained only in the light of universal moral principles and based on these laws (Pijl 3-34). In practice, this political paradigm the paradigm of political idealism finds its fullest expression in the policy developed under the leadership of President Woodrow Wilson, particularly in his program of permanent universal intergovernmental organization the League of Nations, which was to become a guarantor and an instrument of the new internati onal order after the First World War. Further, the paper covers the idea that the political views of Wilson significantly differed for the postulates of realism and need to become more realist in applying them to the contemporary politics. The main ideas of a paradigm of political realism Wilson opposed can already be found in The History of the Peloponnesian War by the ancient Greek historian Thucydides, the views of the Italian political philosopher Machiavelli, English philosopher Thomas Hobbes in his theory of the natural state, his fellow countryman David Hume, who asserted a theory of political equilibrium, German General Carl von Clausewitz and others (Pijl 3-34). Already in 1932, American theologian R. Niebuhr in his book Moral Man and Immoral Society criticized the pacifism of idealists and their short-sightedness in the face of imminent danger of fascism. A relatively independent branch of this area of political thought in the beginning of World War II becomes geopolitics (by Mackinder, Spykman, Mahan, and others) (Keohane and Nye 72-80). The founding father of the theory of political realism is considered to be the University of Chicago professor Hans Morgenthau. Already the first edition of his book Politic s among Nations. The struggle for Power and Peace in 1948 caused wide interest in science and the political environment not only in the U.S. but also in other Western countries (Pijl 3-34). In contrast to political realists, Woodrow Wilson and other representatives of the idealist direction are convinced that the states are not only non-singular, but also not major international actors. They believe that this role is played by international organizations (in this case, intergovernmental). At the same time, among the main problems of the theory and practice of international politics, realists point out the problems of implementation and protection of national interests, rivalry and balance of power in the global arena, strategies for achieving and maintaining state power (not least in its military dimension), conclusion and revision of interstate unions, depending on changes in the geopolitical (geostrategic) situation, etc. Idealists emphasize the existence of universal, human interests, values and ideals, the inalienable rights of human beings, the need for a comprehensive system of collective security in order to preserve and protect them. And while the political real ists insist that the major international processes are conflicts, the idealists are talking about negotiations and cooperation. Finally, according to political realists, the immutability of human nature and the whole experience of international relations show that the hopes for changing their nature and the creation of a new world order based on the rule of law and respect for the individuals interests are no more than a utopia. Idealists, by contrast, believe in achieving world harmony, the deliverance of mankind from the deadly and devastating armed conflict in the creativity of universal morality and international law (Keohane and Nye 113-142; Pijl 3-34; Mead). However, the confidence in the fact that the United States is intended to serve as an engine for spreading of democracy, free markets and individual freedom is the stable foundation for the interaction of the USA with the world. The fact that such bitter rivals as President Woodrow Wilson and Theodore Roosevelt equally widely considered American interests in the world, believing that the fate of the United States is inextricably linked to the character and conduct of countries around the world, underlines the prevalence of this ideology. Woodrow Wilson declared that all the nations are engaged in the life of the whole world, whether they like it or not; and thus, anything that affects mankind is inevitably our affair (Kennedy 81-84). Roosevelts idea of the global role of the USA was equally far-reaching; he stated that the country should accept the idea of international morality, and thus, be committed to doing everything possible to achieve fairness and integrity of the humanity as a whole, but should also feel obliged to judge all other nations by their actions in each separate case (Mead). This is, however, a clear evidence that the nature of American foreign policy is determined by serving to ideals, i.e. by incorrigible idealism, which can only be a part of a dynamic and complex process, while American foreign policy must constantly be balanced with sober strategic imperatives. Still, it can be said that sometimes Wilsons idealism was factually combined with the hard realism. For example, regretting over the reports on mistreatment of Armenians by Turks, Wilson resisted loud demands to declare war on the Turks, fearing to endanger the American missionary presence in the Middle East. Indeed, the reluctance of the United States to send American troops to support the nascent Armenian state after World War I contributed to the rapid collapse of Armenia (Mead). The way Wilson conducted the war also ruled out any hint on his starry-eyed idealism, as it was necessary to give effect to the power of the American military machine or the principle of power without limits and without measure proclaimed by Wilson. Thus, in the American involvement in World War I, we can see a strategy built by a hybrid of narrowly defined interests and deep-seated American principles (Kennedy 97-101). But in general, the very name of Woodrow Wilson has become a synonym to American idealism. His intention to make the world safe for democracy stimulated the American community, when the isolationist nation entered World War I. His speeches for self-identification generated deep resonance among nationalists throughout the world, and Wilson himself was considered as practically messianic figure (Kennedy 213-15; Mead). Modern Wilsonians believe that the U.S. should deal with international problems in close cooperation with other states and within the strict framework of international law. U.S. should also promote and disseminate widely the idea of democracy (Fukuyama 55-59). The process of globalization has played in this case the crucial and positive role. Wilsonian ideology is nowadays shared by most congressional Democrats. The modern interpretation of this school (neo-liberalism or transnationalism) is associated with the works of Robert Keohane and Joseph Nye. In neoliberal version, the major attention is focused on the processes of interdependence in the modern world and the growing role of non-state actors in world politics. Finally, we should rethink the question of what place should be taken by the spread of democracy in U.S. foreign policy. Perhaps the most false interpretation of the lessons the war in Iraq would be a complete rejection of neoconservative ideas, coupled with a tendency towards isolationism and realism in its cynical interpretation, because as a result, U.S. allies would consequently be friendly-minded authoritarian regimes (Fukuyama 134-37). Woodrow Wilsons idealistic policy, which builds international relations taking into account how other countries treat their own citizens, should generally be recognized correct, but should also be provided with greater realism, that was still lacking at the beginning of the 21st century.

My Teaching and Learning Paradigm in the Classroom

My Teaching and Learning Paradigm in the Classroom Introduction Every educator should possess his or her own unique set of teaching philosophy which suits the ever-changing needs and demands of education in todays society. Exploring and developing the beliefs of teaching plays an important role in contributing to the success of an educator in the teaching profession because our beliefs can generate our own confirmation. This teaching philosophy has been shaped by my personal experience when serving my alma mater as a relief teacher, as well as my prior experiences in teaching experience and teaching assistantship as a trainee teacher. It will serve as a basis for my embarkation to the profession of education with the aim of success in teaching. My Belief of Teaching and Learning Paradigm My core belief of teaching has been carved out based on the saying of a Greek philosopher, Socrates Education is the kindling of a flame, not the filling of a vessel. Personally, I would like to further build this belief upon the old saying If I give a man a fish, I feed him for a day; if I teach him to fish, I feed him for a lifetime. So, which came first, the chicken or the egg? If my student were to ask me this question, I would probably smile at him and reply, Why dont you find out and tell me? Many times during my interaction with young children through my teaching experiences, I was often stumbled upon the questions posed by the inquisitive minds of theirs. While there may be not definite answers to their questions, I often did not give them the answers directly. This is what shaped my core belief about teaching learning is that it is not just only a process of acquiring knowledge or skills (dictionary.com, 2012) but also a journey of discovery where sometimes the process of discovery is more important than the discovery itself. It is important not to spoonfeed the children with answers. My Teaching Belief: Now and Then Role of the teacher: To cater to Differentiation and Adaptations In this 21st century, it is a generation armed with myriad of technologies. The power of IT allows an individual to google for the answers just by a few clicks in a space without boundaries. So, one may question the role of the teacher since most answers to questions can be found on the internet. A teacher takes up many roles, one of which is to teach. And so, what if the information found on the internet does not suit the appropriate level or the learning style of the child? In my view, this is where the important role of the teacher comes in. In the past, I used to think that having a single-way approach of tackling the concept is sufficient, and assume that all children would be able to understand what is being taught. However, after taking this course, I come to realise that every child is a unique individual with different learning styles: visual learners, auditory learners, tactile learners as well as Kinesthetic learners. This is even more crucial when it comes to dealing with children with special needs. It is important not to assume, as it often does not reflect the reality. It is also essential for the teacher to adapt to the differentiation of the child. However time-consuming and taxing to modify the curriculum and the 8worksheets it may seems, I believe it is all worth it as the child would be able to learn something new that would benefit him. In my opinion, the teacher has to package her lessons in a creative and dynamic way, at the same time, tailoring to suit the individual students with a myriad of different learning styles. There is never a one size fits all approach in anywhere, including the classroom, as well as the internet. To me, what the teacher does is to try her best and tailor the content to the ability of the class. Hence, it is essential that the teacher examine the profile of each individual student before the semester. Perhaps, it is also ideal to find out the learning styles of each child prior to the lesson from their parents or from the former teachers. However, if time does not permit, this could be done over the semester, when one has taught the class for a period of time and knows the different learning styles of each individual child. According to Gardners theory of multiple intelligences, there are a total of 8 intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, naturalist, intrapersonal, interpersonal. It is important for the teacher to approach a concept in a variety of ways. Hence, for my upcoming Practicum 1 and 2, I would be more tactful in including different approaches, such as including Youtube videos, songs, poems, story-telling, hands-on experiments into my lesson plan to cater to the different learning styles of my students. Of course, there are many other roles of the teacher which include: counsellor, mentor, friend, disciplinarian, group dynamics facilitator, motivational speaker etc. This would also mean that the many roles of a teacher entail the never-ending list of workload. This is when the problem seeps in, when one has to struggle with the issue of work-life balance. To me, work is never-ending and time waits for no one. It is crucial that the teacher adjusts his or her working style, to deal with each matter one at a time. This would avoid creating unnecessary stress which is unhealthy to oneself. Parents, too, have special needs In the past, I used to think that the main challenge I would face is the children, especially those with special needs. However, after taking this course, I was taught to rethink and view things from the perception of the parent. It is not only some children who have special needs some parents, too, have special needs. In this generation where parents are generally more educated than in the past, they do have a high demand from the teachers of their children. Sometimes, these demands are something that supersedes expectations which can be way beyond our limits. Encounters with parents of children with challenging behaviour can come in a variety of forms and for a variety of reasons. It is worth remembering that sometimes they are flooded with a range of strong emotions triggered by nothing to do with school. Hence, it is essential not to take their comments personally and put you down. Ultimately, it is the children that we have in heart. In fact, I used to have this mentality to why I should take up the role of a parent when I am just a teacher. Besides, I am only in my early twenties and I cannot see myself behaving like a mother who possesses all the motherly traits. I would tend to draw the clear line between the responsibilities of a teacher and a parent. Also, I would think that it is the responsibility of the parent to build a positive upbringing in the child. However, I realised that every family has their own problems. Sometimes the parents are in denial that the behaviour is unacceptable and feel the schools expectations are unreasonable. It can be difficult to deal with such parents (Rogers, 2004). However, it is important to remain professional and not to give in to the temptation of throwing in the towel. Even though, I still do not think that a teacher should take up a role as a surrogate parent, however, I am able to emphasise with their situation more compared to the past. I believe it is important not only to cultivate collegial and pupil relationship, but also parental relationships. Creating a Positive Primary Classroom Environment A classroom is the place where a teacher will be most involved during his or her professional career as a teacher (Louradusamy, Myint, Quek Wong, 2003). Hence, creating a positive primary classroom environment for the pupils is an integral part of good classroom management (Weinstein, Miganana Romana, 2011). I strongly believe in this and have integrated it as part of my teaching philosophy after taking up this course. In additional, a classroom management reflects about my philosophy of teaching and learning, which tells a lot about me who visits my class (Louradusamy et al., 2003). According to Doyle (1986), the classroom may be considered as an ecological system and viewed the classroom as a unique unit in which the teacher and the pupils interact for a purpose of teaching and learning to take place. Given the already overload work that teachers have to juggle with, I used to think that going to the extent of having an attractive classroom may be over demanding and impractical. However, after going through the teaching experience at Lian Hua Primary School, one of the things that captured my attention is the class pets a tank of guppies with iridescent colours and a furry Winter White hamster at the back of the classroom. Having to observe the class from the back of the classroom, surprisingly, it does not feel like an ordinary classroom to me. The entire feeling felt at the point of time was a brand new feeling that I have never felt before in a classroom. It felt more like a study room to me, rather than a typical classroom. After careful observation, I realised there was even a mini reading corner, with carpeted floor, and bean bags. By the side of the windows, there were pots of green bean plants with the students name labelled on each pot. Apparently, that was a science exp eriment and the pots of plants were the works of students. The greenery brought the classroom closer to nature, and together with the pets corner and reading corner, they add vibrancy to the dismal classroom setting. At the end of the lesson, the student surrounded the cage and fed the hamster and guppies. One of them even picked up the hamster and gave it a few strokes at its back. Of course, I had burning questions flashed in the mind who is going to take care of the hamster? Who is going to change the water in the tank? Who is going to dust the bean bags? As such, I spoke to the form teacher of that Primary 5 class. He said that the class pets are there to instil the sense of responsibility and to build a caring classroom culture. The students have a class duty roster where students will take turn to feed and clean the cage of the hamster and the guppies. He also emphasized that this takes time to build but the end result is often worth every efforts put in to create a positive classroom environment. True enough, the students I mingled with said that they do not find it a hassle to take up the duties of cleaning the cage and feeding the pets, Theyre part of our 5G family. The conversations exchanged with the students gave me further affirmation that it is all worth it to consider the aesthetic part of the classroom. In the future, I would definitely make the classroom attractive and pleasure-looking. Conclusion In the midst of the 4 years training as a student-teacher, I have been told of the endless stories by in-service teachers as well as ex-teachers, about how taxing and demanding teaching can be. Undoubtedly, it is hard not to feel disheartened, sceptical and even fearful about what is lying ahead of me. However, I believe that one should not let the self-fulfilling prophecy take effect (Myers, 2004). One should be positive and should embrace the future. While it does not pay a lot in dollars to be a teacher in Singapore, the psychological and emotional rewards are more than suffice the light up look on a face when a seemingly unfathomable concept is finally grasped and understood; the thank you cards from the students; and the internet satisfaction of knowing that you have made a difference that left an undeniable mark on the future. This is my teaching philosophy that I have developed thus far, and it will continue to evolve when I embark on my 4 year of teaching career. (2031 words)

The Physics of Archery Essay -- Shooting Sports Hobbies Papers

The Physics of Archery There are not many activities out there that relax and soothe me quite like shooting my bow. It is not as simple as it sounds though, just pulling on the string, releasing the string, and watching the arrow fly towards your target. There are a number of aspects that must be taken into consideration when trying to shoot a bow and arrow efficiently, this is where we will get into the physics of archery. There are two main things to consider when looking at archery and the physics concepts behind it. First there is the bow, which basically is a device that uses human force over a distance and converts that into stored Mechanical Potential Energy. The second factor involves that stored Mechanical Energy being converted once again into Kinetic Energy when the string is released, almost all of that Kinetic Energy is transferred into the released arrow. Another way to look at a bow is in respect to a spring, a bow is almost like a spring that is storing energy that is to be transferred into the arrow once the string is released. To realize the amount of force that is applied from the bow we must look at a number of ideas and concepts. For this application we will use only a Recurve bow or a Reflex bow, which basically is a long piece of wood with a rigid handle and two flexible limbs that are â€Å"recurved† away from the archer. Then those limbs are simply pulled back towards the archer by the means of a string or number of strings. There are also a number of other bow concepts we could look at, for instance the compound bow or even the crossbow. The compound bow is similar in design except that it uses cams, pulleys, and mechanical levers to produce a greater amount of stored energy with a less amount o... ...or a smaller size of vanes. So just as I said before, shooting a bow is much more than just simply pulling on the string, letting the string go, and watching your arrow fly towards the target. There is a lot more physics that come into play when shooting than those simple ideas stated in the previous sentence. My only advice to anyone who is interested in shooting a bow and arrow accurately and having fun at the same time would be to practice, practice, practice, and practice! Good luck, be careful, and have fun. Works Cited: Easton, Larry, Basic Concepts of Archery, 1999 Kirkpatrick, Larry; Wheeler, Gerald, Physics A World View, fourth edition. 2001 Ratcliff, Perry; Archers Advantage, 1999 http://www.archersadvantage.com Rees, Gareth, Stortford Archery Club, The Physics of Medieval Archery, 1995 http://www.stortford-archers.org.uk/medieval.com

A Feminist Alternative to Fetterleys Criticism of A Farewell to Arms :: Farewell Arms Essays

A Feminist Alternative to Fetterley's Criticism of A Farewell to Arms      Ã‚  Ã‚   After finishing A Farewell to Arms, I found it difficult to reconcile Judith Fetterley's feminist attack of the novel with my own personal opinions. I agree that Hemingway does kick women to the curb in his portrayal of Catherine, but my reasons for pinning this crime on Hemingway are different from hers'. Although she means well, Fetterley makes the ridiculous claim that by portraying Catherine as an angelic, selflessly loving "woman to end all women," Hemingway disguises misogynistic attitudes and a deep-seeded hatred towards the XX chromosome. This claim is not supported by the text. If we look at Hemingway through the lens of his own words, we find that his misogyny does not spring from a "too good to be true" portrait of Catherine, but rather in his tendency to cast her down into the dirt-Catherine is a dependent, baby-manufacturing trap that stifles Lieutenant Henry: "Poor, poor dear Cat. And this was the price you paid for sleeping together. This was the end of th e trap" (320). It is his penchant for sex and his need for womanly comfort that keeps Henry coming back to Catherine, not some notion of "love" or true connection. This is Hemingway's misogyny, however unintentional, unmasked.    But to get a true sense of this "anti-Fetterley" feminist view of the novel, it is important too look at the specifics of Hemingway's construction of Catherine-facts that stand in direct opposition to Fetterley's stated attacks.    First of all, Catherine is not Fetterley's unique and unattainable goddess-she is an object in Henry's universe, a feast of sensations but nothing more. She is akin to good food and good drink: "'I was made to eat. My God, yes. Eat and drink and sleep with Catherine'" (233). Indeed, Henry's thoughts about Catherine, both when he is at the front or by her side, mingle with longings for good wine and reflections on sumptuous meals. In Henry's world, a good Capri would be nice, a nice hunk of cheese would be grand, and sleeping with Catherine would be sublime. These things all equate to the satisfaction of basic human needs. Every now and then, Henry feels a grumbling in his loins-a periodic hunger for the "cheese" between Catherine's legs. Hemingway dissolves Catherine into the least common denominator-the object, devoid of meaning or real importance (when Henry isn't hungry).

Literary features of Things Fall Apart by Chinua Achebe Chapter 11 Essa

Literary features of Things Fall Apart by Chinua Achebe Chapter 11 Pg 70 Achebe throughout the novel uses many different literary features Literary features of ‘Things Fall Apart’ by Chinua Achebe Chapter 11 Achebe throughout the novel uses many different literary features to bring emphasis to certain points and equally to create a plausible picture of what tribal life was like. His particular style of writing, using specific detail of everyday things, brings the characters to life; it creates a depth and complexity to the characters that makes the tribe into a realistic civilization. This technique is used primarily to challenge the preconceptions the people of the Western world have about tribal life. Details such as the ‘shrill cry of the insects’ and how the snuff Okonkwo brought had gone damp and how it was so dark there was not enough light to eat by. The chapter opens with a description of the night, we have been told in a previous chapter that the tribes people found the dark without moonlight frightening, this information helps the reader to identify w...

Pearl Harbor: Components, Causes, Events, Significance and Intelligence Failure

The Pearl Harbor incident of 7 December, 1941, was a very important episode in the history of international affairs. The Japanese attack on Pearl Harbor dragged the United States into the Second World War and it surely changed the trend of the war. So long United States remained aloof from the War due to its avowed policy of isolation from European affairs. But the Pearl Harbor crisis directly fell upon it and naturally, as retaliation, the United States waged war against Japan. Due to this event, the War which broke out in 3 September, 1939, took a Global shape.Moreover, before the Pearl Harbor incident, it was in favor of the Axis powers. But the American involvement rapidly changed the tide and ultimately the United States and its Allis came out victorious. Tension between Japan and the United States It is a coordinal truth that the United States raised a strong protest against the Manchurian adventure of Japan and former also refused to accord official recognition to Manchukuo. T he United States made it crystal clear that they would never diverge from their treaty rights and not recognize any change in China affected by unilateral action of Japan.The Japanese Government, in turned also resented this attitude of the United States; resultantly the tension gradually evoked, and though the intensity rose from time to time, it began to mount at a steady base. It future reaches up the ladder in 1937 when Japan began her full scale invention in China. In short the Government of the United States which had all along stood for the principle of ‘Open Door’ involving equality of opportunity could hardly be accepted to view it complacency Japan’s attempt to close that door by an imperialistic attitude disguised under the schemes of ‘new order’ and ‘co-prosperity sphere’.Thus when Japan began her full scale invention in 1937, American opinion branded Japan as a wonton aggressor against China. All though the United States ref used to ratify the League of Nations due to some constitutional reasons, but it co-operated with the later in its efforts to restrain Japan and participated in Brussels conference of 1937, which was meant to minimize the difference between Japan and China. But the Japanese government totally repudiated the views of the Brussels conference and definitely announced that they would not, by means, tolerate any shorts of interference by third party regarding in the issue of China and Japan.As soon as the Second World War broke out the positions of Britain, France and Holland on their extra colonial possessions in East Asia became weak. Hence, at that time, Japan grabbed the opportunity to builds its own hold in Eastern Asia. Japan sought to strengthen their positions through diplomatic preparations. In the mean time they had already joined Germany and Italy in the anti-communist impact. In the year 1940 Japan signed a treaty of military alliance with these two powers. According to this t reaty, these powers were mutually independent to one another, in terms of both military and economic affairs.The treaty further acknowledged that, in any one of these three countries were attacked by a power not yet involved in the European war or the Sino Japanese conflict; they would unitedly face the invader. Clearly, this treaty was a serious warning to the United States to remain in a neutral position. Another major diplomatic stamps led by Japan was their foreign minister, Matsouka, to Berlin in order to study the European situation. But actually the real purpose was to conclude an agreement with Russia. During his tour to Russia, Matsouka visited Moscow and entered into a neutrality pact with Soviet Union.By this pact both the powers agreed to respect each other’s territorial integrity and to remain in a neutral position if either were attacked by a third power. Thus, with the finalization of all her diplomatic arrangement with Russia, Germany and Italy, Japan felt her self encouraged to push on her plans in the Far East. Due to all search diplomatic attempts made by Japan to impose their hegemony. On the Far East, the United States, resultantly, stiffen her attitude towards Japan. When Japan joined the Rome-Berlin Axis, then in the year 1940 United States imposed an embargo on the export of scrap-iron and petroleum to Japan.But Washington refused to recognize the puppet government set up by Japan at Nan king in the year 1940 and instead extended financial credit to Chiang Kai-shek’s regime. But when the weak Vichy government of France gave permission to Japan for occupying Indo-China and to use its airfields, then in 1941 the United States captured Japanese goods and thus, trade with Japan was made more difficult and made the later very angry. At that time the United States was the only power, who lay across the path of their imperialistic designs.That time Great Britain faced life and death struggle with Germany, and France and Netherland s were strongly dominated by Hitler. None of these powers were in the position to defend their colonial possession in East Asia. Hence the temptation to size them was very strong for Japan. But Japan faced only obstacle from the United States. So they determined to overcome from this obstacle. The government of Tojo sent a special envoy to the United States for a peaceful understanding settlement. But when the negotiation had just begun the Japanese dropped bombs on American naval base at Pearl Harbor on 7th December, 1941.America suffered a massive loss for this incident. Similarly they bombed in Singapore, Guam and the strategic centers of the Philippines and announced war with the United States and Britain. On the following day the United States, Britain and the Netherlands East Indies declared war on Japan. The European war thus developed into global conflict. International effect – Success of Japan The Japanese attack upon Pearl Harbor precipitated the United States into active belligerency and this inaugurated the Pacific phase of the Second World War. The initial success of Japanese was phenomenal.Simultaneously with their attack on Pearl Harbor the Japanese struck at the American base Guam and Wake and captured the islands. Next they took Hong Kong from the British and seized the capital of Sarawak, a British protectorate in Borneo. They sank two big British battleships, Prince of Wales and Repulse off the eastern coast of Malaya. Then they moved rapidly down the Malaya peninsula, slashing through impassable jungles, and received the unconditional surrender of Singapore with its impregnable naval base in the year of 1942. The Netherlands East Indies were attacked at various points.British and American ships, as well as Australian troops were rushed to the help of the Dutch forces. But all these forces were scattered by the Japanese after a brief fighting. In the Philippines the local forces, helped by the Americans, offered a gallant resistance for about four months. However, all the resistance collapsed with the capture of island of Corregidor by the Japanese in May 1942. About this time, the Japanese had made themselves masters of Burma. Thailand aligned herself with the Japanese and, although theoretically independent, felt the heavy hand of her powerful ally.In the North Pacific, Japan had established footholds in the Aleutian Islands and in the south west, they had seized a considerable portion of New Guinea and the Solomon Island. Thus, within six months after their attack on Pearl Harbor, the Japanese had wiped out the colonial possessions of the British and the Dutch in the far east and the south eastern Asia up to the boarders of India and had made themselves masters of the American outputs in the Western Pacific and the of the Philippines and American protà ©gà ©. It was an amazing record of victory at that time.Great East Asia Co-Prosperity Sphere Japan had been demanding for sometime past of a ‘new orde r in East Asia’ as a sort of justification for her invasion of China. Japan conquered and brought under her control practically the whole of south eastern Asia. They expanded their conquest and declared their intention of setting up a ‘Greater Asia co-prosperity sphere’. Japanese recent success against the western powers made them enable to assume the role of liberators of the people of East Asia from the white man’s yoke.They professed that their object was to eliminate the Anglo-American imperialism and to substitute in its place a self-sufficient economic system in which all the people would enjoy prosperity in common. The Greater East Asia was to be welded together into an economic whole in which Japan Manchukuo and parts of China would be the industrial centers and other countries, within the spheres, had to co-operate with them by providing raw materials. In this way, under Japanese direction, trade and commerce would flourish to the benefit of all t he countries concerned.In the areas which they liberated from foreign rule, the Japanese set up independent Governments, but took care to select such collaborators as would govern along the lines laid down by them. In the name of economic development, they rather exploited the occupied regions for their own benefit instead than that of the conquered peoples. They posed as liberators, but in fact, they wanted to remain as conquerors and exploiters and sought to disguise their intention by setting up a pattern of rule they had already oven in Manchuria and in occupied China. Causes of Japan’s Defeat Japan had begun well and achieved a series of astonishing success.But the strain of carrying on a far flung war began to tell upon her. As a matter of fact, she did not possess the reserves of men and material to meet the counter-attack of the power which she had deliberately provoked. The United States with her enormous resources in men, money and material produced new ships, aero planes, guns and other arms and ammunitions of war in almost unlimited number and that with a rapidity which Japan could not anticipate. Hence in spite of the priority given to the war in Europe, is the use of American men and materials, the United States could quickly bring sufficient armed might to bear on the Japanese.Besides, the continued resistance of China was a serious drain of Japan’s men and money. It virtually handicapped her war efforts in other quarters and gave the Allies the much needed berathing spell. The first major attack on Japanese positions in the Pacific was made by the United States in 1942. In that year, a concentration on of the Japanese shipping was met by a force of American Aircraft under the command General McArthur of the North East Coast of Australia in the Coral Sea. In a six-day battle, the Japanese were defeated and turned back.Thereafter followed the naval battle of Midway in which the Japanese suffered heavy loss. This victory prevented th e extension of Japanese power towards the South East Pacific. These were in the main defensive operations. But in August 1942, the United States took first step towards recovering the lost territories by an attempt to clear the Japanese forces out of the Solomon Island in South West Pacific. The Allied strategy was to capture the Japanese bases in that region and then to proceed North on the route to Tokyo.By severe amphibious warfare, the Americans secured a foothold on Gaudal Cannel, a strong Japanese airbase in the Solomon’s. This was the beginning of the Island-hoping strategy by which the Japanese outputs were conquered and converted into Allied bases, and then used as springboards for further attacks and progress towards Japan. By the spring of 1944, the Gilbert and Marshall Islands were captured from the Japanese and these successes opened the way to Saipan and Tinian in the Marians. These advances were made at a heavy cost for Japanese, fortified in pill-boxes and pro tected by mines, greeted the invaders with intense cross-fires.The advance through the Marians prepared the way for McArthur’s re-conquest of the Philippines. His landing on the island of Leyte was fiercely contested by the Japanese. The Japanese fleets, which sought to intercept the landing, suffered a disasters defeat in the battle for the control of the Leyte-Gulf in October 1944. This battle, known as the Second Battle of the Philippine Sea, shattered the moral power of Japan. Henceforth, the Japanese wave continued to recede. The Philippines fell in July 1945. At the same time, island-hoping of the Allies continued.They stormed low Jima, one of the Bonnin Island and less than eight hundred miles from Tokyo, after a heavy aerial bombardment which lasted without intermission for two months. The next target was Okinawa, one of the islands in the Rqu kyu group, and a ‘door step’ of Japan. Here was fought one of the bloodiest battle of the war. The Japanese casua lties were very heavy, but they made effective use of ‘suicide plans’ and hit from the air about two fifty enemy vessels of the classes including battleships and cruisers and took a heavy toll of American lives.By July 1945, an Anglo-American squadron was able to sail along the Japanese coast and dropped shells of Honshu. At the same time, the fighting air ships, the B 29s, hurled death and destruction on the important cities of Japan which, thus, was rapidly nearing her doom. In July 1945, the representatives of the Allied powers (Great Britain, American, China and Russia) met in a conference at Potsdam and called upon the Japanese Government â€Å"to proclaim the unconditional surrender of all Japanese armed forces, and to provide proper and adequate assurance of good faith in such actions.The alternative for Japan was prompt and utter destruction†. The Japanese ignored the ultimatum and continued the loosing fight. Thereupon, on August 6, the Americans dropped an Atomic Bomb on Hiroshima which wiped out more than half of the city – Hiroshima had ceased to exist. Three days after, i. e. on August 9, a second and more destructive Atomic Bombardment destroyed the city of Nagasaki, a ship building port and industrial center. On the following day, the Japanese Government sued the peace and Emperor Hirohito acquiesced in unconditional surrender on August 14, 1945. The Japanese dream of Empire suddenly vanished in the thin air† (Shankar). Some questions But some questioned remain to be unanswered. First, why did Japan attack Pearl Harbor? Secondly, why did America join the war against Japan? Was not an ultimatum sufficient for the purpose? Was the Pearl Harbor incident real reason for the American involvement in Second World War? It is stark reality that the Paris Peace Conference had failed to satisfy the colonial ambition of both Italy and Japan. The spoils of colonial expansion were shared by Britain, France and America (Clement , C. ).Naturally it joined Italy and Germany and formed the Axis-Alliance for clearing a ‘New Order’. Soon it began to expand towards China and established the puppet government. It surely embitters its relations with America which too had some interests there. Moreover, America, had in the meantime occupied a vast area in the Pacific and Japan’s ambitions in the East was evidently against the American policy. For all these reasons, a confrontation was inevitable. But both of them remained passive onlookers at the first stage of the war. America, of course, had some sympathy for the Allies.But as the Monroe-Doctrine prevented it from taking a part in the League of Nations and similarly discouraged to be involved it in the post-war European politics and the war of 1939 (Mowat, R. B). But it was against the Axis power, because it feared that democracy might face a crisis if these powers won the war. One juncture president Roosevelt even asked the ‘Dictatorsâ €™ to assure that they would not commit any aggression against 25 nations ranging from Finland to Iran (Sen, A). But as the ‘phony war’ was ensuring the Axis victory in an electric speed, America became very much anxious about the future.In order to help the Allies, it even changed its policy of ‘catch and carry’, and switched over to that of ‘lend and lease’. He even informed Mr. Churchill that he would be gradually provocative in spite of the avowed policy of neutrality. It is true that the Congress of America had so long kept in outside the European politics, because it was satisfied with the territorial settlement much in Europe (Tandon, M. P. ). But the rapid failure of the Allies to cope with the military brilliance of the Axis powers convinced America that its interference was an avoidable necessity.Of course, Japan was guilty of an unprovoked attack on it. But when Japan felt that Italy was reaping the harvest and Germany was breaki ng up the Allied-empire like a castle of cards, it could not sit idly any more. On December 7, 1941, its aim for its suddenly attacked Pearl Harbor and, there, its war with America began on that day. It was surely a case of Japanese hypocrisies because it did it, â€Å"†¦ while its diplomats were smilingly discussing minor difficulties in Washington† (Wells, H. G. ). The American fleet was idling and unprepared and Japan did not declare a war. Naturally, America answered in a language of arms.Intelligence Crisis According to some historians, the Pearl Harbor affair was the outcome of an intelligence-failure on the part of America. Similarly, in spite of initial success, Japan pathetically lost the war mainly because of its failure in the intelligence operations. To begin with, the Pearl Harbor affair is regarded as the worst case of American military intelligence. First, for a long time, the relationship between the United States and Japan was fast-deteriorating, but the American naval intelligence did not even have the minimum amount of strategic or tactical speculation about it.It simply thought that, Japan might attack Thailand at that time. As Philippines were the strong hold in the Pacific, the American intelligence apprehended that Japan might launch an attack on that island. In short, Pearl Harbor was out of American calculation of any probable Japanese aggression. Secondly, another problem was that America lacked Human intelligence on Japan. America had a few geisha girls on the payroll, but no agents in the Japanese Elite or military hierarchy. This is another reason for the American intelligence problems regarding any probable Japanese attack in the Harbor.Thirdly, America came out successful in breaking the Japanese code, but what they were really intercepting was some diplomatic and espionage-information, nothing off the nature of Japanese military plans or war-targets. Japan also tactfully changed their codes some days before the Pearl Harbor affair and the American intelligence failed to cope with it. The American fleets stationed at the Harbor to protect it, were too weak to face the Japanese heavy naval power. These fleets were inferior in quality and, in such case, a combat with the Japanese navy would have been a mere suicidal attempt.These fleets were neither capable of countering a air-attack nor a naval attack. Clearly, the American intelligence had least expectations for any attack on the Pearl Harbor. On Japan’s part, similarly, there were some intelligence failures. The Japanese very tactfully attacked Pearl Harbor and it was a grand success for the former. But due to lack of proper intelligence service, it could not keep up the trend of its initial victory. First, its intelligence actually underestimated the American potentiality in the economic and military affairs.Economically, America was the richest country of the world and its industrial development was enough to supply the war materials w hich were enough to bring Japan under control. Moreover, as war started, America stopped all exports to Japan, particularly iron and steel, which materially affected Japan’s war preparations. Thus, it was a dismal failure of Japanese intelligence. Secondly, the Japanese also failed to hit the strategic targets of America. Particularly oil-depots, large ammunitions depots etc remained outside the Japanese military target.Japanese intelligence actually failed to supply its air force the correct information regarding the important places which, militarily were to be regarded as of basic importance for America. Finally, another fatal flaw of the Japanese intelligence service was that it failed to supply the correct information to the military department about the public moral which was galvanized during the war. The people so long remained isolated from European affairs and perhaps, the Japanese intelligence thought that such peace-loving people could hardly fight against such a military debacle.But after the initial shock of Pearl Harbor, both the military and the ordinary people united like a solid phalanx which, ultimately brought out American victory over Japan. Was it really an Intelligence Failure? But one point is yet to be discussed with all seriousness. Was the Pearl harbor-crisis an outcome of the failure of American Intelligence Service? As Clyde P. H. observes, â€Å"Responsibility for the Pearl Harbor disaster presents a complex problem with which historians will wrestle for years to come (Clyde, 614). It is really a very complex question on which the historians have quarreled with one another.It is true that the growing power of Hitler convinced the Americans that their own security was linked up with the war fortunes of the Allied powers and that Hitler, in full of control of European continent, would precede to the conquest of America. As Keswani K. B. points out, â€Å"On September 16, 1940, Congress passed the Compulsory Military Service and Training Law whereby conscription was introduced for the first time in the history of the country† (Saha). Thus, it is evident that, America was preparing for the impending war. But, surely, it was seeking for an excuse.When Japan, the Asiatic ally of Hitler, bombards Pearl Harbor, America exactly found an opportunity to join the war. Whether it was a failure of intelligence service or not, is obviously a crucial question. As Clyde points out, by July 1946, there had already been eight official investigations – yet it seemed that the full story had not been revealed. The earliest investigation, made by the then secretary of the Navy, Frank Knox and Associate Supreme Court Justice, Owen Roberts, laid the major responsibility on the Pearl Harbor commanders, Admiral Husband, S. Kimmel and General Walter C.Short. But later investigations, including that of a joint Congressional Committee, laid less blame on the commanders and more upon departments and personalities in the Government at Washington. Whatever the ultimate verdict of history may be, the Pearl Harbor attack was of tremendous importance not merely as a military catastrophe, but also in its political and intelligence implications. Most probably, it was not a matter of failure in the intelligence service. There are both immediate and long range reasons suggesting that the attack should have been anticipated.J. C. Grew, the American Ambassador at Japan, had warned the State Department, eleven months in advance that if war came, Japan might open hostilities with an attack on Pearl Harbor. From September onwards, intercepted Japanese messages revealed a sharp interest in the location of ships at Pearl Harbor. Grew had also given repeated warning that the Japanese might depend on surprise attack at several points – particularly at Pearl Harbor. Now, it is a question, why did the American Government not take sufficient measures in order to prevent such a naval onslaught.It is to be rem embered that the casualties were as staggering as the damage of the fleet – 2343 dead, 1272 wounded and 960 missing. At least nineteen ships were totally wrecked by the Japanese attack. The reason of this catastrophe is perhaps not the failure of the intelligence service – it was probably an outcome of a deliberate policy of American Government. Conclusion History has not as yet uncovered the full explanation of Pearl Episode. So theories and hypothesis were abundant. Most probably, America was awaiting an opportunity to join the war.When the Pearl Harbor incident took place, President Roosevelt took the opportunity to convince the Congress and the American people that a war with Japan was inevitable. So, some historians like Clyde, believed that it was planned and plotted by the American Government in order to find out a scope to join the war. In this way, the President surmounted the obstacle raised by the Monroe Doctrine in joining the European politics and discardi ng the doctrine of isolation from international affairs.