To What Extent Did The Collapse Of Apartheid South Africa...

To what extent did the collapse of Apartheid in South Africa (1991) really bring about change for the Bantu population? The collapse of Apartheid in South Africa (1991) brought only a small amount of change for the Bantu population. South still faces racism in society, due to the continual domination by the â€Å"white† population with race interaction limited to the false â€Å"rainbow† television campaigns and promotional Africa strategies. At the close of Apartheid, a number of false statements were used to convince the people of South Africa of this ideology. â€Å"A rainbow nation where reconciliation without justice had virtue.† This illusion of equality is still evident through the â€Å"white† socioeconomic clubs and areas still maintaining apartheid†¦show more content†¦Apartheid was a reaction by these Afrikaners to this rapid change. This insistence on racial apartness became the political and legal doctrine of apartheid. â€Å"It was an accepted Government policy that the Bantu (native) are only temporarily residents in the European (white) areas of th e Republic for as long as they offer their labour there.†- (The Department of Bantu Administration and Administration 1957) This injustice of apartheid towards the Bantu population is evident through the unfair distribution of land. 80% of South Africa’s land was given to the white minority population of the time, despite the fact that they consisted of less than 10% of the population. The government also introduced ‘influx’ control laws to limit the number of permits released to black South Africans allowing them to leave their homelands and work in cities or on white farms. The white government’s forceful policies included little to no spending on significant finances, which constructed services in the Bantu Homelands. â€Å"Schools hospitals and public transport, reliable electricity and running water, public telephones and sewerage systems were rare.† (L. Thompson, op cit, p 201.) This inequality and unfairness towards the Bantu population was evident for many years before apartheid collapsed. In 1989, the National Party of South Africa elected a new leader, F.W. de Klerk. 1989. The communist

Enabling and Assessing Learning. Essay - 1384 Words

Enabling and Assessing Learning. In this assignment I will be exploring a range of concepts, principles and theories of learning and assessment that apply to FE and the lifelong learning sector. I will apply these concepts, principles and theories to review the learning of my own students in my specialist area and how to respond to learning needs. There are a number of theories and concepts of learning which have been identified by a number of theorists. The four main theories are Humanism, Behaviourism, Cognitivism and Experiential Learning. Beyond these are a range of other theories and concepts that apply to FE. Learning theories not only explore how people learn but how different people of different ages respond in different ways†¦show more content†¦Reactions can be measured in many ways whether it is through observation or assessment. Beyond behaviourism we can also explore the theory of cognitivism, this is based on the way learners organise their knowledge and patterns of thinking. Many theorists have explored cognitivism including Piaget, Vygotsky, Bruner and Mezirow. Piaget and Vygotsky based their findings on children while Mezirow concentrated on the study of adult learning. Cognitivist learning forms a social pattern and can work best in group based learning. Piaget and Vygotsky found that as children develop their ability to re-organise their knowledge grew and worked by listening and imitating others. Vygotsky is renowned for his Zone of Potential Development (ZPD) which demonstrates where the learner is at and where the teacher wants the learner to be. Cognitivism advances from behaviourism which is vague and applies only Andragogy learning processes. The Cognitive theorists argue that thinking is central to the learning process; it is much more than the modification of behaviour through positive reinforcement. They suggest that a learner must gain progressively more and newer knowledge, while at the same time, discarding old knowledge that no longer fits in their new understanding of the subject. I have found with my learners that cognitivism is demonstrated in their learning process. As learners move for instance from level 1 to level 2 they will discard orShow MoreRelatedEnabling and Assessing Learning2370 Words   |  10 PagesASSIGNMENT TWO ENABLING AND ASSESSING LEARNING Introduction The assessment process in a teaching environment is a necessary requirement to enable you to be able to measure a student’s knowledge and understanding. Assessments come in many different forms and use many different methods, each are important in obtaining an outcome to which the tutor can obtain positive outcomes. Gravells (2008) suggests that assessment is a process of determining if learning has taken placeRead MoreMethods in Performing Assessment962 Words   |  4 Pagesa sample of the abilities that are required in the curriculum† (Ian Reece, 2007, teaching, training and learning) Fairness: Fairness censures that everyone has an equal chance of getting a good assessment. â€Å"All learners are entitled to a fair assessment and should be given the best opportunity to demonstrate their ability† (Ann Gravels, 2008, preparing to teach in the lifelong learning sector) Authenticity: The work produced by learner in practical life. Currency: The work is still relevantRead MoreRole of Teacher1175 Words   |  5 Pagesteacher/trainer explaining its responsibilities (including the promotion of equality and valuing diversity) and limits. A/1.2 A/1.3 A/1.4 There are 5 stages to the teaching Learning Cycle. Enabling Learning Planning Learning Assessing Learning Quality assurance amp; evaluation Identifying Learning The learning cycle can start and finish anywhere on the cycle. There is no start and finish point. Identifying needs Before the students start the course a lot of pre assessment work canRead MoreEducational Assessment At Metro Academic And Classical Academy1142 Words   |  5 Pageslearn. Assessing student mastery and progress provides educators critical information needed to tailor instruction as a means of ensuring that all we do is rooted in our vision of ensuring a world-class education preparing students to be life-long learners and successful in an ever changing global community. Educational assessment at Metro Academic and Classical Academy is grounded in the following principles and values: 1. The purpose of assessment is to drive instruction and student learning. 2Read MoreExplain How to Plan Essay1008 Words   |  5 PagesUnderstanding the Principles and Practices of Assessment Q1 - Explain the Function of assessment in learning and development The assessment cycle continues until all aspects of the qualification have been achieved by the learner:- Initial assessment – Prior knowledge of the subject to determine teaching style. Assessment planning – agree what types and methods of assessments are to take place Assessment Activity – what methods, e.g. observational/ assignments/ questioning Assessment decisionsRead MoreTeaching Assistant Level 3 Assignment 11667 Words   |  7 Pagesto work together to achieve the best learning result. Lesson plans and structures will be implemented and will be catered for each learner; they will include teaching methods and techniques, assessments and targets. Teachers have policies, procedures and regulations to adhere to and within organisations will have to take into consideration budgets and resources. As a teaching assistant it is my responsibility to support the teacher in the planning of learning activities according to the relevantRead MoreEnabling Learning Through Assessment1705 Words   |  7 Pages3D Enabling Learning Through Assessment Part A Learning is something that everybody does, be it in the classroom or outside of it. Learning is an active ‘meaning-making process. Only information that has been structured and organised by the learner can pass into the long-term memory and then be used in real life. In order to achieve goals and progress in life we need to learn, be it every day survival skills or acquiring academic knowledge. To determine how much we already know or to determineRead MoreUsing Group Activities As Formative Assessment Essay1474 Words   |  6 Pageseducational system is characterized by an increase demand for accountability and high-stakes testing. The demand for such accountability and testing is demonstrated in the quest for the use of summative assessments that provide a summary of the learning progress of students. Generally, the push for increased accountability and high-stakes testing has contributed to the use of different kinds of assessments that are administered at the state, distr ict, school, and national levels. The use of theseRead More7.0School Assessment Process. School Assessment Process1451 Words   |  6 Pagesimportant for all schools to follow the Assessment Principles. According to the personal communications with Bindi (2017) at the beginning of each school year the assessment results from the previous year are used to place students into appropriate learning groups and plan what to teach. Bindi also noted that she tries not to assess to regularly as she finds it difficult to get accurate results within her classroom. Bindi (2017) stated that she integrates both formative and summative assessment intoRead MoreAlternative Main Post Option For Risk Management1168 Words   |  5 Pagesthe organization to resolve this vulnerability â€Å"So much depends on accurate valuations of assets and intangibles—such as customer goodwill, that it is essential to have accurate estimates or you risk skewing security resources to the wrong assets. Assessing threats and appropriate countermeasures is a key component of the asset protection life cycle. By understanding the risks associated with each asset, the value of each asset, and the cost of protecting the asset, organizations can make rational and

Locke And The Rights Of Children Essay free essay sample

, Research Paper Locke steadfastly denies Filmer # 8217 ; s theory that it is morally allowable for parents to handle their kids nevertheless they please: # 8220 ; They who allege the Practice of Mankind, for exposing or selling their Children, as a Proof of their Power over them, are with Sir Rob. happy Arguers, and can non but recommend their Opinion by establishing it on the most black Action, and most unnatural Murder, humane Nature is capable of. # 8221 ; ( First Treatise, sec.56 ) Rather, Locke argues that kids have the same moral rights as any other individual, though the kid # 8217 ; s unequal mental modules make it allowable for his parents to govern over him to a limited grade. # 8220 ; Thus we are born Free, as we are born Rational ; non that we have really the Exercise of either: Age that brings one, brings with it the other too. # 8221 ; ( Second Treatise, sec.61 ) On top of this, he affirms a postive, non-contractual responsibility of parents to supply for their progeny: # 8220 ; But to provide the Defects of this imperfect State, till the Improvement of Growth and Age hath removed them, Adam and Eve, and after them all Parents were, by the Law of Nature, under an duty to continue, nourish, and educate the Children, they had begotten. We will write a custom essay sample on Locke And The Rights Of Children Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page # 8221 ; ( Second Treatise, sec.56 ) Apparently, so, Locke believes that parents may overrule bad picks that their kids might do, including self-regarding actions. Leaving aside Locke # 8217 ; s responsibility of self- saving, his theory permits grownups to make as they wish with their ain organic structures. But this is non the instance for kids, because their deficiency of ground prevents them from doing reasonable picks. To allow a wilful kid from taking serious hazards to his wellness or safety even if he wants to is allowable on this theory. Parents ( and other grownups every bit good ) besides seem to hold a responsibility to forbear from taking advantage of the kid # 8217 ; s weak rational modules to work or mistreat him. On top of this, Locke affirms that parents have enforceable duty to continue, nourish, and educate their kids ; non because they consented to make so, but because they have a natural responsibility to make so. 2. The Problem of Positive Parental Duties The first trouble with Locke # 8217 ; s theory of childrens # 8217 ; rights is that the positive responsibility of parents to raise their kids seems inconsistent with his overall attack. If, as Locke tells us, # 8220 ; Reason teaches all world, who will but confer with it, that being all equal and independent, no 1 ought to harm another in his Life, Health, Liberty, or Possessions. # 8221 ; ( Second Treatise, sec.6 ) , it is hard to see why it is allowable to hale parents to supply for their offspring. In general, in Locke # 8217 ; s intrigue one acquires extra duties merely by consent. Even matrimony he assimilates into a contract theoretical account: # 8220 ; Conjugal Society is made by a voluntary Compact between Man and Woman # 8221 ; ( Second Treatise, sec.78 ) We should observe that in subdivision 42 of the First Treatise, Locke affirms that the radically destitute have a positive right to charity. # 8220 ; As Justice gives every Man a Title to the merchandise of his honest industry so Charity gives every Man a Title to so much out of another # 8217 ; s Plenty, as will maintain him from extream privation, where he has no agencies to exist otherwise. # 8221 ; But this barely regulations out trusting on voluntary charity if it is sufficient to care for all those in # 8220 ; extream want. # 8221 ; Quite perchance, this right would neer hold a opportunity to be exercised in a moderately comfortable society, since demand would be minimum and voluntary aid abundant. Furthermore, it is barely clear that the responsibility to supply for the highly destitute remainders merely on some sub- group of the population. This transition seems to do it a cosmopolitan responsibility of all of society # 8217 ; s better-off members. For these two grounds, so, it would look hard to land positive parental responsibilities on the kid # 8217 ; s right to charity. For if the figure of kids with unwilling parents is sufficiently bantam, and the society in which they are born sufficiently rich, the stipulations for exerting the right do non be. Furthermore, there is no ground for parents, much less the parents of a peculiar kid, to hold a responsibility to that kid ; more credibly, all able-bodied members of society are every bit obliged to carry through this responsibility. Nor would it work to state that parental duty is derived from the right of damages for injury, which Locke explains a condemnable owes to his victim: # 8220 ; he who hath received any harm, has besides the right of penalty common to him with other Men, a peculiar Right to seek Reparation from him that has done it. # 8221 ; ( Second Treatise, sec.10 ) How has a kid # 8220 ; recieved any harm # 8221 ; from his parents? At the clip of birth, his female parent has already endured a painful load in order to give the kid life. Far from holding in any manner harmed her neonate babe, a female parent could easy claim to hold long since dispatched her portion of the societal duty to care for the radically destitute after nine months of transporting him. The male parent may or may non hold assisted the female parent in this procedure ; but certainly he can # 8217 ; t be said to hold harmed the kid in any manner that would give the kid a right to damages from him. 3. The Question of Consent The Se cond trouble with Locke # 8217 ; s theory of childrens # 8217 ; rights is that he doesn # 8217 ; T integrate the theory with his overall contractualist attack. If Locke could happen some kind of a contractual apprehension between parents and their kids ( as he does for matrimony and other societal interaction ) , so the theory of childrens # 8217 ; rights would break cohere with his overall theory. A contractualist attack might besides break illuminate the nature and extent of parental responsibilities. # 8212 ; Reconstructing the Theory of Childrens # 8217 ; Rights The best thing about Locke # 8217 ; s theory of childrens # 8217 ; rights is that it explains why kids must be treated otherwise in order to esteem the human rights that they portion every bit with grownups. Some minds in the Lockean tradition have been willing to support the # 8220 ; rights # 8221 ; of kids to be molested by grownups, to purchase drugs, to sell their legs, and so on. I think that there is a monstrous confusion here ( every bit good as a deficiency of common sense ) , since it assumes that childrens # 8217 ; serious deficiency of intelligence and information in no manner taints the voluntariness of their consent. While I am in understanding with Locke up to here, I think his theory demands to be reformulated. First of wholly, we should deny that parents have a non-consensual duty to back up their kids. As explained earlier, even if we endorse Locke # 8217 ; s right to charity, no nonvoluntary responsibilities to one # 8217 ; s offspring follow. Second and more fundamentally, we should incorporate the theory of kids # 8217 ; s rights with Locke # 8217 ; s theories of contract and consent. The chief obstruction to such an attack is that a kid can # 8217 ; t consent in the normal sense ; so, if he could, why would the kid need a defender in the first topographic point? Tacit consent works no better than expressed consent, since deficiency of rational ability undermines silent consent excessively. The difference between explicit and tacit is simply in the mode of showing consent ; and if a kid is rationally unable to state # 8220 ; I consent # 8221 ; so he is no more rationally able to indirectly connote that he consents. So neither expressed nor silent consent work. But despair non ; for there is a 3rd construct of consent, viz. conjectural consent. While this impression is normally fishy, in the instance of kids it is unambiguously utile. Adults must handle kids merely in ways to which they would accept, if their modules were sufficiently developed. Everyone has the responsibility to handle kids merely in ways to which they would consent: there is a general duty to forbear from utilizing force against kids, molesting them, giving them toxicant or drugs, and so on. And a kid # 8217 ; s manque defenders can merely go his defenders on footings to which the kid would accept if his head were mature. The precise content of the consent, being conjectural, is of class rather obscure ( which, merrily, implies that there is no demand to forfeit the pluralism built-in in broad parential discretion ) . But at lower limit, the conjectural contract would guarantee the demands of nutriment, saving, and instruction. Though the kid # 8217 ; s consent demand simply be conjectural, the consent of his defender ( s ) much be existent ( likely tacit instead than explicit ) . Since it is the female parent of the kid who automatically suffers a big cost to convey the kid to term, there should be a strong given in favour of her sole care. Naturally, she may portion guardian responsibilities with the male parent if they both consent through an understanding such as matrimony ; or she may give up her care of the kid through acceptance. Some may object that conjectural consent is boundlessly variable. ( Robert Pollock told me that he heard a NAMBLA member remember how glad he was that he was molested as a young person. ) But I think that every theory of childrens # 8217 ; rights finally entreaties to conjectural consent: for you could besides deny that a kid would decline to be killed, or crippled, or castrated. On most modern Lockean rights theories ( though non in Locke himself ) , such things are merely a rights misdemeanor if the victim refuses to accept ; so such things violate a kid # 8217 ; s rights merely if in some sense his consent is absent. You might reason that all that is necessary to cognize is that it is highly improbable that the grownup into whom the kid will turn would accept to poisoning, emasculation, or molestation. That is one possible answer to the NAMBLA expostulation. Alternately, possibly this suggests that it is ineffectual to seek to develop an entirely political theory of morality. While the jurisprudence should non seek to transfuse a peculiar position of the good life in grownups, kids may be another affair. Possibly we should handle kids as they would accept to be treated if they were non merely rational, but besides virtuous. If this position turns out to be right # 8211 ; and I am non certain that it is # 8211 ; our whole apprehension of classical liberalism may alter. In peculiar, classical broad theories that try to turn to merely political doctrine, staying silent on all other inquiries, will turn out to be incorrect. As might be expected, the anamolous instance of childrens # 8217 ; rights raises new and serious inquiries about the ultimate justification of a broad order.

The Power of Language Essay Example

The Power of Language Essay The Power of Language Nowadays, more and more Chinese migrants, who use English as their second language, live and work in America. We can call them â€Å"bilingual† since they can speak both English and their mother tongueChinese. However, although many Chinese migrants can talk with others with very fluent English, many native speakers sometimes find it is hard to understand what these Chinese people have said. Some Chinese linguists who are in the union CMAU argue that with the age-old culture, Chinese have already formed their own style of expressing things. And this style may not be changed because it reflects their thoughts which have already formed by their unique culture. However, in Amy Tan’s personal essay â€Å"Mother Tongue†, the narrator used her own experience to show how her mother’s simple language influence her and changed her attitude to this Chinese-styled English from negative to positive in an unconscious way, and finally formed her identity of language in study and fiction writing. This kind of change in language may seem difficult for many people. But Amy Tan is different. To see something about her background, it can be found that although she is an American and received American-styled education, her parents were all born in China and received Chinese-styled education. That makes things different because she had double identities in her life: as a student in school and as the daughter in her family. And she spoke regular English with her classmates and simple English to her mother. Tan’s attitude toward her mother’s language was often negative when she was young. We will write a custom essay sample on The Power of Language specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Power of Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Power of Language specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In fact, it is easy for readers to guess which kind of language Amy Tan preferred when she was young because she did not know anything about Benjie2 Chinese culture. The narrator shows her attitude to her mother’s language by saying â€Å"I was ashamed of her English. I believed that her English reflected the quality of what she had to say† (28). The narrator then explains that her shame came from observing â€Å"the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did hear her† (29). The reason might seem superficial or even a little snobbish to readers. But it will easily be accepted because she was so young that she did not realize that her mother’s speech reflected the culture of Chinese. In the present, the narrator gives the readers some information about her first view of her mother’s language. This point causes the readers to think how her view is changed, and also begin her process of her language identity’s formation. Everything which changes must have a cause. And the change of Amy Tan’s view of her mother’s language is not an exception. The narrator used two stories to show how this kind of identity in language was formed. The one is her mother â€Å"used to have me call people on the phone to pretend I was she† (29). And in the process of pretending to be her mother on the phone, Amy Tan had gradually formed her identity in language because she had to continuously translate her mother’s broken English into regular English. This may have had an impact on her thoughts because she had to think using her mother’s style of language in order to translate what her mother’s wanted done. Then the narrator tells another story about her and her mother’s experience in the hospital, which is â€Å"a similar routine† but gives readers a deeper impression about the process of how her dealing with her mother’s language changed the author’s view of language. And the narrator also indicates her mother’s character by describing her mother said â€Å"she wouldn’t budge† (29). When the doctors wouldn’t serve her as she wanted, in this case, Tan talks for her mother but doesn’t pretend to be her and gets easily what her mother couldn’t. The narrator does not say so but the reader gets the Benjie3 feeling that she felt that her mother was unfairly treated mainly because of her language. What is a shame here then is not her mother but the doctors’ actions. The fact that the narrator doesn’t explain shows how her change in attitude toward her mother’s speech from negative to more positive happened over time and mostly unconsciously. In fact, to show this unconscious change the narrator has already indicated details at the beginning of this essay. When she talked about a lecture which was given to both an ordinary audience and to her mother, she was â€Å"made keenly aware of the different Englishes I do use† (27) She then says â€Å"The talk was going along well enough, until I remembered on major difference†(27) That is she was using the kind of English which â€Å"I have never used with her†(27). These details, especially her surprise, indicate that the author did not feel her attitude change about the difference in language between her mother and other people until the recent lecture. Thus, all her formation of her identity in language is not self-conscious. And all the reminiscence about her language identity formation was only after her awareness of the importance in her life of dealing with the different language she used between her and her mother. Until now, the narrator successfully narrates her gradual formed identity in language which was influenced by her mother without awareness. Different identity must have different effect on study or work. The narrator demonstrates this point of view by using her unique experience both in school and her career. In her view, there is a difference between her and other people in language skill development. Because she was born in an immigrant family, her language skills were more influenced by her family than her peers. From here, the narrator has already related her formed identity in language to her study. To provide evidence of what she says, she gives the experience of her tests in school. She says:â€Å"While my English skills were never judged as poor, compared to math, English could not be considered my strong suit†(29)This will cause readers to think why as a famous fiction writer, English is not the Benjie4 strong suit for Amy Tan’s school study? Why was she good at math? The narrator answers these questions by simple saying â€Å"Math is precise; there is only one correct answer† (30). From this statement, it is not hard to think about Amy Tan’s new formed identity—the simple but precise language which was passed on by her mother. Then the narrator takes two examples from the English tests to show the reason why she can’t do well in these abstract tests. Readers can easy find the reason by reading the narrator’s conclusion about a test situation with â€Å"Tom† and â€Å"Mary†: â€Å"according to my mother, there were very few limitations as to what Tom could have been and what Mary might have thought of him†(30). Also, from what the narrator says, we can also find some details about her altitude to this simple language, from â€Å"broken† to â€Å"precise†, that shows the author had already accepted this identity in language. In fact, as a writer Tam comes to reject the complicated and vogue and favor the simple. For saying something about the identity’s impact on the Amy Tan’s career, the narrator firstly quotes some questions which she was asked by others â€Å" Why there are not more Asian Americans enrolled in creative writing programs? Why do so many Chinese students go into engineering? †(30) The narrator didn’t answer the questions. Instead, she tells something about Chinese students’ performance in math achievement tests and English tests. In fact, the narrator wants to give space for readers to think, to ponder why this phenomenon happens. And it is easy for readers to relate this phenomenon to the narrator’s identity in language. That must be the most important thing the narrator wants to do: to show how powerful language is. It makes impacts on all parts of our life, no matter in study or work. Lately, the narrator illustrates how she changed her style of writing from â€Å"wittily crafted English† to â€Å"simple English†, and then she formed her unique writing style. At the end of the story, the narrator says â€Å"apart from what any critic had to say about my writing, I knew I had succeeded† (31). From now, we can find that the Amy Tan’s identity in Benjie5 language has already changed. The altitude to her mother’s Chinese-styled English changed from â€Å"broken† to â€Å"simple†, then she felt â€Å"succeeded† by using her own simple language in writing fictions. Although Amy Tan is a fiction writer, her purpose to write this personal essay is not to do any literature research, just as she says â€Å"I am not a scholar of English or literature† and â€Å"I am someone who has always loved language† (27). Thus, it may be more easily to cause readers to think of the relationship between language and their identity because she used so many personal experiences which may be also occur in our daily. To think about the title of the story â€Å"mother tongue†, it will also cause readers to ponder what is Amy Tan’s real mother tongue? She was born in America and speaks English as native speaker, but her identity of her language, is gradual formed by her mother’s Chinese-styled English influence. Thus, the narrator gives something for readers to consider and to give answers. In a word, the role of language in Amy Tan’s identity must be significant. It gradually formed her precise thoughts in tests and simple writing style in her fictions. It causes readers to deeply think about if the â€Å"broken† language is really broken, and if this kind of language will also be used in their future life. And they may find the answer when they are greeting people using the also broken phrase â€Å"long time no see†. Work Cited Amy Tan. â€Å"Mother Tongue† Writing As Revision. Ed. EdthAlvarado and Barbara Cully. 2010. 27-31. Print

Nominalization and Conversion

Nominalization and Conversion Nominalization and Conversion Nominalization and Conversion By Mark Nichol Every field of endeavor has its vocabulary, and the business world, for better or worse, has contributed significantly to the English language with jargon- an insider language that often obfuscates when it should clarify and complicates when it should simplify. This post discusses two categories of such word adaptation. Nominalization is morphological change though suffixation- the creation of a noun by attaching a suffix to an existing noun or another part of speech. For example, pomposity derives from pompous, corporatism comes from corporate, and humanization results from nominalization of humanize (and, of course, nominalization is itself a nominalization of nominal, which simply means â€Å"pertaining to a name or naming,† though it often has a sense of â€Å"in name only†). This neologistic strategy is not inherently inadvisable; it is, after all, how we label concepts that help us understand the world. But writers can get carried away, piling up nominalizations into a formidable heap of sesquipedalian pedantry. When you find yourself collecting such constructions, aid comprehension by breaking the discussion down into more conversational prose- describe with a phrase what one word can do more concisely but not necessarily more coherently. The second category, conversion (also called zero derivation), sometimes takes this disassembly too far in the opposite direction. Here, one part of speech is repurposed, without alteration, into another, as when verbs become nouns. Some examples are well worn: Disconnect, for one, has become increasingly ubiquitous since its coinage several decades ago to describe a break or disruption between two entities or parties or between one entity or party and a concept. But other venerable words have taken on new senses: For example, build, which as a noun has long referred to a person or animal’s size and shape, now also denotes the development of a procedure or a system. Fail has existed for some time as a noun in the phrase â€Å"without fail† and in the context of a financial deal, but now it is an everyday truncation of failure. And read, employed for decades to refer to something read or the act of reading or time spent reading, has more recently developed as a casual alternative to analysis or opinion in such comments as â€Å"What’s your read on that?† Meanwhile, a new generation of upstart conversions has entered the lexicon since the passing of the last millennium: Writers refer to an ask, or what is expected or requested of someone. Solution is passà ©; one now achieves a solve. And the cost of something is often referred to in corporate contexts as the spend. It’s likely too late for an undo for some of these words, but others may quietly disappear, while those that remain eventually become as unobjectionable as disconnect as a noun. But unless you’re in the thick of the business realm (and perhaps even then), maintain an aversion to conversion. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business Emails41 Words That Are Better Than Good50 Plain-Language Substitutions for Wordy Phrases

Homing In and Plain Honing

Homing In and Plain Honing Homing In and Plain Honing Homing In and Plain Honing By Maeve Maddox Kristi Landis writes: When one wants to get more detail on something is it called â€Å"homes in† or â€Å"hones in†? Until I researched this question, I knew of only two uses of hone as a verb: the literal meaning of â€Å"to sharpen,† as on a whetstone (also known as a â€Å"hone†), and the figurative meaning â€Å"to improve,† as in â€Å"to hone one’s skills.† Hone Your Skills: Become A Better Data Center Manager Honing Skills: This section is devoted to articles on honing and improving your writing skills, by editing, critiquing or discussion. Tomko looks to hone his skills during â€Å"lull† in WWE career Surgeons Hone Skills on Nintendo Wii The OED also gives these dialect meanings for hone as a verb: to delay, tarry, hesitate; to whine or pine for; to hanker after. I’ve heard and read the expression â€Å"to hone in† used with the sense of focus on or get closer to, but always assumed that it was a mistake for â€Å"to home in.† Ive always assumed that the expression to home in originated with â€Å"homing pigeons that return to the place they were hatched. However, in the OED examples of early use, â€Å"home† is used without the â€Å"in†: 1875 Live Stock Jrnl. 23 Apr. 57/3 Pigeons home by sight and instinct. 1899 Westm. Gaz. 12 Apr. 9/1 The first [pigeon] homed at nine oclock. The homing habits of pigeons may have caused aircraft technology to adopt the verb: 1920 Wireless World Mar. 728/2 The pilot can detect instantly from the signals, especially if ‘homing’ towards a beacon. 1956 Amer. Speech XXXI. 228 A good officer could even ‘home in on a bottle of whisky’ placed on the landing field. This use of â€Å"home in on’ is used figuratively to describe other ways in which one comes closer to an object or subject of importance: 1971 New Scientist 16 Sept. 629/1 Mexicos Professor S. F. Beltran homed in on education as a critical need. Substituting â€Å"hone† for â€Å"home† in the expression may have begun as an eggcorn, but it has become common enough for the OED to give it its own entry: intr. to hone in. To head directly for something; to turn ones attention intently towards something. Usu. with â€Å"on†. Cf. HOME Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?Driver License vs. Driver’s LicenseAffect vs. Effect

Freedom Essay Example | Topics and Well Written Essays - 500 words - 2

Freedom - Essay Example Freedom allows a person to undertake any activity or action that he or she wishes as long as it does not limit or interfere with the freedom of another person. Self-determination is supposed to impact on the decisions that affect only the individual and not others. For example, one has the freedom to swing hand, however, this does not mean crushing another person’s nose in the guise of swinging own hands. In order to utilize freedom effectively, people should be bound by the principles such as self-control. This implies that the person can know the extent and limits of freedom. Overemphasis on freedom can be detrimental to the individual, community or the country at large. Freedom is thus regulated by law since it is sometimes used as justification for illegal activities. There are several types of freedom. Freedom of worship is guaranteed in many countries practicing democracy. This allows individuals to proclaim their religion without fear (Osho 2013). Economic freedom allows people to determine how to do business and who to associate with in business. However, this type of freedom is constrained by geographical locations and political factors. Example, transactions that threaten the security cannot be termed as economic freedom. Political freedom is the liberty to determine individual political affiliation without any coercion. Brett (2008) asserts that an individual can only change his or her political position based on persuasion. Political freedom further implies that a person cannot be punished for his or her political choices.

Evaluating Fictive-Narrative Essay Example | Topics and Well Written Essays - 1000 words

Evaluating Fictive-Narrative - Essay Example He effectively illustrated that the abstract understanding is enhanced when studying the physical object. John was greatly fascinated with nature and science from a very early age. His father was a scientist in the area of Surgery, thus he occasionally communicated with John on issues concerning general science. The literature explains that John used to observe the activities of small living organisms such as the insects that are commonly found on the tree barks. He developed curiosity on how the insects manage to hatch or come forth from the dung. During childhood, John developed keen interest in the bodies of dead animals like the pigs. He wanted to observe the pig more closely to satisfy his curiosity. They obtained the dead animals from the slaughterhouse, before they are taken by the butchers or meat suppliers. During analysis of the dead animals, he used several procedures and equipments. He used the knife to slice the carcass, and then remove the intriguing organs such as the liver, lungs and heart. He observed that the features and characteristics of the hearts varied, from one animal to another. His father taught him great lessons in natural science and surgery through practical procedures, more so the animal dissection techniques. The father explained that the surgical procedures conducted on animals, was very similar to procedures conducted on human beings. The father taught him the general functioning of the body organs. The esophagus is the channel that the food follows, so as to make blood. The food enters the stomach, then liver and also the heart. The heart pumps the blood to other body parts or organs through the phlebes. Aristotle was taught by his father that blood is the main source of nourishment to the body. Therefore, John illustrated adequate capabilities of being a natural scientist. John was effectively guided in his medical training by the medical school lecturers, instructors and

Pips Shadow Parents Essay Example for Free

Pips Shadow Parents Essay He then takes Pips hands, and causes him to be disorientated and feel very weak and vunerable. This is, again, like a metaphor for Pips whole world being shaken up and turned on his head, and he has control, he is pushed out of his comfort zone by this stranger, and so it creates a strange bond with him, because then Magwitch has total control over Pip. Magwitch exerts his new found control over the boy to pressure him into stealing for him, and if Pip fails this, the fate is death. The mention of death has a huge emotional impact on Pip. Magwitch also uses his eyes to great effect to scare Pip, intensifying his stare to pressure Pip even more. Dickens focuses on the eyes and hands in Great Expectations because they show the methods, which Magwitch uses, and the look in Magwitchs eyes reveals a lot about his desperate attitude. The BBC dramatization of this echoes this, because the actor who plays Magwitch uses his eyes to great extent, looking Pip all over, checking him out, and the whole scene is reproducted even down to the last detail. When Magwitch is led away in Chapter 5, we dont hear much about him until his return in Chapter 39. What we find out is that Magwitch was taken to Australia by the dreaded hulks and worked in sheep farming, and this is the source of Magwitchs money, which he uses to fund Pips journey to London, and to become a gentleman. However, when Magwitch is away in Australia, he sends Pip money, in other words, he is Pips benefactor. We find out this in chapter 39. Dickens plays with the idea that Pip has no idea where all this mysterious money is coming from, and it is quite amusing. A huge sum of around five hundred pounds (a huge amount of money in the 19th century) arrives for him via Jaggers in Chapter 36. Pip is still confused and thinks that it is Miss Havisham who sends him the money; however, Miss Havisham denies this fact. Miss Havisham, whom Pip first meets in Chapter 8, conveys herself as a mysterious character, who is sitting upon a great fortune, but who will not spend it. Miss Havisham, despite the fact she doesnt give Pip any money, still plays a major part in sending him to London. Miss Havisham acts as Pips shadow mother; because she gives him advice like a mother would give to her own son. Frequent visits to Satis House build up the relationship between Miss Havisham and Pip, and in addition to this, Pip and Estella, since their first meeting, grow more tolerant towards each other. Estella has treated Pip like dirt since their first meeting in Chapter 8. We know that there is a link between Compeyson and Pips shadow parents. Compeyson is Magwitchs arch enemy, since Compeyson split the beans and blamed all his misdemeanours on Magwich. Miss Havisham, as we discover in Chapter 42, reveals that Compeyson was the con-man who ruined Miss Havishams life by failing to show up at her wedding. The social class system in the mid-19th century was much stronger than it is today. There was a more obvious divide between the rich and the poor. Nowadays, it is less apparent. At the time Dickens is writing, it was easier to become a gentleman. Before the novel, the only way you could become a gentleman was to be born into a rich upper-class family, and brought up in decent surroundings. Pip was born in the working-class band and works his way to becoming a gentleman, aided along the way by Miss Havisham. Dickens writing style throughout the whole novel ends the novel on a cliff-hanger. The reason for this is because of the original format of the book. Great Expectations was published in a journal format (one chapter per journal) in a publication called All The Year Round from December 1, 1860 to August 3, 1861. The writing style is apparent throughout the whole novel. 1,207 words   English Coursework Mr Bacsich James Cull Page 1 08/05/2007 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Great Expectations section.

War and Media Essay -- War Television Essays

War and Media Perhaps one of the greatest impacts on the lives of the peoples of Earth is that of our own self-destruction; of wars, death, and decay. It is therefore very reasonable to suppose that at the forefront of these events would be the media, capitalizing on their ability to bring to the people, those less immediately afflicted by war, news and developments concerning the actual war, statistics, and shocking images from inside the various war zones. Though many may think that the purpose of this type of reporting is for the intellectual benefit of the viewers, some have argued that it is instead a sort of real-life â€Å"reality television show.† Tom Engelhardt wrote in an article entitled â€Å"The Gulf War As Total Television,† found in The Nation, that the Gulf War â€Å"†¦proved promising exactly because the boundaries between military action and media event broke down in such a way that military planning could become a new form of media reality.† (Engelhardt, 108) If one follows this dissertation, we seem to pick up on how the Gulf War was actually a sort of ploy by the government and the newly conglomerated media industries to boost ratings and provide high-rated entertainment as opposed to news coverage. It is known that at this point in history the broadcast industry was in very real danger of falling through, even though they had mass financial support by various companies across the US, due to the cable industry and the then newly formed Fox network. This makes a lot of sense when you look at how the broadcast networks were planning taking back the industry, by getting in with the governme nt and making the production of a lifetime. â€Å"The history of the war has always been suppressed in the national... ...p://www.bsu.edu/library/doresearch/resourceguides/terrorism.html> Cohen, Jeff. â€Å"Stenographers to Power: The Gulf War As a Case Study in Media Coverage.† Stenographers to Power. Ed. David Barsamian. Monroe ME: Common Courage Press, 1992. 139-162. Engelhardt, Tom. â€Å"The Gulf War As Total Television.† The Reference Shelf: The Media & the Public, Vol. 66, Num. 5. Ed. Casey Ripley, Jr. New York: H.W. Wilson Company, 1994. 108-115. Johnson, Peter. â€Å"Media, War and Scrutiny.† USA Today 17 Oct. 2001. 34 pars. 19 Nov. 2002 Kennedy, William V. The Military and the Media. Connecticut: Praeger, 1993. Neuharth, Al. â€Å"Media Mesmerize with Attack Coverage.† USA Today 13 Sept. 2001. 14 pars. 19 Nov. 2002 War and Media Essay -- War Television Essays War and Media Perhaps one of the greatest impacts on the lives of the peoples of Earth is that of our own self-destruction; of wars, death, and decay. It is therefore very reasonable to suppose that at the forefront of these events would be the media, capitalizing on their ability to bring to the people, those less immediately afflicted by war, news and developments concerning the actual war, statistics, and shocking images from inside the various war zones. Though many may think that the purpose of this type of reporting is for the intellectual benefit of the viewers, some have argued that it is instead a sort of real-life â€Å"reality television show.† Tom Engelhardt wrote in an article entitled â€Å"The Gulf War As Total Television,† found in The Nation, that the Gulf War â€Å"†¦proved promising exactly because the boundaries between military action and media event broke down in such a way that military planning could become a new form of media reality.† (Engelhardt, 108) If one follows this dissertation, we seem to pick up on how the Gulf War was actually a sort of ploy by the government and the newly conglomerated media industries to boost ratings and provide high-rated entertainment as opposed to news coverage. It is known that at this point in history the broadcast industry was in very real danger of falling through, even though they had mass financial support by various companies across the US, due to the cable industry and the then newly formed Fox network. This makes a lot of sense when you look at how the broadcast networks were planning taking back the industry, by getting in with the governme nt and making the production of a lifetime. â€Å"The history of the war has always been suppressed in the national... ...p://www.bsu.edu/library/doresearch/resourceguides/terrorism.html> Cohen, Jeff. â€Å"Stenographers to Power: The Gulf War As a Case Study in Media Coverage.† Stenographers to Power. Ed. David Barsamian. Monroe ME: Common Courage Press, 1992. 139-162. Engelhardt, Tom. â€Å"The Gulf War As Total Television.† The Reference Shelf: The Media & the Public, Vol. 66, Num. 5. Ed. Casey Ripley, Jr. New York: H.W. Wilson Company, 1994. 108-115. Johnson, Peter. â€Å"Media, War and Scrutiny.† USA Today 17 Oct. 2001. 34 pars. 19 Nov. 2002 Kennedy, William V. The Military and the Media. Connecticut: Praeger, 1993. Neuharth, Al. â€Å"Media Mesmerize with Attack Coverage.† USA Today 13 Sept. 2001. 14 pars. 19 Nov. 2002

American Involvement in Ww1

World War I (WWI), which was predominantly called the World War or the Great War from its occurrence until 1939, and the First World War or World War I thereafter, was a major war centered in Europe that began on 28 July 1914 and lasted until 11 November 1918. It involved all the world's great powers, which were assembled in two opposing alliances: the Allies (centered on the Triple Entente of the United Kingdom, France and Russia) and the Central Powers (originally centered on the Triple Alliance of Germany, Austria-Hungary and Italy).These alliances both reorganized (Italy fought for the Allies), and expanded as more nations entered the war. Ultimately more than 70  million military personnel, including 60 million Europeans, were mobilized in one of the largest wars in history. More than 9  million combatants were killed, largely because of great technological advances in firepower without corresponding advances in mobility. It was the sixth deadliest conflict in world history, subsequently paving the way for various political changes such as revolutions in the nations involved.Long-term causes of the war included the imperialistic foreign policies of the great powers of Europe, including the German Empire, the Austro-Hungarian Empire, the Ottoman Empire, the Russian Empire, the British Empire, France, and Italy. The assassination on 28 June 1914 of Archduke Franz Ferdinand of Austria, the heir to the throne of Austria-Hungary, by a Yugoslav nationalist was the proximate trigger of the war. It resulted in a Habsburg ultimatum against the Kingdom of Serbia.Several alliances formed over the previous decades were invoked, so within weeks the major powers were at war; via their colonies, the conflict soon spread around the world. On 28 July, the conflict opened with the Austro-Hungarian invasion of Serbia, followed by the German invasion of Belgium, Luxembourg and France; and a Russian attack against Germany. After the German march on Paris was brought to a h alt, the Western Front settled into a static battle of attrition with a trench line that changed little until 1917.In the East, the Russian army successfully fought against the Austro-Hungarian forces but was forced back by the German army. Additional fronts opened after the Ottoman Empire joined the war in 1914, Italy and Bulgaria in 1915 and Romania in 1916. The Russian Empire collapsed in 1917, and Russia left the war after the October Revolution later that year. After a 1918 German offensive along the western front, United States forces entered the trenches and the Allies drove back the German armies in a series of successful offensives.Germany, which had its own trouble with revolutionaries at this point, agreed to a cease-fire on 11 November 1918, later known as Armistice Day. The war had ended in victory of the Allies. By the war's end, four major imperial powers—the German, Russian, Austro-Hungarian and Ottoman empires—had been militarily and politically defeat ed and ceased to exist. The successor states of the former two lost a great amount of territory, while the latter two were dismantled entirely. The map of central Europe was redrawn into several smaller states.The League of Nations was formed in the hope of preventing another such conflict. The European nationalism spawned by the war and the breakup of empires, the repercussions of Germany's defeat and problems with the Treaty of Versailles are generally agreed to be factors contributing to World War II. The strategy of the Central Powers suffered from miscommunication. Germany had promised to support Austria-Hungary's invasion of Serbia, but interpretations of what this meant differed. Previously-tested deployment plans had been replaced early in 1914, but the replacements had never been tested in exercises.Austro-Hungarian leaders believed Germany would cover its northern flank against Russia. Germany, however, envisioned Austria-Hungary directing most of its troops against Russia , while Germany dealt with France. This confusion forced the Austro-Hungarian Army to divide its forces between the Russian and Serbian fronts. On 9 September 1914, the September program, a possible plan which detailed Germany's specific war aims and the conditions that Germany sought to force on the Allied Powers, was outlined by German Chancellor Theobald von Bethmann-Hollweg.It was never officially adopted. Military tactics before World War I had failed to keep pace with advances in technology. These advances allowed for impressive defense systems, which out-of-date military tactics could not break through for most of the war. Barbed wire was a significant hindrance to massed infantry advances. Artillery, vastly more lethal than in the 1870s, coupled with machine guns, made crossing open ground extremely difficult. The Germans introduced poison gas; it soon became used by both sides, though it never proved decisive in winning a battle.Its effects were brutal, causing slow and pai nful death, and poison g as became one of the most-feared and best-remembered horrors of the war. Commanders on both sides failed to develop tactics for breaching entrenched positions without heavy casualties. In time, however, technology began to produce new offensive weapons, such as the tank. Britain and France were its primary users; the Germans employed captured Allied tanks and small numbers of their own design. After the First Battle of the Marne, both Entente and German forces began a series of outflanking maneuvers, in the so-called â€Å"Race to the Sea†.Britain and France soon found themselves facing entrenched German forces from Lorraine to Belgium's coast. Britain and France sought to take the offensive, while Germany defended the occupied territories; consequently, German trenches were much better constructed than those of their enemy. Anglo-French trenches were only intended to be â€Å"temporary† before their forces broke through German defenses. Both s ides tried to break the stalemate using scientific and technological advances.On 22 April 1915 at the Second Battle of Ypres, the Germans (violating the Hague Convention) used chlorine gas for the first time on the Western Front. Algerian troops retreated when gassed and a six-kilometer (four-mile) hole opened in the Allied lines that the Germans quickly exploited, taking Kitchener’s' Wood. Canadian soldiers closed the breach at the Second Battle of Ypres. At the Third Battle of Ypres, Canadian and ANZAC troops took the village of Passchendaele. At the start of the war, the German Empire had cruisers scattered across the globe, some of which were subsequently used to attack Allied merchant shipping.The British Royal Navy systematically hunted them down, though not without some embarrassment from its inability to protect Allied shipping. For example, the German detached light cruiser SMS Emden, part of the East-Asia squadron stationed at Tsingtao, seized or destroyed 15 mercha ntmen, as well as sinking a Russian cruiser and a French destroyer. However, most of the German East-Asia squadron—consisting of the armored cruisers Scharnhorst and Gneisenau, light cruisers Nurnberg and Leipzig and two transport ships—did not have orders to raid shipping and was instead underway to Germany when it met British warships.The German flotilla and Dresden sank two armored cruisers at the Battle of Coronel, but was almost destroyed at the Battle of the Falkland Islands in December 1914, with only Dresden and a few auxiliaries escaping, but at the Battle of Mas a Tierra these too were destroyed or interned. Soon after the outbreak of hostilities, Britain began a naval blockade of Germany. The strategy proved effective, cutting off vital military and civilian supplies, although this blockade violated accepted international law codified by several international agreements of the past two centuries.Britain mined international waters to prevent any ships from en tering entire sections of ocean, causing danger to even neutral ships. Since there was limited response to this tactic, Germany expected a similar response to its unrestricted submarine warfare. The 1916 Battle of Jutland (German: Skagerrakschlacht, or â€Å"Battle of the Skagerrak†) developed into the largest naval battle of the war, the only full-scale clash of battleships during the war, and one of the largest in history. It took place on 31 May  Ã¢â‚¬â€œ 1 June 1916, in the North Sea off Jutland.The Kaiserliche Marine's High Seas Fleet, commanded by Vice Admiral Reinhard Scheer, squared off against the Royal Navy's Grand Fleet, led by Admiral Sir John Jellicoe. The engagement was a stand off, as the Germans, outmaneuvered by the larger British fleet, managed to escape and inflicted more damage to the British fleet than they received. Strategically, however, the British asserted their control of the sea, and the bulk of the German surface fleet remained confined to port for the duration of the war. German U-boats attempted to cut the supply lines between North America and Britain.The nature of submarine warfare meant that attacks often came without warning, giving the crews of the merchant ships little hope of survival. The United States launched a protest, and Germany changed its rules of engagement. After the notorious sinking of the passenger ship RMS Lusitania in 1915, Germany promised not to target passenger liners, while Britain armed its merchant ships, placing them beyond the protection of the â€Å"cruiser rules† which demanded warning and placing crews in â€Å"a place of safety†. Finally, in early 1917 Germany adopted a policy of unrestricted submarine warfare, realizing the Americans would eventually enter the war.Germany sought to strangle Allied sea lanes before the U. S. could transport a large army overseas, but could maintain only five long-range U-boats on station, to limited effect. The U-boat threat lessened in 191 7, when merchant ships began travelling in convoys, escorted by destroyers. This tactic made it difficult for U-boats to find targets, which significantly lessened losses; after the hydrophone and depth charges were introduced, accompanying destroyers might attack a submerged submarine with some hope of success.Convoys slowed the flow of supplies, since ships had to wait as convoys were assembled. The solution to the delays was an extensive program to build new freighters. Troopships were too fast for the submarines and did not travel the North Atlantic in convoys. The U-boats had sunk more than 5,000 Allied ships, at a cost of 199 submarines. World War I also saw the first use of aircraft carriers in combat, with HMS Furious launching Sopwith Camels in a successful raid against the Zeppelin hangars at Tondern in July 1918, as well as blimps for antisubmarine patrol.In December 1916, after ten brutal months of the Battle of Verdun and a successful offensive against Romania, the Germ ans attempted to negotiate a peace with the Allies. Soon after, U. S. President Woodrow Wilson attempted to intervene as a peacemaker, asking in a note for both sides to state their demands. Lloyd George's War Cabinet considered the German offer to be a ploy to create divisions amongst the Allies. After initial outrage and much deliberation, they took Wilson's note as a separate effort, signaling that the U. S. was on the verge of entering the war against Germany following the â€Å"submarine outrages†.While the Allies debated a response to Wilson's offer, the Germans chose to rebuff it in favor of â€Å"a direct exchange of views†. Learning of the German response, the Allied governments were free to make clear demands in their response of 14 January. They sought restoration of damages, the evacuation of occupied territories, reparations for France, Russia and Romania, and recognition of the principle of nationalities. This included the liberation of Italians, Slavs, R omanians, Czecho-Slovaks, and the creation of a â€Å"free and united Poland†.On the question of security, the Allies sought guarantees that would prevent or limit future wars, complete with sanctions, as a condition of any peace settlement. The negotiations failed and the Entente powers rejected the German offer, because Germany did not state any specific proposals. To Wilson, the Entente powers stated that they would not start peace negotiations until the Central powers evacuated all occupied Allied territories and provided indemnities for all damage which had been done. At the outbreak of the war the United States pursued a policy of non-intervention, avoiding conflict while trying to broker a peace.When a German U-boat sank the British liner Lusitania in 1915, with 128 Americans aboard, U. S. President Woodrow Wilson claimed that â€Å"America is too proud to fight† but demanded an end to attacks on passenger ships. Germany complied. Wilson unsuccessfully tried to mediate a settlement. However, he also repeatedly warned that the U. S. A. would not tolerate unrestricted submarine warfare, in violation of international law and U. S. ideas of human rights. Wilson was under pressure from former president Theodore Roosevelt, who denounced German acts as â€Å"piracy†.Wilson's desire to have a seat at negotiations at war's end to advance the League of Nations also played a role in the eventual decision to join the war. Wilson's Secretary of State, William Jennings Bryan, whose opinions had been ignored, resigned in 1915, as he could no longer support the president's policy. Public opinion was angered at suspected German sabotage of Black Tom in Jersey City, New Jersey, and the Kingsland Explosion. In January 1917, Germany resumed unrestricted submarine warfare. The German Foreign Minister, in the Zimmermann Telegram, told Mexico that U. S. ntry was likely once unrestricted submarine warfare began, and invited Mexico to join the war as German y's ally against the United States. In return, the Germans would send Mexico money and help it recover the territories of Texas, New Mexico, and Arizona that Mexico had lost during the Mexican-American War 70  years earlier. Wilson released the Zimmerman note to the public, and Americans saw it as casus belli— a cause for war. After the sinking of seven U. S. merchant ships by submarines and the publication of the Zimmerman telegram, Wilson called for war on Germany, which the U. S. Congress declared on 6 April 1917.The United States was never formally a member of the Allies but became a self-styled â€Å"Associated Power†. The United States had a small army, but, after the passage of the Selective Service Act, it drafted 2. 8 million men, and by summer 1918 was sending 10,000 fresh soldiers to France every day. In 1917, the U. S. Congress gave U. S. citizenship to Puerto Ricans when they were drafted to participate in World War I, as part of the Jones Act. Germany h ad miscalculated, believing it would be many more months before American soldiers would arrive and that their arrival could be stopped by U-boats.The United States Navy sent a battleship group to Scapa Flow to join with the British Grand Fleet, destroyers to Queenstown, Ireland, and submarines to help guard convoys. Several regiments of U. S. Marines were also dispatched to France. The British and French wanted U. S. units used to reinforce their troops already on the battle lines and not waste scarce shipping on bringing over supplies. The U. S. rejected the first proposition and accepted the second. General John J. Pershing, American Expeditionary Forces (AEF) commander, refused to break up U. S. units to be used as reinforcements for British Empire and French units.As an exception, he did allow African-American combat regiments to be used in French divisions. The Harlem Hellfighters fought as part of the French 16th Division, earning a unit Croix de Guerre for their actions at Ch ateau-Thierry, Belleau Wood, and Sechault. AEF doctrine called for the use of frontal assaults, which had long since been discarded by British Empire and French commanders because of the large loss of life. After the war, the Paris Peace Conference imposed a series of peace treaties on the Central Powers. The 1919 Treaty of Versailles officially ended the war.Building on Wilson's 14th point, the Treaty of Versailles also brought into being the League of Nations on 28 June 1919. In signing the treaty, Germany acknowledged responsibility for the war, and agreed to pay enormous war reparations and award territory to the victors. The â€Å"Guilt Thesis† became a controversial explanation of later events among analysts in Britain and the United States. The Treaty of Versailles caused enormous bitterness in Germany, which nationalist movements, especially the Nazis, exploited with a conspiracy theory they called the Dolchstosslegende (Stab-in-the-back legend).The Weimar Republic lo st the former colonial possessions and was saddled with accepting blame for the war, as well as paying punitive reparations for it. Unable to pay them with exports (as a result of territorial losses and postwar recession), Germany did so by borrowing from the United States. Runaway inflation in the 1920s contributed to the economic collapse of the Weimar Republic, and the payment of reparations was suspended in 1931 following the Stock Market Crash of 1929 and the beginnings of the Great Depression worldwide. U. S. intervention in the war, as well as the Wilson administration itself, became deeply unpopular.This was reflected in the U. S. Senate's rejection of the Versailles Treaty and membership in the League of Nations. In the interwar era, a consensus arose that U. S. intervention had been a mistake, and the Congress passed laws in an attempt to preserve U. S. neutrality in any future conflict. Polls taken in 1937 and the opening months of World War II established that nearly 60% regarded intervention in WWI as a mistake, with only 28% opposing that view. But, in the period between the fall of France and the attack on Pearl Harbor, public opinion changed dramatically and, for

Japanese Food, Culture, and the Tanabata Festival

The Soba Incident by Duncan Dixon Moving to a new country and meeting a new culture always has the potential for incidents that are embarrassing at the time, but humorous later. The following incident happened to me several weeks after I arrived in Japan. I was in Odawara around noon and I decided I wanted to have some  ebi soba. I found a restaurant display that looked good and, because I could not speak Japanese, carefully copied down the characters under the display, on a piece of paper. I went into the restaurant and gave the paper to the waitress.She read it, gave a nod, and pointed me to a seat at a table in the middle of the restaurant. A lacquer box topped with soba soon appeared. It came with a bowl of broth leaving me with the problem of what to do with the broth. I knew I had to get the noodles and broth together somehow. I debated with myself for a few minutes, do I pick up the noodles and dip them, or pour the broth over the noodles? I finally came up with what seemed a suitable solution — pour half the broth over the noodles.I did this and watched to my dismay as the sauce ran our of the bottom of the noodles, across the table, and began dripping onto the floor. The other customers looked at me with thinly disguised amusement and I began to wish I had ordered something simple like katsu-don. About this time the waitress appeared and looked at me and the mess I had made. She disappeared into the kitchen and came back with a fork. By now I was completely embarrassed. I ate quickly and discovered the reason for my problem — the bamboo mat so cleverly hidden under the soba.I paid my bill and fled. To this day one thing puzzles me; I never did get the shrimp that were supposed to be on top of the soba. My First Tanabata  by Duncan Dixon * Read the two versions of my paragraph about Tanabata. * Which is for readers unfamiliar with Japan and which is for readers who know Japan? Version 1 Every July when the Tanabata festival arrives, I remember my first Tanabata. Tanabata is the Star Festival, traditionally celebrated in Japan July 7. In some cities people hang elaborate decorations from bamboo poles.To the poles they also attach papers on which they have written their wishes. Some friends told me that Tanabata in Hiratsuka was worth seeing so I took the bus downtown. I had been living in Japan for about nine months and didn't speak much Japanese yet. The downtown area was packed and I was constantly bumping into people. As I was making my way through the crowd, my hand brushed the shoulder of a young girl about three years old who was walking with her mother. Without looking up at me, the girl reached up and took my hand. Immediately, I was in a quandry.If she looks up and sees whose hand she has, she'll panic and start crying, but if I pull away quickly, she may also look up and panic. If her mother sees I have her by the hand, how can I explain what has happened? I'll be arrested for attempted kidnapping. All t hese thoughts rushed into my head as I walked along. Finally, after a few more metres, I was able to release my hand from the grasp of my escort and melt away into the crowd, undiscovered. Even today, the thought of what might have happened, makes me shiver. Version 2 Every July when the Tanabata festival arrives, I remember my first Tanabata.It was the year I was almost involved in an international incident. Some friends told me that Tanabata in Hiratsuka was worth seeing so I took the bus downtown. I had been living in Hatano, Kanagawa for about nine months and didn't speak much Japanese yet. The downtown area was packed and I was constantly bumping into people. As I was making my way through the crowd, my hand brushed the shoulder of a young girl about three years old who was walking with her mother. Without looking up at me, the girl reached up and took my hand.Immediately, I was in a quandry. If she looks up and sees whose hand she has, she'll panic and start crying, but if I p ull away quickly, she may also look up and panic. If her mother sees I have her by the hand, how can I explain what has happened? I'll be arrested for attempted kidnapping. All these thoughts rushed into my head as I walked along. Finally, after a few more metres, I was able to release my hand from the grasp of my escort and melt away into the crowd, undiscovered. Even today, the thought of what might have happened, makes me shiver.

Learners Profile for DE essays

Learners Profile for DE essays The impact of Distance Education on the process of learning defines not only distinct roles for the instructor, the instruction and the technology involved but also the role of the distance learner who faces a change from the traditional learning environment to a new setting. The learner is face with new challenges of anticipation, distress and the need to balance the responsibilities of the forthcoming tasks with the conditionings of work, family or life circumstances (Thompson, 10). The distance learner is, however, characterized by self-reliance and a natural intent to pursue individual achievements on an environment different from the traditional one. The distance learner must be able to do the following: juggling a range of responsibilities on a daily basis, does not need constant reassurance and direction from faculty, likes working independently and can manages their time well, enjoys working on their own, but also appreciate some interaction with faculty and peers, busy and/or frequently changing schedule. However, some distance education learners do not do well because they need constant contact with the instructor in the traditional MWF or TTh pattern of classes. This usually includes students (despite age or previous education) with deficient reading, writing, computing, studying, test-taking, and critical thinking skills. Some students right out of high school are at high risk if they do not have the appropriate skills. They may need more experience with how to pursue a college class by taking a few classes on-campus. The research clearly shows many different motivational factors that are contributing to the distance education learners. Many of the learners find this an effective method of teaching and learning. Listed below are some of the characteristics, which have been found for the distance education learner. ...

The Rationale for the Serial Comma

The Rationale for the Serial Comma The Rationale for the Serial Comma The Rationale for the Serial Comma By Mark Nichol Do you employ a serial comma the final comma in a sentence such as â€Å"I bought one apple, two bananas, and three oranges†? If your work for or with a business or organization involves publishing content in print or online, that decision has been made (or should have been made) for you in a style guide, a manual to be followed in production of all the content published by that business or organization. If you determine a business or organization’s style, or you self-publish in print or online, the decision is up to you. In most journalistic print and online publications and in much other online content, the serial comma is omitted. (This omission is also common in British English.) However, in most books and in many other publications published in the United States, it is required. I strongly favor the serial comma. Why? In a sentence such as â€Å"I bought one apple, two bananas and three oranges,† no ambiguity exists. But in â€Å"I ordered ham and eggs, toast and jam and pie and ice cream,† the cavalcade of conjunctions gets confusing, and in contexts in which it’s not as clear which list items might be distinct and which might be linked, the absence of the final comma might require readers to reread the sentence to establish the organization. So, the solution in this case is to use a serial comma when confusion could arise. That means that no-serial-comma publications will print or post â€Å"I bought one apple, two bananas and three oranges† but â€Å"I ordered ham and eggs, toast and jam, and pie and ice cream.† The resulting obvious question is why not, for the sake of consistency, just insert a serial comma in all cases? Another complication is illustrated in this well-known hypothetical statement: â€Å"I dedicate this book to my parents, Ayn Rand and God.† Without the serial comma, the statement could be read as acknowledging four entities: two parents, an author, and a deity. But it could also refer to two parents, one of whom is an author and other of whom is a deity. Again, the presence of the serial comma eliminates the ambiguity. This issue may seem trivial, but the English language is constructed of myriad trivialities that combine into an imperfect system but one that has supported the world’s predominant language. (Yes, twice as many people speak Mandarin as English, but my reference point is global significance.) Commas are an abundant resource, and you can pull any ordinary one out of your comma bucket to serve as a serial comma. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:70 Idioms with Heart50 Idioms About Roads and Paths50 Plain-Language Substitutions for Wordy Phrases

Project Management - Project Breakdown, Risks and Staffing Assignment

Project Management - Project Breakdown, Risks and Staffing - Assignment Example This paper highlights the possible risks in the organization and how they can be analysed and managed. The organization faces a challenge of the inability to influence wider and diverse market margins. The company is striving to widen its customer diversity and population. This is hindered with the various risks the company faces such as stiff competition from similar companies and lack of sufficient stuffing. The company lacks enough employees hence the production of the company is not to its maximum. There is also poor human resource management. The organization finds it difficult and expensive to train the recruited employees. It is hard for the organisation to replace the experienced personnel who leave with new recruits who take time before conforming to the organisation’s operations and strategies. The organisation faces constant shifting of the employees and this gives it a disadvantage compared to the competitors. Another risk that the organization faces is lack of sufficient resources and funds to hire more employees. More employees will enable the organisation to hav e broader market margins as there level of production will be increased. This problems affect all departments of the organisation hence put the whole organization at risk. The organisation has not fully implemented technology in its daily routine and operations. The computer services and the internet facilities are not fully utilized by the employees of the organization. This particularly affects the HR, marketing and finance department. If this problems are not adhered to the company faces a threat of falling out of competition and closing down in the long run. Failing to diversify and widen it market margin gives the competitors an advantage. This also hinders the organisation from attracting more customers hence limiting the amount of profit the company

Royal Thai Airways Case Study Example | Topics and Well Written Essays - 2500 words

Royal Thai Airways - Case Study Example s of Thai culture, its customs, and traditions.' The goal of the research study is to examine the extent and nature of Thailand's reach as a tourist economy within the global market. Focused on RTA's Royal Orchid Plus (ROP) market segment, the project proposes to engage the topic of globalization through inquiry into ROP passenger membership, and in particular high wealth, male customers from cosmopolitan hubs in the United Arab Emirates (UAE) and United Kingdom (UK). At the global level, RTA and by extension the Thai tourist economy has at present, a significant share of the available demand. Well known for its personal service tourism (i.e. sex tourism) economy, Thailand's beauty and tropical surroundings are compliment the dream world of male fantasies attained through association with luxury market advertising of those services. Nevertheless, Thailand's sex tourism industry has an alternative image, which is predicated upon the policy concerns of human rights activism against such activities. AIDs and interrelated discourses o n 'health' utilized by medical, public health and 'spa' businesses are also considered. A full service provider of commercial airline service to customers around the globe, RTA faces a challenge in identity management that is perhaps unparalleled elsewhere in terms of market analysis and communication. Business development, then is fostered through negotiation of gender terms, and precisely so; RTA employs Thailand's 'Spa Culture' as a benefit to ROP members, yet retracts from association with anything pertaining to 'sex.' The royal orchid carrier is in the last instance, 'traditional.' How this impacts investment underscores the nature of this study. Participation in the Star Alliance was the result of various changes in the world's economic situation, RTA claims, as single carriers 'cannot sustain and respond to these changes effectively and sufficiently.' The 2008 'Open Skies Agreement' between the EU and US set the pace for a radical restriction on nations that did not follow suit in regard to free-trade at international airports. Marketing 'paradise' has now become more expensive. Revenues generated by RTA's frequent flier customers more important to the airline than ever. To this end, the project focuses on the high wealth, male ROP client, and in particular those of the UAE and UK, working together in the heavily sanctioned social environments (i.e. dictating prohibition on sexual relations) of the Gulf States. The theoretical prospectus on the project is focused on globalization and identity, and specifically addresses critical marketing theories dedicated to activist

Does Culture Evolve Essay Example | Topics and Well Written Essays - 500 words

Does Culture Evolve - Essay Example In White’s opinion, human civilization has always attempted to the control over nature through culture. According to White’s perspective on the evolution of culture, the more a culture is able to harness energy from nature using efficient technology, the more evolved a culture becomes. From his point of view, both energy and technology play major roles by bringing about a much better evolvement of ideology and social organization of culture. In his article Eric Wolf, looks at culture from a very different angle when compared to White’s perspective. According to Wolf, culture evolved and progressed through trade and commerce. Wolf explains how traders traveled across the rivers and carried on fur trade along the coasts. Due to the increase in trade, there was great development in different kinds of transport which was so necessary to carry on trade across different borders. During the 18th century, traders made use of Native American middle men to deliver their pr oducts but gradually trade took on a whole new dimension by becoming more organized and sophisticated. Gradually, traders got rid of the middle men and carried on the business directly with the primary producer.

The meaning of childhood and the ideal childhood meaning

The meaning of childhood and the ideal childhood meaning What does childhood means and what would be considered an ideal childhood? The period of time between the childs birth till the child reached adulthood, its experiences and quality of those years sums up childhood. For children to develop to their optimal, they would need loving, warm and responsible caregivers, within an environment that stimulates their growth. They should be living in lives free from fear, violence and exploitation. Unfortunately, this is not always so. It was reported that 90% of the world children were born into poverty. They live in poorly sanitized areas and suffered from malnutrition. They are exposed to diseases such as malaria, polio, tuberculosis and Aids. They lived in fear of war and famine. Their life expectancy is only of 40 years (Gammage P. 2008) Millions of children suffered in poverty depriving of their many rights including health and education, protection from exploitation and harm. Childrens rights are being denied and are robbed of their childhood. On the 20 November 1989, the United Nations adopted The Convention on the Rights of the Child and ratified all countries except the United States of America and Somalia. The Convention set standards concerning children and their rights. In this essay, I will discuss about the need to protect childrens rights, the aims of the Convection on the Rights of the Child and the difference it makes to childrens lives. The need to protect children Poverty threatens all aspects of childhood, it deprives children of their chance to grow and develop to their full potential. Lives of poor children in Honduras are examples of children whose childhood are being compromised and needed help and protection. Hurricane Mitch in 1978 has caused serious damages to Honduras. Families live in poverty while the city is on the road to recovery. In order to provide basic needs like food, clothing and shelter, both parents would need to work. Young children are being left at home without adequate care. Their health and development were seriously affected. Some even resort to taking the older sibling out of school to help look after the younger ones. Similarly in Botswana, parents had to bring their children to work when faced without support from extended family or money to pay for childcare services. These children are at risks of being exposed to sudden life threatening injuries. For some parents, they engage cheaper inexperienced babysitters to mind their children. Young children were being neglected. There were also many cases of children being left alone at home w ithout any supervision or care by adults. It was not a surprise for surgeons in the hospitals to attend to children who were involved in accidents at home. In Mexico, due to the lack of affordable childcare, mothers bring their young children along to their work. Once again, these childrens lives are constantly at risks. Their health and development will be affected. Research showed that 19 percent of the working parents in Vietnam and 27 percent in Mexico, left their children alone or in the care of another child at home. A high of 48 percent of the working parents in Botswana without support left their children home alone or in the care of another child. These parents were poor and had little education had no choice as they could not afford any childcare services ( Heymann, J. 2006) Children living in poverty are exposed to diseases and malnutrition. In Africa, children live in overcrowded shacks with no running water or electricity. They live and play in alleyways that are covered with sewage and trash. Their parents cannot afford to feed them or parents themselves are ill. Due to poor diet and weaken immune systems, many African children died. Poverty increases childrens vulnerability to other dangers including violence and exploitation. Child labour and child trafficking prevails. In Asia, it was reported that there were more than a million child prostitutes. Parents who are heavily burdened with debts sold their children into the sex trade. There were also many who were kidnapped and forced into prostitution. The aims of the UNCRC In 1989, United Nation adopted the Convention on the rights of the child. It is an international treaty that defines persons aged below 18 years as children. It aims to safeguard childrens rights, welfare, interests and development. All governments have acceded to the Convention except the United States of America and Somalia. There are a total of 54 articles stating the basic human rights of all the children in the world. The right to survival; the right to physical and mental development; the right to protection from harm and the right to be involved in family, social and cultural activities are some of childrens entitlements. Since 1989, there is a significant change in the attention given to early childrens rights. Various laws and policies in countries have been reframed to accommodate the convention. In UK, laws that govern health, housing and welfare benefits have a profound impact on the childrens lives. Children are affected by laws governing the Education and employment rights. The Children Act 1989 put in place the relationship between children, parents and the state. Local authorities were given the power to look after the welfare of childrens lives and provide safeguards against poor care. The Children Act 1989 calls for the reform in child care law pertaining to child services and child protection. Children are protected from harm, with local authorities investigating their situations of risk. Other Agencies like the housing, health and education authorities were involved in assisting the local authorities with their enquiries. Inter-agency work is a distinctive UK response to protecting childr en from harm (Thomas, N. 2009). In 1999, the Sure Start Local Programme (SSLP) had most of the deprived areas in England covered. This programme was designed to provide support for families and parents. It supports good-quality play and learning experiences for children under 4 years of age. Childs health and development, including family health were looked into (Thomas, N. 2009). In recent years, the Childcare Act 2006 requires English local authorities to look after the well-being of young children and provide specific services (Thomas, N. 2009). In acceding to the UN convention, UK has made provisions for areas such as the right to a good education, to participate in cultural and recreational activities, the disable childs right to care and education. Article 12 of the UN convention states that the child has the right to express an opinion, and his voice should be heard in any judicial and administrative proceedings which affects them (Thomas, N. 2009) On 2 October, 1995, Singapore acceded to the UNCRC and came into effect on 4 November 1995. Singapore is a nation without any natural resources. Our people are our only asset, children are our future, and thus their well being is our main concern. As reported in MCYS press release, there are several different government agencies with its policies which formed the Inter-ministry committee (IMC) on the Convention on the Rights of the Child. IMC serves as an inter-agency platform for deliberation and coordination of various issues concerning children. Childrens rights and interests are respected and protected. The government also take a serious view on any child abuse or ill-treatment of a child. However, in special circumstances, slight canning is permissible. Children who misbehave may also be given slight canning on the palm of the hand. Corporal punishment is prohibited especially towards females. Canning can be administered by the headmaster. Singapores education system aims to acquire not just academic knowledge, but also impart values and increase the sense of rootedness in our children. These aims are articulated in our Desired Outcomes of Education. Children with special needs are not left out. The government has implemented the Integrated Childcare Programme, helping childcare centre to equip their staff and the centres to accommodate children with special needs. The discussion above are examples to shows Singapore commitment to uphold the rights and best interests of children. Singapores vision for our children and youth is to be a confident nation full of compassion and committed to social responsibilities, yet developed strong ties with their family and community. UNRC weaknesses The United Convention on the Rights of the Child is not without its weaknesses. According to Vanessa Pupava, children viewed as priceless may not be good all the time. There may be negative consequences for both child and parents. As defined by World Health Organisation, harm to child includes physical and emotional ill-treatment, abuse, neglect and exploitation. All these would affect the mental health and development of a child. In such broad terms, raising a child would become a very problematic task for parents. Parental authority may become abusive in itself. Parents would become paranoid; parents may also become overparented (Furedi F 2002). These children would lose their freedom to play and learn about risk. In other cases, parents and educators may lose sight of their commitment towards children. They are afraid of infringing the rights of the children and may they feel that they cannot attain the ideal way of upbringing the children, in the end, they may transfer their duti es to other institutions or even specialist services (R.Roose and M.Bouverne-De Bie, 2007 p.431-443). In UK, childrens rights can sometimes be seen as problematic. Adolescents may become aggressive and demanding. Parents and teachers fear of losing control with their teens. When children are given the right to participate in decision making, it may seem to discard the traditional notions of parents control over their children (R.Roose and M.Bouverne-De Bie, 2007 p.431-443). Conclusion Best interest of the child is one of the focal point in the convention on the rights of the Child. The childs rights include protection, prevention and participation in decision-making. It would be still a long way for successful implementation of the convention as adults still hold their own perceptions of children. This concept would also have different meanings for different countries in their own context. It would require the joint efforts of all for successful implementation of the convention and tackling with the constraints and shortcomings that comes alongside with it.

Analysis of West Side Story Essay -- Film West Side Story Movie Essays

Analysis of West Side Story West Side Story came out in 1961 as a melodramatic musical that took place in New York. It takes the same theme as Shakespeare's, Romeo and Juliet, in that it is about two lovers whose relationship is not accepted by others because of conflicting backgrounds. The artistic intensions of this film are implicitly stated everywhere throughout the film. All of the dancing, singing, acting and pretend fighting was done thoroughly and very well, although the miking and mixing during the pretend fighting did not seem realistic. Specific actors, dancers, and singers were trained and taught how to perform in order to get the message across to the audience that this West Side Story is not just a film, but a theatrical, musical, choreographed, work of art. Specific messages are portrayed in different art forms such as the way the Puerto Rican women dressed compared to the American women. The Puerto Ricans had fluffier, more brightly colored dresses than did the Americans and the Puerto Rican women made their own clothes. I lived in Mexico last summer and in my opinion, their authentic style of clothing still has those same characteristics. The exception was Maria, who was also not allowed to wear a brightly colored dress with a low cut neck because she was too young, and although she claimed to be an American girl now which would make her eligible for being more free and independent, or shall we say sexy, she still had to wear a conservatively cut white dress. A characterization was pointed out about American women being able do more and be less conservative than Puerto Rican women. The musical selections and songs that were sung told a story and narrated the almost the entire film, as is expected in... ...remember hearing Bernardo telling Maria that when she is an old lady with five children then she could boss him around. That statement in itself also holds true to the stereotype these people usually have a lot of children and this was brought up again in the song, America, when Anita asks how she will get all of her cousins into a car. I would say the target audience for this film would be people who enjoy musicals, no matter their age. The time lag would only have much of an effect for younger generations who do not remember the 1960's and the discrimination and the political actions that were being taken during that time period. The film is still a classic I would say because of all of the wonderful costumes, dancing, singing, acting, and clever story telling through songs. I can definitely see why this film was a popular success then as it still is today.

CONFLICT IN NIGERIA

Muslims may be a ma-Sorority, but if so they are barely that. Islam has functioned in cultural and pop-Leticia terms to create unity in northern Nigeria. Indeed, as Nigeria moved too 12-state system in 1967 from one of four regions and then to a federal republic with 19 states in 1976, it became nieces-Sara to stress Islamic unity in the 10 northern states where two-thirds of the population was Muslim.In order to maintain the dominance of the north in national politics, Islam had to provide the glue that had disappeared tit the demise of the old Native Administrate-Zion, the regional reassurance, and the party that had ruled the north in the First Republic-the Northern Peoples' Congress. 22 When the military left power in 1979, the NP tried to appeal beyond the north. Under institutional provisions, in orders o Electra president,it had o win at least a quarter of the votes in two-thirds of the states. AT he NP could not campaign as a Muslim party and it had cost the administrative di d hath ad supported the old ruling Northern Pee-apples' Congress. But it retained the sup-port of Islamic elites in the north and it also had the support of many high-ranking officers, some but not all of 21 . Ibid. , p. 23. 22. Dudley, Introduction to Nigerian Govern-meet and Politics, p. 163. 23. In fact, She Shari did not win quite 25 percent of the vote in 12 states but in a series of contested court actions he was declared president in the 1979 elections by virtue of having won 20 percent of the vote in the twelfth state. Homo were Muslims. 24TH he NP was seen as a Muslim party in the north. With the chairman of the NP coming from the west, the president of the republic from the north, the vice press-dent from the east-an alignment us-attained in the second election of 1983- Nap's ointment zone arty traders would have been under pressure if the civilian regime had continued and the posts had to be rotated by place of origin in 1988.At the same time, as it became nieces-Sara to stress Islam in order to maintain northern unity that was under pressure from the creation of more states, Islam itself often worked to intensify fissures opened up by social and economic changes. Appeals for social Justice were made in Islamic terms. Thus, as reform and purifications pavements intentioned to proliferate,' slam s a religions ND a set of cultural symbols was not solely a force for unity in the northern states. It was interpreted variably by different social groups.Elites tried to maintain theirs eminence y manipulating do-erne and traditional institutions in the name of Islam while businessmen lilt mosques and workers made demands through Islamic terminology. At the same time, Muhammad Maria AP-pealed to fringe groups to follow him to an Islamic revival. OFF Rutherford, the 24. The Briar regime, which came in at the end of 1983, actually as had the most Muslims among its leadership of all the five military regimes since 1966-the other four being Irony's, Gown's, Moha mmedan, Bassoon's. Irons and Gown were Christians, as was Bassoon.I have focused much more on the impacts f Islam Han of Christianity n political legitimacy and the role of the state in Nigeria because Islam has been, in the north, an unofficial state religion. Moreover, the struggle to define the relationship of religion to the state has been a struggle around the role of Islamic WI n Nigeria. Thee verve napping- elation of religious symbols both to Jus-tiff the rule of elites and to challenge that rule as been a manipulation of Islamic values and symbols more than Christian ones.There is reason to believe, however, that some Christian sects provide for their followers a measure of autonomy from established authority, both reel-Sioux and secular. The development of Ladder Christianity-the praying churches such as the Christ Apostolic Church and the Cherubim and Sera-pimp in Hardbound-seems to go hand in glove with the development of values and attitudes of industriousness and busin ess. That is, the adherents of the Ladder hurdles o not appear s CEO- omicron addicts,a Thought hem ay insist on a measure of political independence from established authorities. AS o far, though, the impact of Christianity in Nigeria has been less directly cones-sequential for the struggle for political legitimacy and control of authoritative roles at central and state levels than has been the impact of Islam. Nigeria has not evolved political formulas hate explicitly Lori elision r religious theorists defined astigmatic. But there have been struggles carried out in religious terms over constitute-cantonal champions r adjudicating n-flick. Religion as been an element in the conflicts twenty ethnic-language pups.And religion provides a language, a set of values,a NDIS institution's rough which groups struggle and over which groups contend, both within and between reel-Sioux communities. 26. For a major study of the adoption of Ala-durra Christianity, see J. D. Y. Peel, Ladder:A Reli gious Movement among the Your (Loon-don: Oxford university Reese, 1968). P eel is con-current o explain he fundamental characters f a religion f industrialization the Yearbook intent as a new morality of obeying rules. Ibid. , p. 299. 60 This content