One Pager

Humans first sustained themselves as hunters & gatherers ; Hunters were responsible for killing and capturing animal and using their hung t for food, clothing, or tools; Gatherers were learned how to tell which plants or fruits we re edible ; Early technology consisted of shaping stones into tools and weapons for hunt ; Mostly nomadic societies that had a migration pattern depending on the movement of game and/ or the seasonal growth of plants Major Migrations: 1.East Africa-. Australia-. Middle East-?. Europe-. Asia 2. Asia AL and Bridge) *The Americas The Neolithic Revolution: The Revolution- ; In 8000 B. C. E. Human beings began to develop settled communities Settling was based on successful cultivation of crops and domestication of ann. malls ; the revolution itself occurred independently , in various locations, over a large time period Each agricultural hearth developed different farming practices that worked WI the their own land features Revolution Outcomes: 1.There was more c onstant food supply now that people started controlling food production and animal domestication. . With greater availability and easier access to food sources, much more people were able to eat. This resulted in longer life spans, and an I increasing population 3. Specialized jobs such as priests, traders, and builders are created considering not everyone is needed for food production 4.Women became responsible for raising children, cooking and cleaning while men controlled agricultural production and worked. This resulted into patriarchal systems , where males became dominant in family life, the economy, and the government. 5. Settled peoples considered themselves superior when compared to the remain inning hunters and gatherers, creating social distinctions between the two groups.Vegetative Planting-? ; first form of plant cultivation (according to Carl Saucer) ; plants are produced from direct cloning by cutting stems & dividing roots ; originated in Southeast Asia ; settled peo ple participated in a lot of fishing and hunting ; first domesticated plants/crops include taro, yam, banana, and palm ; first domesticated animals were most likely dogs, pigs, and chickens ; other vegetative planting hearths were West Africa and Northwestern South A America Vegetative planting Diffusion from Southeast Asia:Seed Agriculture-? Eastern Hemisphere: Carl Saucer identified 3 hearths which included western India, northern China, and Ethiopia In SW Asia, wheat & barley were domesticated, along with cattle, sheep, & ago TTS ; Herding animals were used for plowing, meat, skins, and milk ; Millet diffused from the northern China hearth ; Both millet and sorghum were domesticated in Ethiopia Diffusion of in Eastern Hemisphere: 1. SW Asia *Europe *North Africa *India *Indus River Valley 2.NW China ;South Asia -9 SE Asia Western Hemisphere: ; Two identified hearths: southern Mexico & northern Peru Mexico was the origin point for squash and corn (maize) ; Per was the origin point for beans, cotton, and squash ; The Europeans coming to the Western Hemisphere in the 1 5th century create d widespread diffusion in agriculture Innovations: Irrigation allowed water to be channeled to fields ; Fields were plowed to loosen soil Fences kept animals from entering agricultural fields.

Assessing Importance of School Factors Such as Racism Essay

A variety of material disadvantages that may confront ethnic minorities coming from working class backgrounds are they do not achieve the same level of education. The main achievers are Indian, Chinese and African students, but the lowest achievers are Turkish, Bangladeshi And Afro Caribbean students. The white working class students are the lowest achieving, which is peculiar because most sociologists are white who stereotype and label other students from different backgrounds. The main cause of underachievement in schools are cultural and language factors which sociologists clarify and focus on and are thought to be main cause of everything. Previously the spotlight has been put on what happens in school and racism in common As shown by Cecile Wright, which explains that, Asian students can also be the victims of teachers Cecile found out that regardless of the schools evident promise to equal opportunities, teachers still hold ethnocentric views they believe that British culture and English are greater. This prepared teachers to assume that they would have a poor pronunciation of English and left them out of class debates or used basic, childlike speech when speaking to them. Asian pupils also felt cut off when teachers spoken dissatisfaction of their behaviour or misread their names. Teachers saw them not as a risk but as a difficulty they could take no notice of. This resulted in that Asian pupils in particular the girls were hard-pressed to the limits and disallowed from play a part fully. Close at hand is proof of teacher racial discrimination and harmful labelling. Nevertheless study shows that pupils can take action in variety of ways. They may take action by becoming unsettling or withdrawn but pupils may decline to agree to the label and even choose to prove it incorrect by putting in hard work. Off-putting labels do not repeatedly twist into self-fulfilling prophecy Working class white pupils attain below standards and have lesser desires. There isn’t much parental support at home, which means there is low achievement and goals. Reports show that teachers have to deal with low level of behaviour and discipline in white working class schools. Nevertheless they had fewer kids on benefit programs teachers blame this on inadequate parental support at home and negative attitude that white working class parents have towards their children and their education. The life in the street for white working class can be tough for pupils which means they get used to getting intimidating and intimidate other which they pick up and use in school to cause disruptions and make it hard for other students to succeed at school. Underachievement of student of different is blamed on cultural deprivation. Few sociologists say that Afro-Caribbean families lack a close relationship to their family and therefore are extremely violent towards everything they do. Arguments explain that families aren’t very supportive towards their children and they don’t offer enough cultural capital for their children. Stereotypical views suggest those students are not deprived because of their class or because of their backgrounds. Factors like social class are important to certain ethnic minorities like Pakistanis, Bangladeshis and a considerable amount of Afro-Caribbean students, which are all working class backgrounds in which material deprivation play a main role because to find out why they achieve below the national standards. Sociologists say schools and curriculums made just for one specific group of ethnic minority gives priority to one particular ethnic minority while disregarding other ethnic groups. Some schools have curriculums, which are ethnocentric because they only give priority to English languages. The British curriculum has been described as exclusively British. In history Britain is thought to bring civilisation to ancient people are colonised. Black people as inferior weakens black children’s self esteem and Leads to them to underachieving and failing. It isn’t for sure what effects the ethnocentric study shows that black don’t really suffer from low self esteem. Wright’s study found some ethnic minority groups received poorer interaction from staff. Teachers perceptions were seem as stereotypical although Asian students were seen as good and black students were seen disruptive and disobedient. Study show that schools in cities which contain ethnic minority students were not benefitting in terms of O Levels entries because of being in low set and having to achieve high grade in order to get good results and become successful. Overall taking into consideration we can not split or label ethnicity from social classes and gender since this is really difficult matter as some of the main achieving students are from ethnic minorities so for that reason there isn’t a connection here so we can’t make statements or come to conclusions as to what the association among ethnic groups and schools actually are. Pupils can refuse to accept negative classing and teacher expectations. Sociologists can’t come to a conclusion to explain what occurs between teacher and students or what takes place in different ethnic groups related to education. Students live up to roles they are given but can try to resist the labels and getting put behind by carrying out what is thought of them to do or do what they want to do and achieve good education and become successful.

Movie Analysis Girl Dragon Tattoo

The Hero’s journey is a classic form of storytelling that has been used for thousands of years. All stories share common elements in their structure. In today’s modern films the representations of these elements have been warped and twisted but remain for the most part unchanged. This paper follows the foreign film The Girl with the Dragon Tattoo directed by Niels Arden Oplev and based on the book by Stieg Larsson through the Hero’s Journey.There was something lost in watching the film with subtitles; by not knowing the language there is an element lost in the film. â€Å"however, in an effort to have the subtitles match the action on screen, the subtlety, idiom, and nuance of a language are often and by necessity, neglected. † (Barsam & Monahan, 2010) The Girl with the Dragon Tattoo in essence tells two parallel Hero’s Journey’s which mesh and split over the course of the film. In the Ordinary World we’re introduced to Mikale Blomkvis t (Michael Nyqvist) and Lizbeth Salander (Noomi Rapace).We find Mikale a defeated investigative journalist found guilty of libel and Lizbeth a 24 quiet, Goth hacker. Mikale’s sentence appears as a Call to Adventure with him spend more time with his sister and relatives before he’s due to serve his jail time. In the context of the film it is the beginning of his journey. The Call to Adventure is typically characterized by a challenge or problem being introduced or becoming more significant. Lizbeth’s is the appointment of her new guardian; a cruel and abusive man that takes control of her life.Mikale’s Call to Adventure is being contacted by billionaire Henrik Vanger (Sven-Bertil Taube) to investigate the disappearance of his niece Harriet, who vanished 40 years ago. The Refusal of the Call is an unwillingness to change to meet the challenge or solve the problem. This is seen in the film by Lizbeth waling out of a meeting with her guardian after refusing t o answer questions about her life. With Mikale the Refusal is shown by his reluctance to the investigation for Henrik brought on by his defeat in court. The Meeting of the Mentor involves overcoming this reluctance and initial problem.In The Girl with the Dragon Tattoo the mentor for either Lizbeth or Mikale is different from the norm usually associated with the role. For Lizbeth dealing with the abusive guardian she is mentored in dealing with this problem by drawing from herself and her past experiences, using her own talents to solve her issues with him permanently. Mikale’s mentor is not one person but two; he is encouraged by both Henrik and Harriet through the things and words she left behind. In Crossing the Threshold the hero accepts the challenge entering into the special world.Mikale enters the special world is signified twice in the film; first when he agrees to investigate Harriet’s disappearance and second when he arrives where she disappeared a remote, gl oomy island with chilling weather and frost residents. Lizbeth Crosses the Threshold in two different times in the film first when she is forced to deal with her guardian when she needs money for a new computer and then when she emails Mikale involving herself in the world he is submersed in. The Tests, Allies, and Enemies section is the section of the journey where the hero encounters tests and meets allies and enemies just as the title implies.In The Girl with the Dragon Tattoo the Tests, Allies, and Enemies is a rather long stretch of the film that despite its length maintains interest and suspense. This section of the journey can be split in half. In the first half Lizbeth and Mikale continue along the own Hero’s Journey; in the second half their journey’s have merged together. In the first half Lizbeth faces several tests and confronts her enemy. Her tests manifest in her abuse at the hands of her guardian and her subsequent defeat of him completing in a way Lizbe th’s minor Hero’s Journey.Lizbeth’s next significant test is where her journey begins to mesh with Mikale’s. During Mikale’s first half of the Tests, Allies, and Enemies section he begins to sort through the mounds of evidence and information accumulated over the years. His first test begins with him reigniting his journalistic spark for him to truly investigate this mystery. During the beginning of his investigation he is introduced or told of the other members of the Vanger family where he seems to find allies in Martin Vanger (Peter Haber) and his wife.With Henrik’s suspicions and information the rest of the Vanger family becomes his suspects and enemies. Mikale finds his allies in Henrik and chief of police Morell (Bjorn Granath). In the second half of the section the journeys of Lizbeth and Mikale mesh. â€Å"She finds her own emotional needs nurtured by the nature of the case† (Ebert, 2010) compelling Lizbeth to send Mikale an e mail when she notices a pattern while looking through his files. After initial contact they become allies in solving the case.Working together as allies they discover a disturbing revelation about the nature of Harriet’s disappearance. Approaching the Inmost Cave is the stage where the hero prepares for the coming confrontation. This is where Mikale takes what he and Lizbeth have gathered to update Henrik. This leads the film to the Ordeal where the Hero faces the crisis, fear, and death. This manifests in the film with the family on the island confronting Mikale to express their concerns over his investigation, after which the island seems darker with suspicion everywhere.The central point of the Ordeal is that after the meeting while running through the woods someone takes several shots at Mikale, nearly killing him. The Reward where the hero is rewarded for surviving the ordeal is represented in the film by Mikale and Lizbeth with help from Morell get the last clue that ma kes all the other pieces of the puzzle fit together. This sets them on the path to solving the mystery. The Road Back Sequence is the point in the journey where the hero recommits to completing the journey.This is represented by Mikale and Lizbeth using the secret they discovered to find who they believe was responsible for all that happened. While Lizbeth investigates records for proof of identity Mikale investigates the suspect’s house where he is nearly shot, till he is rescued by one of his allies. Lizbeth makes a startling discovery in the records and rushes to alert Mikale, who has been captured by the one responsible. The Resurrection is where the Hero faces the final challenge on the threshold home.This is shown when Mikale learns the truth straight from the mouth and his life hangs by a thread. As he faces death Lizbeth returns in time to save him. The police arrive and the truth comes out to all. The last part of the Hero’s Journey is the Return with the Elix ir. This where has happened in the special world has benefits in the ordinary world. In the ordinary world Mikale revives a gift from Lizbeth while serving his sentence which helps with his renewed inspiration for journalism. Lizbeth takes from her journey the courage to make amends with her past and to move on with her future.

Langston Hughes College Essay Example | Topics and Well Written Essays - 1750 words

Langston Hughes College - Essay Example Hughes published more than thirty-five books that utilized such diverse formats as poetry, scripts, operas, essays, and musicals aimed at both children's and adult audiences. Langston Hughes was able to not only illustrate what it meant to be black, but he was also able to show blacks what it meant to be American. Langston Hughes's love of writing and his social consciousness were formulated during his early years as a black child living in the early 1900s. Born in 1902 to a family with a deep literary tradition and a convention for education, Hughes gravitated towards writing at an early age. Hughes's father, James Nathaniel Hughes, studied law and moved to Mexico after being denied admittance to the bar in the Oklahoma Territory, leaving his wife and young Langston behind. Unable to support her young child, Carrie Hughes moved from job to job in Missouri and Kansas, while young Langston stayed with his maternal grandmother for most of the next decade in Lawrence Kansas. Langston was briefly reunited with his father in Mexico in 1908, but by this time he had already begun to reject the materialism sought by his father (Tracy 25). Langston had become keenly aware of the difference between wealth and poverty, and the social value of both. Langston Hughes was exposed to other writers in his family at an early age. His mother "demonstrated a dramatic imagination through writing poetry and delivering monologues in costume" (Tracy 25). His great-uncle, John Mercer Langston, attained some literary notoriety with an autobiography published under the title From the Virginia Plantation to the National Capital in 1894 (Tracy 25). Hughes's imagination was spurred on further by his grandmother's imagination and a visit to the Topeka library. He would remark later in life that, "even before I was six books began to happen to me, so that after a while there came a time when I believed in books more than in people which, of course, was wrong" (Tracy 26). Hughes briefly returned to Mexico in 1921 to live with his father, and it was then that he penned "The Negro Speaks of Rivers", arguably his first important work. It was published in 1922 by the W.E.B. DuBois publication Crisis, thus launching his long literary career. Hughes's early childhood experiences and his literary success with the Crisis placed him as a central figure in the Harlem Renaissance. By 1920 several major black organizations such as the NAACP and The Urban League, had located their offices in Harlem, New York. Harlem had become a magnet for black America as African-Americans were defining their American identity. Taylor describes the rising tide of black dignity as follows: As Harlem consolidated its role as a "black belt," it took on a powerful significance for writers and artists. From 1919 to 1929 the cultural movement defining the neighborhood's heyday took place: the Harlem Renaissance. Those were the years, wrote Langston Hughes, when "Harlem was in vogue." The philosophy and art that came out of Harlem at this time have had a lasting significance for the development of modern black consciousness. (7) The crucible of Harlem with its conflict and fury would propel Hughes to develop an individual style that shaped the future of black America, black literature, and the Civil Rights movement. It was in Harlem that Langston Hughes gained widespread acceptance as an important American writer. During the early 1920s,

Adapting to ChangesSituational Leadership Assignment

Adapting to ChangesSituational Leadership - Assignment Example The situational model comes with a number of strengths and limitations as described below. The situational leadership engages supple approach to meeting the distinct demands of every situation and individual. This model offers a prescription of understanding the capabilities and the nature of subordinates to enable the provision of exact requirements for better performance of a task. For instance, pushing an individual forward on to a task may work if the concerned party is low on confidence other than the employee who lacks the necessary skills (Carew, Carew & Blanchard, 2008). Putting in mind that employees often present their strengths and weaknesses at work, situational leadership approach enables a leader to personalize his approach towards the employees. This model mainly dwells on the need for leaders to constantly understand the needs of their subordinates. To assess and develop a better understanding of an employee’s abilities and lead him/ her towards performing tasks effectively, it is paramount that communication is used. Thus, the situational leadership model enhances the levels of communication between the leader and the subjects hence increasing the levels of efficiency and productivity in the organization (Fernandez, Cho & Perry, 2010). Most leaders under the situational leadership model are often under constant pressure to analyze their situations prior to making decisions on any action. Other leadership styles emphasizing on leaders following their strengths and innate traits often present more instinctive reactions to problems. Other prominent situational leadership models propose that leaders ought to constantly establish the manner in which their actions offer immediate and long-term motivation to the employees. The major challenge to this question is that each response varies depending on the follower and the situation. Despite the effectiveness of the situational theories, they are always criticized for their rigidity. The

Complications of pregnancy Essay Example | Topics and Well Written Essays - 1250 words

Complications of pregnancy - Essay Example Delayed menstruation for 1-2 weeks followed by spotting or bleeding is a typical sign of ectopic pregnancy. Gastrointestinal problems may also occur along with lightheadedness and dizziness. Yet if tubal pregnancy remains undetected for 4-6 weeks after conception, the fallopian tube becomes more distended and can rupture leading to symptoms like excruciating abdominal pain, nausea, vomiting and faintness. In some cases, the patient may go into shock or rapid pulse, decreased blood pressure, restlessness, sweating may lead to hemorrhage (Smeltzer, 2009). Adnexal mass might be found upon pelvic examination along with tenderness (Doherty, 2010). Complications/risks: Failure to diagnose ectopic pregnancy especially in patients with few symptoms can increase the risk of internal bleeding which can result in hemorrhage or shock. Management: Treatment choices include surgical intervention either laparotomy or laparoscopy and medication. Surgical management may be salpingectomy (removing the concerned fallopian tube) or salpingostomy (preserving the affected tube) depending on patient’s wish. However, salpingostomy increases the risk of persistent trophoblast and ectopic pregnancy whereas salpingectomy avoids these risks but only one tube remains with reproductive ability. Non-surgical medication treatment includes the use of anti-cancer drug methotrexate (Tembhare, 2010) which can be administered intravenously or intramuscularly (Wolfson, 2009). Delivery before 37th week of pregnancy is classified as pre-term labor (WHO, 1994). Clinical presentations: Clinical signs of preterm labor include uterine contractions, menstrual like cramps, diarrhea, back-ache, pelvic pressure, increased vaginal discharge(Littleton, Engebretson, 2002)vaginal bleeding, ruptured membranes, initial cervical dilation greater than 3 cm and contraction frequency of 4 per hour or more (Creasy, Resnik and lams, 2004). Complications/risks: Risk factors to the mother are largely associated with tocolytic agents used in treatment. Respiratory depression/arrest, pulmonary edema, hypotension and cardiac arrest are complications associated with administration of magnesium; similarly, terbutaline may induce hyperglycemia, hypokalemia and myocardial ischemia. Other drugs (nifedipine and indomethacin) may produce side effects like gastrointestinal problems, renal failure and hepatitis (Littleton, Engebretson, 2002). Neonatal may suffer from renal dysfunctions, nec rotizing enterocolitis, patent ductus arteriosus, intracranial hemorrhage preterm deliveries. Management: Obstetric practices for averting preterm labor include bed rest, home uterine activity monitoring, sedation and hydration, however, little evidence is present about success rates of these methods (Goldenberg, 2002). Tocolytic therapy is used for the hindering uterine contractions which include calcium channel blockers (nicardipine, nifedipine), magnesium, ?-mimetics (terbutaline, fenoterol etc.), non-steroidal anti-inflammatory agents (indomethacin) and ethanol. Evidence suggests that tocolytic therapy is significant in preventing preterm labor (Berkman et al., 2003 ). In addition, cervical cerclage is employed where cervical incompetence is found, in which a suture (rescue cerclage) is placed to prevent further dilations. Management of preterm labor includes avoiding neonatal complications through use of corticosteroids and antibiotics to prevent traumatic delivery and streptoc occal neonatal sepsis (Goldenberg, 2002) Pre-eclampsia is a condition in which pregnant patient experiences a triad of

Compare the cultural revolution called for in the Futurist Manifesto Essay

Compare the cultural revolution called for in the Futurist Manifesto with the political revolution of the Plan of Potosi - Essay Example The Plan of San Luis Potosi, on the other hand, is a statement made by Francisco Madero, a leader of the political opposition in Mexico when the country was under the grip of a dictator, Porfirio Diaz. In the statement, Madero explicitly expressed the necessity of a revolution that would oust the dictator and establish a truly democratic government. Although both authors apparently wrote their respective pieces to promote revolutions, they do have significant differences in terms social analysis, objectives, methods, and perspectives. The fact that one is essentially cultural, while the other is political, is already a major factor in the difference between the two. Before Marinetti explained the concepts he is promoting in the Manifesto, he made an effort to first express his sentiments regarding the realities in Italian society then. It is apparent that he had nothing but harsh criticisms for the people’s continuing reverence of items of antiquity. He believes that people sh ould no longer adulate anything that is a remnant of a bygone era because this only tends to obstruct the rapid pace of development. He writes: â€Å"what is the use of looking behind at the moment when we must open the mysterious shutters of the impossible?† (Marinetti) However, Marinetti clearly goes to the extreme, when he considers that humane concepts are also outmoded. Clearly, this cultural revolution that he proposes is radical in a sense that it essentially seeks the eradication of what has been considered characteristically human: compassion. In place of love and compassion, which Marinetti believes are traits that can only be attributed to the weaknesses of humans, are hatred and violence. In explaining his agenda, Marinetti points out that all things that symbolize so-called glories of the past, including cemeteries and museums, should be destroyed so that futurism can be advanced. He asserts that â€Å"daily visits to museums, libraries and academies (those ceme teries of wasted effort, calvaries of crucified dreams, registers of false starts) is for artists what prolonged supervision by the parents is for intelligent young men, drunk with their own talent and ambition.† (Marinetti) In order to achieve what he envisions, Marinetti endorses the use of violence or war. For him, total destruction of the old through the use of violent force is the prerequisite to the realization of futurism. Madero, on the other hand, puts forward the idea of launching a political revolution against the Diaz dictatorship in his country, Mexico. Madero expounds the bases of the revolution in the article Plan of San Luis Potosi. The Mexican people have suffered much under the undemocratic rule of the current regime. Their basic civil and political rights have been violated many times, the most glaring example of which is the anomalous election results that led to the failed attempt of Madero to take the presidency. Madero denounces the Diaz promise of achie ving peace without democracy. He writes that it is â€Å"a peace full of shame for the Mexican nation, because its basis is not law, but force; because its object is not the aggrandizement and prosperity of the country, but to enrich a small group who, abusing their influence, have converted the public charges into fountains of exclusively personal benefit, unscrupulously

Exam question Essay Example | Topics and Well Written Essays - 750 words

Exam question - Essay Example While it is irrefutable that not everybody can be creative, it is universally accepted that everybody can be rational. Andrews’ definition, therefore, exploits the very essence of every employee. Employees use logic on a daily basis, but they do not frequently express themselves in a creative manner. If reason is the most common attribute in employees, and creativity is scarce, then a majority of corporations rely on logic more than creativity. Andrews is, therefore right: strategy is a rational process that is accompanied by implementation based on administrative acumen. Ohmae’s views are only just starting to be embraced at the highest echelons of the corporate world (Wit & Meyer, 2010). For example, companies like Google and Apple have adopted strategies that emphasize creativity as much as logic. Organizational strategy is no longer about structures and efficiency. In the past, when logic dominated creativity, senior management was considered to be the preserve of business majors only. However, nowadays engineers can be found managing large business organizations and delivering results. While conventionalism and rigidity typified earlier management, the current corporate setting features and offers endless management opportunities to creative minds. While the balance has shifted in favor of creativity, the jury is still out as to whether it can match the proven record of logic. In past and current studies conducted on this subject, consensus has been that the generative approach to strategy needs logic to guarantee success, while the rational approach can deliver desired results – as it always has – in the absence of creativity. In the contemporary organizational environment, creative people are still dominated by rationally-inclined individuals (Lafley & Martin, 2013). For example, advertising agencies often have departments that are in charge of developing all the creative

Stem cell success Term Paper Example | Topics and Well Written Essays - 1750 words

Stem cell success - Term Paper Example This enthusiasm still is not shared by those of the religious right. This faction is opposed to embryonic stem cell research which they claim as immoral and characterize as devaluing human life, much the same as does abortion, drawing a link between the two. This discussion will provide a brief overview of stem cell research and its benefits to society, the debate surrounding the issue and the arguments for continued research. Stem cells are basically the building block cells of a human being which are capable of becoming 210 different types of tissue. Adult stem cells are found in minute numbers within most tissues, but the majority of stem cells can be obtained from the umbilical cord. There are numerous potential sources for stem cells. Embryonic stem cells originate from the inner cell of an early stage embryo. Embryonic germ cells can be collected from fetal tissue at a later stage of development. Adult stem cells can be obtained from mature tissues. â€Å"Even after complete m aturation of an organism, cells need to be replaced. A good example (of adult stem cells) is blood, but this is true for muscle and other connective tissue as well, and may be true for at least some nervous system cells† (Chapman et al, 1999). ... It has been substantiated from animal research that stem cells can be differentiated into cells that will behave appropriately in their transplanted location. For example, the transplantation of stem cells following treatments for cancer has found much success for many years. â€Å"Experiments such as the transplantation of fetal tissue into the brains of Parkinson’s patients indicate that the expectation that stem cell therapies could provide robust treatments for many human diseases is a reasonable one. It is only through controlled scientific research that the true promise will be understood† (Frankel, 1999). The moral dilemma that surrounds the prohibition of aborted fetuses is the idea of abortion itself. The former Bush administration was very conservative leaning and made it very clear that it was opposed to legal abortions, in at least most circumstances, and transferred that ideology to its prohibition of embryonic stem cell research. The concept of scientific study of the next stage of development, the fetus, which resulted from an abortion, is unthinkable. This ideology of that administration reflected the minority opinion which opposes abortion and also reflects the majority opinion that is opposed to aborted fetuses of consenting parents being used for experimentation. This reality has no basis in reason. Why would those who claim to be ‘pro-choice’ want to waste the aborted tissue? For that matter, why would pro-lifers want to witness what they believe is a living being tossed away in vain? At least its ‘life’ could have meant something to humanity in a very real way. Though president Obama reversed the Bush-era restrictions on this scientific research, conservatives continue to fight this battle in court. Last

Lesson Plan Reflections Essay Example | Topics and Well Written Essays - 500 words

Lesson Plan Reflections - Essay Example The activities I planned supported the learning objective since they were related to the lesson work and aimed at enabling the student understand the concepts for every lesson. For example, reading the story on time and pointing to the clock to depict the different time mentioned engaged the students since it entailed use of both audio and visual learning aides. This fostered the students to meet the learning objectives. The other activity for the math lesson on time around the world required the students to draw picture to indicate digital times as well as analog time. This meets the objective, which was to enable students to tell time using analog and digital clocks. I could tell whether the students were successful in achieving the objectives depending on how they performed in the after lesson assessments. For example, the objective of the Social Studies lesson on Girl on the Go was to enable students remember the different countries they had learnt in the history lesson. The story used different monuments in association with different countries. To assess if the students met the objectives, I asked post-reading questions that covered what happened in the beginning middle and end of the story. Moreover, I asked the students to mention the countries that Isabella visited, what the different countries were famous for, and they answered correctly. Additionally, the students were supposed to tell each other countries they had visited, to see if they remembered the previous lessons. I realized that student learn better through activities. For example, after reading the story about the Girl on the Go, I realized that students could easily remember the courtiers mentioned in the story as compared to other countries covered in previous lessons. They would also associate different monuments with the countries where they are located. Moreover, use of pictures and a clock in the math class made the lesson interesting and the students were excited when they realized

Microeconomic Essay Example | Topics and Well Written Essays - 1000 words

Microeconomic - Essay Example It argues that if trade in the externalized cost is possible and there are no transaction costs and no substantial barriers to competition, bargaining over the externalized costs will lead to an efficient outcome. Poorly defined property rights and obligations or poor enforcement of those rights can lead people to shirk the obligation for damaging another's goods. Our polluting firm is harming the interests of local fishermen. Assuming a competitive market and the right of fishermen to the property either of the fish or of the water being polluted, the polluting firm will have to buy the rights to pollute either as a contract or buy the river fully. This will lead to an efficient result: Either the firm can't afford it, meaning that the social value of their product was transparently less than that of the fish; or it can, in which case the fishermen will get ample compensation for their trouble and society will get good X. If property rights belong to the polluter, then it is much ha rder for the social optimum to be achieved, as the polluter has little incentive to cooperate with the fishermen. Nonetheless, if the value of fish is high enough, then the polluter would have an incentive to buy the fish before the pollution has gotten too bad, and pay the local fishermen; if it isn't, then society didn't want the fish anyways (Mankiw, 2008, 217). Question #3: Risk averse preferences are preferences when faced with uncertainty to err on the side of caution. Risk averse agents, or agents with risk averse preferences, will choose a lower-risk scenario out of multiple scenarios, even if the ultimate outcome could be higher even after accounting for the risk. Consider a father trying to feed his family: He is not likely to tolerate an investment that has even a 5% chance of failure if that 5% chance could deprive him of feeding his family, even if the growth from that investment was in pure economic senses worth it. Risk averse preferences stem from scenarios whose ris k is more than is quantified economically: In the case of the father, the scenario where he can't feed his family has an infinite negative value. The certainty equivalent is the guaranteed, immediately available amount of money or value that an individual would view as equally desirable as a risky asset. Take a game where someone can play for $1000 or $0 or simply choose $500. Mathematical expectation says that the scenarios are identical, but the person playing wants guaranteed return: Thus, to make the show more interesting, it may offer only $250, meaning that $500 (or even a lower number up to $251) is a certainty equivalent. The risk premium is the amount of added value that a risky asset must bring. If an investment has a 1% chance to fail, I am likely to want a 1.5% growth rate on the investment at minimum so that over 100 years the failure of an individual year does not threaten my growth. Maximum willingness to pay for insurance is determined by these factors and others. It can be quantified mathematically: E.g. if I am offering a client a $1,000,000 life insurance policy, and he won't purchase the policy for less than $1000 annually, than that is his maximum willingness to pay (Besanko et al, 2010, 590-612). Question #4: Expected Utility: EU = (.8) * ? 100,000^.5 + (.2) * ? 50,000^.5 = 252.98221281347034655991148355462 + 44.721359549995793928183473374626 = 297.70357236346614048809495692925.

Helping Children Improve their Self-Esteem Essay Example for Free

Helping Children Improve their Self-Esteem Essay To have a healthy sense of self-esteem is what most parents would want their young children to have. Special emphasis is given to self-esteem because parents know that self- esteem has a powerful effect on communication behavior. Also, many observers believe that at the bottom of the many societal problems lie in low self-esteem. Adler and Towne added that â€Å"people with high self esteem are more willing to communicate that people with low self-esteem† (48). Although self-esteem has been studied and scrutinized for many years already, specialists and educators still argue about its nature and development. Even so, they all generally agree that parents and other adults who are important to children play a major role in laying a solid foundation for a childs development. So what or how is self-esteem defined and illustrated in the different social contexts? Self-esteem is said to be a part of self concept that involves evaluations of self worth. The basics of self-esteem laid early in life when infants develop attachments with those who are responsible for them. Babies learn to feel loved and valued when those who look after them readily respond to their cries and smiles. By being loved and accepted by the people they idolize, children come to feel loved and accepted too. Also, parents and teachers can help their children to build healthy self-esteem by teaching good values, expressing appreciation, giving challenges, and coping with defeats. As children become increasingly sensitive to evaluations by their peers, parents and teachers can be very instrumental in fostering positive relationships with the children’s peers. You can also help the child by being clear about good values and keeping the communication lines open about experiences outside the home. When adults respond to the childs interests and efforts with appreciation rather than just praise, a childs sense of self-worth is more likely to deepen. Imagine this, when your child shows interest in something you are doing, you might want to include the child in the activity. In this manner, you respond positively to your childs interest by treating it seriously. On the contrary, flattery and praise can sometimes distract children from the topics they are interested in because children may develop a habit of expressing interest in a subject matter just to receive flattery. Tasks and activities that offer a real challenge than from those that are merely playful or funs are more likely to benefit children from. Involving the children in doing house hold chores will help boost self-esteem because it will give the children a sense of accomplishment. Cutright also put emphasis that rather than emphasizing constant successes and triumphs, parents and teachers can help the child develop and maintain healthy self-esteem by helping him or her cope with defeats. When love and support remain unchanged during times of disappointment or crisis, the childs weakened self-esteem can be strengthened when parents or teachers let the child feel that. As a conclusion, parents and teachers can play a significant role in strengthening childrens self-esteem by treating them respectfully, taking their views and opinions seriously, and expressing appreciation to them. Also, parents must keep in mind that self-esteem is an important part of every childs development. Reference: Adler, Ronald B. , and Neil Towne. Looking out/looking in interpersonal communication. 2nd ed. New York: Holt, Rinehart and Winston, 1978. Cutright, Melitta. Self-esteem: the key to a childs success and happiness. PTA Today 17 (1992): 5-6.

Techniques For Invitro Pharmacology Lab Report Biology Essay

Techniques For Invitro Pharmacology Lab Report Biology Essay Schild plot: Schild plot is defined as pharmacological method of receptor classification. By using schild plot dose-effect curve for an agonist is determined in the presence of various concentrations of a competitive antagonist for its receptor in the presence of agonist i.e. equilibrium dissociation constant is calculated. The experiment is carried out for series of dose ratios for a given effect. For example the ratio of the dose of agonist (A) to produce a specific effect (e.g.,  half maximal effect) in the presence of the antagonist (B) to the dose required in the absence of the antagonist (A) is calculated. This is determined for several doses of antagonist and then log ((A/A) -1) versus the negative log B is plotted.   If the regression of log ((A/A) -1) on -log B is linear with a slope of -1, then this indicates that the antagonism is competitive and by definition the agonist and antagonist act at the same recognition sites. If the slope of the regression is not -1, then b y definition the antagonist is not competitive or some other condition is in effect. This might include multiple binding sites or pharmacokinetic interactions. Agonist: Agonist is a drug which has both affinity and efficacy. Antagonist: Antagonist is a drug which has affinity and zero efficacy. Affinity:  Affinity is a property of a drug; it measures how tight a drug binds to a receptor. To bind to a receptor a functional group of the drug should bind to the complementary receptor. The binding capacity of the drug defines the action of the drug. Efficacy: Efficacy of a drug can be defined as ability of drug which activates the receptor to produce desired effect after binding. Affinity and efficacy are explained in the equation as: K+1 ÃŽ ± A + R AR* Response K-1 ÃŽ ² K+1 B + R BR No Response K-1 Where A is agonist, B is antagonist, K+1 is association rate constant for binding, K-1is dissociation rate constant for binding ÃŽ ±- Association rate constant for activation ÃŽ ²- Dissociation rate constant for activation By using law of mass action affinity is explained as B + R BR Drug free receptor drug-receptor complex At equilibrium KB = [R] [B] KB = Equilibrium dissociation constant [BR] Hill-Langmuir equation: this equation explains drug occupancy [RT] = [R] + [BR] If [RT] = Total number of receptors then by substituting this in law of mass action equation [RB] = [B] [RT] KB + [B] By this equation it is determined that drug occupancy (affinity) depends on drug concentration and equilibrium dissociation constant. Equilibrium dissosciation constant: EQUILIBRIUM DISSOCIATION CONSTANT (Kd) : It is the characteristic property of the drug and the receptors. It is defined as the concentration of the drug required to occupy 50 % of the receptors. The higher the affinity of the drug for the receptors lower is the Kd value. Mathematically Kd is k2/k1 where k2 is the rate of dissociation of the drug from the receptor and k1 is the rate of association of the drug for the receptor. Receptor (R) and Drug (D) interact in a reversible manner to form a drug-receptor (RD) complex.   Ã‚  Ã‚  Ã‚  Ã‚  Where R =   Receptor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  D =   Drug (L for ligand is sometimes used in these equations)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  k1 = the association rate constant and has the units of M-1min-1   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  k2 = the dissociation rate constant and has the units of min-1.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  k2 is sometimes written as k-1. If an agonist binds to the receptor, then the interaction of the agonist (D) and the receptor (R) results in a conformational change in the receptor leading to a response. If an antagonist binds to the receptor, then the interaction of antagonist (D) and receptor (R) does not result in the appropriate conformation change in the receptor and a response does not occur. For drugs that follow the law of simple mass action the rate of formation of the complex can be defined by the following equation d[RD]/dt refers to the change in the concentration of [RD] with time (t). Note: the square brackets refer to concentration. This equation indicates that the rate at which the drug receptor complex (RD) is formed is proportional to the concentration of both free receptor (R) and free drug (D). The proportionality constant is k1. The rate of dissociation can be defined by the following equation -d[RD]/dt is the decrease in drug-receptor complex with time This equation indicates that the rate at which the drug-receptor complex (RD) dissociates back to free drug and free receptor is proportional to the concentration of the drug receptor complex. The proportionality constant is k2. When the drug and the receptor are initially mixed together, the amount of drug-receptor complex formed will exceed the dissociation of the drug-receptor complex. If the reaction is allowed to go for a long enough, the amount of drug-receptor complex formed per unit time will be equal to the number of dissociations of drug-receptor complex per unit of time, and the system will be at equilibrium. That is equilibrium has occurred.    Equilibrium can be defined as or k1[R][D] = k2[RD] This equation can be rearranged to give By definition Kd is the dissociation equilibrium constant. Kd has units of concentration as shown in the following equation. Simple competitive antagonism: simple competitive antagonism is the most important type of the antagonism. In this type of antagonism the antagonist will compete with available agonist for same receptor site. Sufficient antagonist will displace agonist resulting in lower frequency of receptor activation. Presence of antagonist shifts agonist log dose response curve to right. A schild plot for a competitive antagonist will have a slope equal to 1 and the X-intercept and Y-intercept will each equal the  dissociation constant  of the antagonist. This can be explained in equation as: Occupancy for agonist [RA] = [A] OR [A]/ KA [RT] KA+ [A] [A]/ KA +1 In presence of competitive antagonist (B) [RA] = [A]/ KA [RT] [A]/ KA + [B]/ KB + 1 Occupancy reduced according to [B] and KB To obtain same occupancy, must increase [A] to [A`] r = [A] / [A] = [B] / [B] Schild equation: r = [B] / KB +1 Where r depends on [B] and KB Applying log on both sides log (r-1) = log[B] log KB Aim: The main aim of the experiment is to measure the equilibrium dissociation constant (KB) for atropine at acetylcholine muscuranic receptors and to determine the drug receptor interactions. Objectives The main objectives of the experiment are as follows To measure the equilibrium dissociation constant for atropine at acetylcholine muscuranic receptors To demonstrate the reversible competitive antagonism of atropine at acetylcholine muscuranic receptors To determine the equilibrium dissociation constant (KB) for atropine at acetylcholine muscuranic receptors by using schild plot. Method Isolation and mounting of Guinea-pig ileum in organ bath Guinea-pig was first sacrificed and then the ileum was collected and transferred into physiological salt solution maintained at 370C. The food particles present in the ileum was expelled out through running Krebs solution through the lumen. Then tissue was tied with a thread at both the ends where one was tied to the mounting hook and the other was attached to the transducer. Preparation of serial dilutions of drug The drugs used in the experiment were acetylcholine (Ach) and atropine. To determine the simple competitive antagonism of atropine at Ach muscuranic receptors serial dilutions of Ach were carried out. Ach was given as 110-2M and from the above concentration of the drug the following concentrations were prepared to the organ bath concentration such as 110-6M, 310-6M, 110-7M, 310-7M, 110-8M, 310-8M, 110-9M and 310-9M Ach. Then atropine was diluted to 110-8M (organ bath) from the given 110-2M concentration. Determination of Organ bath concentration The volume of physiological salt solution (pss) was 20 ml, and each time the volume of drug introduced into organ bath was 20 µl.Therefore if 20 µl of 110-2M drug was introduced into the organ bath then it gives 110-5M organ bath concentration. Mathematical calculation of organ bath concentration: In organ bath we have 20ml of pss which is equal to 20103  µl of pss, if 20  µl of 110-2 M Ach was introduced then the organ bath concentration 20 µl→XM 20ml→10-2M = 20  µl x 10-2 M 20x 103  µl = 110-5M (organ bath concentration). The isolated guinea- pig ileum was mounted onto the organ bath and set up for recording isometric tension of the tissue using chart software in a Mac book. Step-1 Calibration of the experimental apparatus: The chart 5 software was calibrated and the sampling rate was adjusted to 10 samples per second with a maximum input voltage to 10 mV. The baseline was set to zero and then trace was started from the baseline zero then the force transducer was calibrated by placing 1 gram weight and after the calibration the trace produced was stopped for the moment to convert the units of tension into grams by selecting the trace produced previously. Step-2 Sensitisation of preparation: To check the viability of the tissue a response of suitable height was obtained by adding a little high concentration of the drug. Here in the experiment an appreciable recording was noted at 110-7M Ach. Step-3 The time cycle followed to construct a concentration- response curve was 0 seconds to add the drug concentrations 30 seconds to empty the organ bath and refill with fresh physiological salt solution 180 seconds next drug concentration was added to the organ bath. Concentration Response Curve: By making use of the above drug concentrations a concentration response curve was constructed according to the provided time cycle. 20  µl of 110-9M Ach was added into the organ bath at zero seconds at is allowed to stand for 30 seconds, then after 30 seconds the organ bath was emptied and refilled with pss. Pss was allowed to stand for 180 seconds. During the wash period if the peak does not return to the base then it was washed twice or thrice to make sure that all the drug dissociates from the receptors before the next addition of the other drug concentration. Each concentration was repeated twice or thrice until the two consecutive responses were reported with the same peak height. By following the procedure and time cycle, the concentration response curve was constructed with different concentrations of acetyl choline such as 110-9M,310-9M, 110-8M, 310-8M, 110-7M, 310-7M, 110-6M and 310-6M Ach (organ bath concentration). Step-4 Equilibration of Acetylcholine receptors with acetylcholine After step-2 the preparation was washed several times until the peak returned to the base line. Then atropine (110-8M organ bath concentration) was added to the preparation and then set aside for 40 minutes to allow atropine to equilibrate with acetylcholine muscuranic receptors. Step-5 Concentration response curve in the presence of atropine The concentration response curve with acetylcholine was repeated again in the presence of atropine by following the time cycle and procedure, which was same as same step 2.Therefore in step 3 with each addition of acetylcholine concentration atropine was added simultaneously. Step-6 Analysis: The graph pad prism in the Mac book was used to plot concentration response curves in the absence and presence of atropine. Log concentration (acetylcholine) Vs response in grams From the above plot EC 50 values of acetylcholine in the presence and absence of atropine were obtained. Then the distance between the two curves control and response for the atropine presence was denoted by r, where r was called as shift. The shift was calculated mathematically as r= EC 50 of response in the presence of atropine EC 50 of Ach in the absence of atropine From the value of the shift, schild plot was plotted as log concentration of atropine presence against log(r-1). From the schild plot the dissociation constant KB for atropine at acetylcholine muscuranic receptors was determined. Results: As explained above in the procedure serial dilutions of acetylcholine was added to the organ bath, where Ach has produced concentration dependent contractions of the guinea pig ileum as shown in the fig 1. Figure: 1 Trace showing contractions produced by serial dilutions of acetylcholine at muscuranic receptors. As shown in Figure 1 the serial dilutions of acetylcholine are added into the organ bath from 110-7M to 310-6M Ach. Here in the trace it was clearly shown that contractions produced by the acetylcholine have been increased with respect to the concentrations. In step-2 the preparation was washed and added with 110-8M atropine and set aside for 40 minutes to equilibrate the acetylcholine receptors. Figure: 2 Trace showing contractions produced by serial dilutions of acetylcholine at muscuranic receptors in the presence of atropine. In the trace it is clearly shown that, the contractions produced by serial dilutions of Ach from 110-8M to 310-4M in the presence of 110-8M atropine. When Trace 1 and Trace 2 are compared it is evident that the contractions produced by Ach alone (trace 1) were greater than the contractions produced Ach in the presence of atropine (trace 2) which proves the simple competitive antagonism by atropine at muscuranic receptors. A graph is plotted to the log concentration response curve produced by Ach alone against Ach in the presence of atropine. (graph is attatched to the report) From the graph it is known that with the increase in the concentration of Ach, response have been increased when compared to Ach in the presence of atropine and also there is a shift towards right which shows the simple competitive antagonism produced by atropine. From the results produced by Ach alone against Ach in the presence of atropine the fractional difference which is called as shift can be obtained as follows Mathematical Calculation shift r = EC50 of response after atropine (or) in the presence of atropine EC50 of control (or) Ach in the absence of atropine = 2.5110-6 = 8.36 3.0 x10-7 r-1 =8.36 -1=7.36 log(r-1)=log (7.36) =0.86 Partial dissociation constant (PKB) or PA2 is measured to confirm the simple competitive antagonism, where pKB values play an important role in classifying receptors. Therefore PKB =log(r-1) -log [atropine] =0.86 -log (110-8) =0.86 (-8) =0.86+ 8 =8.86 From the above results log EC50 values for control (Ach alone) and Ach in the presence of atropine were given as 3.0e-007 and 2.51e-006 respectively. This shows the molar concentration of Ach which produces 50% of the maximal possible response is higher than the molar concentration response produced by Ach in the presence of atropine. Figure 5: (Graph2) Schild plot If the antagonist is competitive, the dose ratio equals one plus the ratio of the concentration of antagonist divided by its Kd for the receptor. (The dissociation constant of the antagonist is sometimes called Kb and sometimes called Kd) A simple rearrangement gives: Here we have plotted a graph with log (antagonist) on the X-axis and log (dose ratio -1) on the Y-axis. If the antagonist has shown simple competitive antagonism then the slope should be 1.0, X-intercept and Y-intercept values should be both equal the Kd of the antagonist obtained. If the agonist and antagonist are competitive, the Schild plot will have a slope of 1.0 and the X intercept will equal the logarithm of the Kd of the antagonist. If the X-axis of a Schild plot is plotted as log(molar), then minus one times the intercept is called the pA2 (p for logarithm, like pH; A for antagonist; 2 for the dose ratio when the concentration of antagonist equals the pA2). The pA2 (derived from functional experiments) will equal the Kd from binding experiments if antagonist and agonist compete for binding to a single class of receptor sites. Figure 6: (table 2) Results for Schild Plot. From Figure 5 and 6 it is evident that no concentrations of atropine have showed competitive antagonism perfectly. Therefore from the above results it is known that the concentrations of atropine has not shown simple competitive antagonism fairly. Discussion: Reversible competitive antagonism: The binding of drug to a receptor is fully reversible which produces a parallel shift of the dose response curve to the right in the presence of an antagonist. The mechanism of action of acetylcholine at muscuranic receptors: In various gastrointestinal smooth muscles, acetylcholine and its derivatives produce contractions by activating muscuranic receptors. It is generally assumed that the M3 muscuranic receptor plays a key role in mediating this activity. The M3 receptor is coupled preferentially to Gq-type G proteins, resulting in the activation of phospholipase C (PLC) and the formation of ionositiol trisphosphate (IP3) and diacylglycerol (DAG) which are likely to participate in muscuranic receptor-mediated smooth muscle contractions. IP3 causes Ca2+ release from intracellular store and can also mobilize Ca2+ secondarily through Ca2+-sensitive or store-dependent mechanisms. DAG, via activation of protein kinase C, phosphorylates various proteins and can directly activate non selective cationic channels. Figure 7: Diagrammatic representation of calcium and smooth muscle contraction. From the above results the value of shift obtained was 0.378 which denotes the simple competitive antagonism produced by the concentration of atropine used (110-8 M).From the value of shift the pKB value was calculated as 8.4.If atropine has shown simple competitive antagonism then the value of pKB should be equal to 1-X intercept. Therefore pKB=1-X intercept =1-(-8.86) =9.86 We got value of pKB as 8.86.Therefore pKB is not equal to 1-X intercept. Therefore the concentration of atropine (110-8M organ bath concentration) used by our group has not shown simple competitive antagonism effectively. The literature value of pKB is given as approximately 9 and we have obtained the value of pKB as 8.86 which does not fit with literature value. Therefore from the above observations and results i can conclude that a little more high concentration of atropine may serve to produce complete simple competitive antagonism by atropine at acetylcholine muscuranic receptors.

The ‘War on Terrorism’ v Civil Liberties

The ‘War on Terrorism’ v Civil Liberties Abstract The security of the State is of paramount importance to the integrity and wellbeing of a nation and to citizens whose rights and freedoms are protected by the security of the State. However, the rights of citizens may be affected by such powers and there exists the possibility for governments to disappear behind the doctrine of national security with the intention of preventing scrutiny of executive action. This raises two constitutional questions: the extent to which arrangements secure some form of balance between the competing needs of State Security and protection of the individual, and; the way in which, and the degree to which, the government is held accountable for powers exercised in the name of State Security, either through supervision of the courts or through the democratic process (Barnett, 2000). The focus of this essay is to analyse what this writer perceives as the central problem we are faced with: how to deal with the fact that as a society we cling tightly to our rights and freedoms whilst expecting to enjoy everyday life without fear of terrorist attacks. From the point of view of our government and police force, the law at present is not tight enough to deal with terrorism. How do we deal with this whilst retaining a democratic society? Is security worth having if the price is unacceptable restrictions on our hard-won freedoms? More specifically, this essay proposes to closely scrutinize the government’s proposals in order to draw informed conclusions about the perceived challenges to democracy and shed light on these before, as many fear, we find ourselves led like sheep into a dark place. Can we preserve judicial scrutiny of the restrictions on our freedoms whilst trying to forestall the types of terrorist activity the world has witnessed? To conclude this section, the final word of this controversy should perhaps be left to Mrs. Thatcher: when we talk of liberties, freedoms and rights, whose are we talking about? To answer that charge, perhaps I can refer to a letter I received from the mother of a young serviceman who was murdered by the IRA. She said and I quote: ‘Where is the freedom of the press? I hear them cry. Where is my son’s freedom? (Ewing Gearty, 1990) This writer agrees with the view expressed above and, whilst there are certain civil liberties and rights which are non-negotiable, others require compromise. It is necessary to debate the way in which these are safeguarded and secured. Introduction This section will provide a brief history of anti-terror legislation, in the United Kingdom. It will then outline the main terms of the debate. Northern Ireland- The ‘Troubles’ The Birmingham bombings in 1974 which were believed to have been carried out by the Irish Republican Army, leaving sixteen people dead and many more injured, prompted the passage of the Prevention on Terrorism (Temporary Provisions) Act 1974, and successive Acts including: the Prevention of Terrorism (Temporary Provisions) Act 1989, the Prevention of Terrorism (additional Powers) Act 1996, the Northern Ireland (Emergency Provisions) Act 1996 and the Northern Ireland (Emergency Provisions Act) 1998 (Bell, 1979). Space does not permit more than a brief overview of the rich and troubled history of Northern Ireland, but it is significant in that it sparked the enactment of the first Terrorism laws. In 1968, a campaign of civil disobedience and unrest began in Ireland. The reasons for the violence concerned the discrimination which existed against Catholics and the continued union with the mainland (Disturbances in Northern Ireland, 1969). In 1969, British troops were deployed to support the police in matters which had become subject to military control; in 1970, the Provisional Sinn Fein Party was formed and, in 1971, the Reverend Ian Paisley founded the Democratic Unionist Party. Those suspected of being Irish Republican Terrorists became bound by the Civil Authorities Special Powers Act (Northern Ireland) 1922. In January 1972, thirteen Catholic civilians were shot dead by British paratroopers during a banned civil march, known as ‘Bloody Sunday,’ and by 1974, 472 deaths had taken place by Protestant murderers and the IRA. Allegations of ill treatment of detainees led to proceedings against the United Kingdom by the Republic of Ireland government under the Europe an Convention on Human Rights (hereinafter ECHR). It was ruled that the procedures amounted to inhumane and degrading treatment contrary to Article 3. Reforms were initiated in an attempt to improve relations between the Catholic community and the Unionist by the Northern Ireland Parliament. However, The Northern Ireland Parliament became prorogued and its powers transferred to a Secretary of State for Northern Ireland. It was confirmed here that there was a need for detention without trial and special courts were introduced, to sit without the jury. These became known as the ‘Diplock courts’ (Northern Ireland (Emergency Provisions) Act 1973). In 1973, a new system of power sharing between the Northern Ireland Assembly and the Westminster Parliament was initiated (Northern Ireland Constitutional Proposals, 1973). The Northern Ireland Constitution Act 1973 provided a statutory guarantee that Northern Ireland should remain part of the United Kingdom until the time at which a majority of the people, voting in a referendum, should determine otherwise. In a referendum held in 1973 on the question of the union with the Unite d Kingdom, a majority voted in favour of the continuation of the union. The breakdown of the system resulted in the Northern Ireland Act 1974, which resulted in the restoration of the direct rule by Westminster over Northern Ireland. The legislation also attempted to prevent the discrimination which existed in the fields of housing and employment, but this was to little affect (Chambers, 1987). Throughout the 1970s and 1980s a civil war existed (Gearty, 1991). From 1971 to 1977 an average of 252 persons were killed and 3,269 shootings occurred each year. Between 1978- 81, the averages fell respectively, to 82 and 2,574 (Dickson, 1993). A Constitutional Convention was elected, under the Northern Ireland Act 1974, in an attempt to devolve power to the province. This attempt failed as the Unionist insisted that they hold a majority of the new assembly. A new assembly, designed to be a debating and deliberative forum, was provided for, but dissolved in 1986. The Republic of Ireland Act and the Anglo-Irish Agreement, signed by the Ministers of the United Kingdom was the result of the New Ireland Forum, in 1983. This agreement supported the principle that no constitutional change concerning the relationship between the north and south could come about other than with the consent of the majority of people in Northern Ireland. In the absence of this consent, it was agreed that clos er co-operation in security, economic, social and cultural matters, as well as, the promotion between the two parts of Ireland would be called for, with the help of an Inter-governmental Conference, consisting of representatives from both the north and south. This was to be reviewed after three years, with the sovereignty over Northern Ireland remaining with the United Kingdom. However, in an application for judicial review it was claimed that the Agreement would fetter the powers and duties of the Secretary of State for Northern Ireland. The application was dismissed. In 1993, a Joint Declaration was signed between the British and Irish governments. The Declaration indicated that the British government had ‘no selfish strategic or economic interest’ in Northern Ireland, giving effect to the neutrality of the government’s position. In 1994, the IRA announced ceasefire and, in response, the government announced that the ban on live sound broadcasts by members of Sinn Fein should be lifted. This ceasefire provided some realignment of judicial practice in support of the language of civil liberties. Gearty notes that, ‘for the first time,’ decisions such as DPP v Jones and Redmond-Bates v DPP showed a ‘judicial branch sensitive to the underlying importance of the exercise of civil liberties, in the context of association and assembly in the first case and assembly and expression in the second’ (Gearty, 2003). However, in 1996 the IRA bombed Canary Wharf in London, ending the ceasefire. At the end of the sam e year, the British government announced terms for including Sinn Fein in all discussions in order to reach a settlement. All of these demands were nevertheless rejected by Gerry Adams, President of Sinn Fein. 1997 resulted in the election of the labour government. Following a renewal of ceasefire by the IRA, and Sinn Fein’s rejection of the use of force, peace talks commenced between all parties. On Good Friday, 10 April 1998, agreement was finally reached. The agreement concerned the principles that: Northern Ireland would remain part of the United Kingdom, with the Republic of Ireland agreeing to amend its constitution to remove the claim to Northern Ireland; a Northern Ireland Assembly of 108 members was to be elected under a system of proportional representation; a North-South ministerial council was to be established by the Assembly in order to coordinate relations between Ireland and Ulster; a Council of the Isles was to be established, and; all participants expressed the commitment to the disarmament of parliamentary organisations, which was a condition for the devolution of power. Referendums were held in both the Republic of Ireland and Northern Ireland. The 1998 elections for the membership of the Northern Ireland Assembly produced an Assembly with power shared by four main political parties and five minority parties. In 1999, the devolution of power was complete, and the Assembly elected, and a power sharing executive in its place. When the IRA refused to cooperate, the Assembly was suspended and the power was returned to Westminster, under the Northern Ireland Act 2000. The Terrorism Act 2000 The Terrorism Act 2000 reformed and extended all previous legislation. The Act repealed the earlier Acts and placed the law on a permanent basis, no longer subject to the restriction of an annual renewal by Parliament. In relation to Northern Ireland, it was hoped that following the peace settlement, special provision would no longer be required. However, due to the problems implementing full devolution to Northern Ireland, special provisions were included in Part VII of the Act which are limited to five years. Under the Terrorism Act 2000, a wider definition was adopted which was intended not only to cover terrorism for political ends, as in the case of Northern Ireland, but also terrorism undertaken for religious and ideological motivations (Barnet, 2000). The Act covers the proscription of terrorist groups throughout the United Kingdom, the appeals process by which such an order may be challenged, offences relating to terrorist property, and police counter-terrorist powers. The Anti- Terrorism, Crime and Security Act 2001 It was the terrorist attacks of 11 September 2001 which represented a new dimension of terrorist attack, with suicide bombers striking without warning and their motivation of causing mass casualties. In the heightened response to threat of terrorist attacks, in December 2001, Parliament passed the Anti-Terrorism, Crime and Security Act (hereinafter ATCSA). The Act incorporates measures designed to increase the effectiveness of authorities in combating those directly involved, and those supporting terrorism. Its main provisions will now be briefly discussed: the ATCSA allows the police authority to freeze assets of terrorist organisations and individuals when they pose a threat to the United Kingdom or its nationals; it permits disclosure of information to security and intelligence agencies, thus improving access to information; it includes a range of provisions, including the power to detain an aircraft for security reasons and the stopping and searching of passengers, as well as the regulation of laboratories of diseases and noxious substances, and; an increase in the range of police powers to photograph, search and examine to establish identity. However, perhaps the most notable introduction is the detainment of suspects without trial, in the basis that they cannot be deported to another country without breaching our human rights legislation, for example, if they might be subjected to torture. The Prevention of Terrorism Act 2005 In the wake of the bombings which caused death and destruction, on the 7th of July 2005, there was bound to be a danger, that in response, the government would rush out ill-considered measures. It appears, at first sight, to be exactly what has happened. Speaking on the day of the bombings, Prime Minister Tony Blair stated: It is important †¦that those engaged in terrorism realize that our determination to defend our values and our ways of life is greater than their determination to cause death and destruction to innocent people†¦Whatever they do it is our determination that they will never succeed in destroying what we hold dear in this country and other civilized nations throughout the world (Fox News, 2005). Most would passionately agree with what we understand the government to mean here: That it must not hand the terrorists a victory by taking away long held liberties and principles of justice. Why then does Liberty, these few months later, have fundamental concerns about aspects of the new draft Terrorism Bill? Among other measures, the government wants to increase the time police can hold suspects without charge from two weeks to three months, send deportees to countries known to practise torture and introduce a new offence of ‘justifying or glorifying terrorism’. The new anti-terrorism legislation comes with Tony Blair stating the existence of ‘absolutely compelling’ justifications for the crackdown, despite the potential implications for both human rights and civil liberties (Fox News, 2005). To many, however, no justification exists for proposals which demonstrate a willingness on behalf of the government to tamper with the Human Rights Act 1998 (hereinaf ter HRA) which could jeopardize Britain’s adoption of the European Convention on Human Rights (hereinafter ECHR), as well as dangerously undermine centuries of democratic tradition. Contemporary debate on this issue thus centres around the Prevention of Terrorism Act 2005, which came into force on 11 March 2005. In brief, the Prevention of Terrorism Act 2005 gives the Home Secretary power to make Control Orders in respect of suspected terrorists, whether they are British or foreign nationals. The Control Orders include a range of possible conditions including bans on mobile phones, restrictions on associations with named individuals, and the use of tagging. On the Human Rights website, it is noted that since the government removed the detention provisions of the ATCA and replaced them with Control Orders under the 2005 Act, it is ‘once again fully complaint with its international obligations under Article 5.’ Nevertheless, the new Act has been condemned by Liberty for contravening our basic rights to freedom and liberty; saying that ‘to allow their erosion, and to give in to intolerance, would give victory to the terrorists.’ There are new measures calling for the criminalisation of speech; these vague definitions of prohibited speech raise serious concerns that the measure is overbroad and the punishment without trial provision lives on. The new Act contains the substance of which there are negative implications on our human rights. Setting the Terms of the Debate Compelling objections to several of the proposals made are not based solely on the fact that they intrude upon the human rights of every single resident and citizen of this country, but that these measures would have done nothing to stop the attack on London’s transport network on the 7th or to prevent future attacks. It is not hard to share the view that the first and best test of any legislation must remain whether or not it will work, but it is suggested alongside Martin Kettle of ‘The Guardian’(November, 2005), that whether a Bill is right in every respect can be disputed. This is crucial on a very important conceptual level which relates to the way in which debates on terrorism law are usually conducted: If one takes the view that security considerations must always triumph over those of civil liberty, anything justified by security is acceptable. If, however, one takes the converse view that no restriction of civil liberty is ever acceptable, then every such argument made on behalf of security is an attempt to betray the identity of the democratic state. The work of the European Community, the United States Supreme Court, judges elsewhere, and the United Kingdom’s human rights history to date, reveal that the enactment of a Bill of Rights can be a powerful legal and political weapon in the hands of those who are in danger of having their rights infringed. In this way, the incorporation of the Human Rights Act 1998 (hereinafter HRA), will only be as extensive as the rights which they identify and protect, as powerful as those who draft them, and as commanding as the judges who enforce them and wish to be bound by them. How will international terrorism influence Parliament’s commitment to human rights? Rights will inevitably conflict, and the limits of each will have to be established by political and legal decision. The dilemma is not new, with democratic governments in the past having to strike a balance between the state and individuals: Abraham Lincoln suspended the rights of the habeas corpus in the 19th Century civil war for example (Home Office, 2004). Although Article 5 of European Convention on Human Rights will nowadays provide more protection against unlawful detention than the habeas corpus, this has also been derogated from in light of the Terrorism Acts. Furthermore, under ‘Operation Kratos,’ an innocent man believed to be a terrorist, was shot dead by police. The basic principle is that if the police deem the lives of the public to be in jeopardy, their shooting to cause death, regardless of whether the person is in fact a terrorist, is justified (July 23, 2005). I s it right that the innocent should be deprived of their human rights, and in this case killed, due to mere suspicion? By contrast, it is worthwhile to recount Operation Flavius (Kitchin, 1989). The murders of three IRA members came before the Court of Human Rights, and in reaching its decision, the Court considered Article 2 of the Convention (McCann, Farrell and Savage v United Kingdom, 1995). The British forces killed these three terrorists in Gibraltar, as they had believed that a terrorist attack was imminent. The Court ruled that the deprivation of life under Article 2 was justified only where ‘absolutely necessary,’ and that, accordingly, the use of force was greater than absolutely necessary in defence of persons from unlawful violence within the meaning of Article 2. Where is the line attributing to ‘absolutely necessary,’ to be drawn, and what stage are we to be deprived of our human rights? How will the new legislation affect this? Chapter 2 This chapter introduces the concepts of the rule of law, civil liberties, human rights and autonomy, analysing the changing approach to these in light of our multi-level constitution. Before proceeding, it is necessary to briefly explain the concept of the United Kingdom’s constitution. In lay terms, a constitution is a set of rules which governs an organisation. The characteristics of the United Kingdom’s constitution in summary are that: it is largely unwritten in character; it is flexible in nature; it is supreme; it is unitary in structure, although there is a degree of devolution; it exhibits mainly but not completely separated powers, and; it is monarchical. In discussing terrorism and the powers of our constitution, we are referring to the concept of constitutionalism. The doctrine suggest that: the exercise of power be within legal limits conferred by Parliament on those with power and that those who exercise power are accountable by law; the exercise of power must conform to the respect for the individual and the individual citizen’s rights; the powers conferred on institutions within a State must be dispersed between the various inst itutions so as to avoid abuse of power, and; the government, in formulating policy, and the legislature, in legitimating that policy, are accountable to the electorate on whose trust the power is held. It is against these conceptual and practical requirements that the constitution of the United Kingdom should be examined. The Basic Values: Rule of Law; Civil Liberties, Human Rights, Autonomy The rule of law represents one of the most challenging concepts of the constitution. There are many rich and varied interpretations which have been given to it, and it is important to recognise that the rule of law ensures limited governmental power and the protection of individual rights and freedoms. Dicey’s view on the rule of law, although ‘not capable of precise definition,’ by his own admission, is as follows: ‘It is an attitude, an expression of liberal and democratic principles, in themselves vague when it is sought to analyse them, but clear enough in their results’ (Dicey, 1959). The spirit of the rule of law is thus the sovereignty or supremacy of law over man: irrespective of rank and status, it is prescriptive, dictating the conduct required by the law, and; protective of its citizens. It is inexplicitly linked with Western democratic liberalism (Neumann, 1986). However, the acceptance of the rule of law is not universally accepted: from a Marxist perspective, the law conceals the injustices of a capitalist system and so denotes a false idealisation of the law, and from the socialist perspective, liberalism pays too much regard to equality and protection of property interests (Lustgarten, 1988.) Despite of such criticisms, and there are many, even within the Western liberal tradition, the rule of law retains a hold on political and legal perspective: it displays ‘enduring importance as a central artefact in our legal and political culture’ (Raz, 1977). In its simplest and general meaning, liberty involves non-interference by others with one’s freedom of choice and action. It supports personal autonomy, where the person displays a degree of reflectiveness, self-awareness, and social awareness which allows him or her to form plans and understand their impact on everyone in the immediate social group (Feldman, 2002). However, Dworkin warns that this is only one of many personal and social aptitudes, and is not determinative of a person’s self respect (Dworkin, 1988). Recognising and protecting someone’s right or liberty, and tolerating their exercise of it, involves a potential cost to other individuals and to the public generally. Seeing individual choices of goods as the highest human good, and the priority of liberty over other values, are therefore highly controversial ideas. Socialist and communitarian theorists have challenged any political theory which places the individual and his or her choices somehow ou tside society. Rather, it is said that, people’s values and choices are shaped by the public good, and liberty is possible only if nurtured by society (Mulhall Swift 1996). For this reason the term ‘human rights,’ in this essay, shall refer to those rights which have been enshrined in human rights treaties to all those within a state’s jurisdiction. The analysis of what it is to be the bearer of a right is problematic in the case of terrorism where, by definition, intrusion with the freedoms of those inciting terrorism, is defective in the very characteristics that are highlighted by the autonomy theory. The regulation of matters relating to state security is therefore at risk of state interference that applies to few other human groups. The state many not need to differentiate systematically between these groups, as the traditional approach in the United Kingdom has been to treat liberty as an undifferentiated whole, so that Parliament has a very wide discretion to decide how to balance liberties against each other or against public interests (Feldman, 2002). However differentiated, at first sight the intrusion of liberties is in effect discriminatory and therefore contrary to Article 14 of the European Convention on Human Rights, as it permits the deprivation of liberty, and thus autonomy, on grounds that do not apply to other persons. The most general rhetoric of human rights reinforces this element this uncertainty. Article 1 of the Universal Declaration of Human Rights, begins with the assertion that ‘all human beings are born free and equal in dignity and rights.’ This could be taken to suggest that, in the area of human rights at least, those inciting terrorism have the same status as everyone else. However, the Declaration then goes on to state that ‘they (all human beings) are endowed with reason and conscience and should act towards one another in a spirit of brotherhood,’ thereby implicitly introducing an element of uncertainty about the status of those who lack the intellectual and moral reasoning ability upon which the assertion of ‘brotherhood’ is said to be founded (Hart, 1972). Indeed, the Declaration seems to harbour the basis for depriving those inciting terrorism of fundamental rights; it is often assumed in practice that those who cannot be reasoned with, and those whose deranged minds, render them incapable of making sensible decisions for themselves, and those whose irrational conduct, uninhibited by natural moral inhibitions, makes them threatening to others, must be controlled, segregated and remove d from ordinary social relations, if necessary against their express and vehement protests (Campbell, 1986). Therefore, a state which ‘arbitrary kills, imprisons or tortures its citizens so chills the political atmosphere that it cannot be described as democratic, regardless of how free speech formally is or how regularly secret votes are polled: freedom cannot be constructed on such authoritarian foundations’ (Gearty, 2003). Certainly, the word ‘civil,’ from civil liberties, is taken to refer to the way in which liberty contributes to the relationship between the individual and the state in civil society. Mrs Thatcher said the following about her conservative government’s legislative stance on the question of terrorism, which coincides with this argument, in 1988: Yes, some of those measures do restrict freedom. But those who choose to live by the bomb and gun, and those who support them, can’t in all circumstances be accorded exactly the same rights as everyone else. We do sometimes have to sacrifice a little of the freedom we cherish in order to defend ourselves from those who aim to destroy that freedom altogether- and that is a decision we should not be afraid to take. Because in the battle against terrorism we shall never give in. The only victory will be our victory; the victory of democracy and a free society. (Ewing Gearty, 1990) An opposing view is uttered by Robert Nozick. Nozick describes Mrs. Thatcher’s stance as a ‘minimal state,’ providing security from internal and external threats, but performing no other functions (Nozick, 1980). This view sees the conservative governments approach as exhibiting what is described as ‘negative liberties:’ freedoms from harm, rather than rights to goods (Berlin, 1980). This view sees the state as having no responsibility to take positive steps to ensure that people are able to take advantage of liberties, but only to prevent others from interfering with their liberties (Feldman, 2002). Therefore, the only illegitimate interference with autonomy concerns what other people do to you (Paul, 1982). The conservative government’s stance seems to be mirrored with the present governing by Labour. If Nozick is right to criticise such a perspective, how can a replacement be affective against terrorism? What would the alternative involve? Protecting Rights Liberty: What is Necessary in a Democratic Society? Thus it follows that in developed societies: persons inciting terrorism are lawfully excluded from human society and denied autonomy in terms of their personal liberty, self-determination and self-expression. This is licensed by the European Convention on Human Rights (hereinafter ECHR) which states in Article 5(1): Everyone has the right to liberty and security of person. No one shall be deprived of his liberty save in the following cases and in accordance with a procedure prescribed by law †¦ the lawful arrest or detention of a person effected for the purpose of bringing him before the competent legal authority on reasonable suspicion of having committed an offence or when is reasonably considered necessary to prevent his committing an offence or fleeing after having done so. The essence of liberty, and terrorism fuelled due to religious reasons, is also contained in Article 9 ECHR: 1. Everyone has the rights to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. 2. Freedom to manifest one’s religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health and morals, or for the protection of the rights and freedoms of others. However, Article 14 warns: The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. Article 14 does not provide a right to non-discrimination per se but, rather, a right not to be discriminated against in relation to the other rights and freedoms protected by the Convention. Therefore, Article 14 enjoys no independent existence; it is tied to other Articles in the Convention (X v Federal Republic of Germany 1970). In assessing what is ‘necessary in a democratic society,’ the Court will operate according to the ‘rich’ model of democracy, rather than the majority rule (Feldman, 2002). By virtue of the decided case, Handyside v United Kingdom (1976), this means that in honouring the Convention rights, minorities must be protected against unfair treatment and abuse by the majority. This means that any interference with a right must be justifiable on the basis of: a response to a pressing need to act for that purpose, and; a proportionate response to that purpose (The Spycatcher cases). The definition of proportionality relates to balancing the seriousness of the threat to the interests which are protected within the purposes for which it is legitimate to interfere with that right (McBride, 1999). The margin of appreciation offers a way of arbitrating between claims to state sovereignty in international institutions and the need to universalise human rights standards under international law. These concepts will be discussed more extensively in the latter part of this essay. The conclusion thus far is that those inciting terrorism are inevitably associated with some deprivation of rights. The law which protects state security is nevertheless viewed with suspicion by democrats and civil libertarians, as the threat to state security can be asserted by those in power to justify restricting freedoms to protect the interests of the governing party, rather than the public (Feldman, 2002). Moreover, governmental demands for security will provoke scepticism.<

Lesson Learned in Warfare Essay example -- Warfare

This paper examines lessons learned that are timeless in their relevance for all types of warfare with respect to the lesson materials discussed in the Warfare Studies course. The first lesson learned that this paper examines is the United States’ adaptability in response to changing nature of warfare. The United States has experienced various types of warfare ranging from war of annihilation, war of attrition, or fourth-generation warfare; the United States has no identifiable American way of war. Second, this paper looks at the importance and enduring nature of fourth-generation warfare and counterinsurgency operations. These events are here to stay and will be significant in the future conflicts. The third lesson learned discusses America’s poor planning and preparation for stability, security, transition, and reconstruction operations (SSTR) and demonstrated the need to avoid stovepiped, single agency planning. The apparent lack of planning for SSTR operations severely complicated and extended the United States mission in Iraq. Fourth, America must always strive to be on the cutting edge and maintain technological superiority over our adversaries in order to secure great advantages. However, the United States cannot solely rely on technological savvy military to achieve success. The last lesson learned discusses the growing relevance of information IOP as a powerful tool of war and the importance of it in shaping public opinion. The first lesson learned is the adaptability of United States to evolving nature of warfare. Adaptability is a trademark of the American way of war. The American way of war is usually associated with war of annihilation in which aims for decisive victory or war of attrition in which aims fo... ...ia and Military Operations. Carlisle Barracks, PA: US Army War College, 2008. Murray, Williamson. â€Å"Decisive Battle and the Ghost of Napoleon.† Marine Corps Gazette 84, no. 7 (July 2000): 36-37. Parker, Geoffrey. â€Å"The Western Way of War.† In History of Warfare: The Triumph of the West, 2-9. Cambridge: Cambridge University Press, 1995. Snow, Donald M. and Dennis M. Drew. Making Twenty-first Century Strategy: An Introduction to Modern National Security Processes and Problems. Maxwell AFB, AL.: Air University Press (January 2006). Ulrich, Marybeth P., â€Å"A Primer on Civil-Military Relations for Senior Leaders.† In US Army War College Guide to National Security Issues, Volume II: National Security Policy and Strategy. 3rd ed. Edited by J. Boone Bartholomees, Jr. Carlisle Barracks, PA.: US Army War College, Strategic Studies Institute (June 2008): 241-252.

Teenage Prostitution as a Response to Gender Roles in Japanese Society :: Exploratory Essays Research Papers

Teenage Prostitution as a Response to Gender Roles in Japanese Society Buuuzzzzzzz. â€Å"Oh, a page,† says Michiko to her friend, â€Å"give me a minute to check it.† She pulls out her mobile phone and dials the number to check her messages. This message is from one of her regular customers, Mr. Tanaka. He would like to meet this afternoon at the little restaurant next to the same â€Å"love hotel† they used last week (a place that rents theme rooms by the hour). Michiko giggles to her friend, â€Å"Poor Tanaka-san, he is such a lonely guy, but he’s very generous.† Michiko meets up with Tanaka-san, a businessman in his mid-forties, later that afternoon. They grab an early dinner, then head directly to the love hotel. After about an hour, their transaction is complete and Tanaka-san â€Å"offers† Michiko about  ¥10,000. Suddenly, Michiko notices the time. It’s nearly eight, and she has about an hour commute, by train, to her house in the suburbs. â€Å"My parents will be angry that I’m so late again, especially since I have an important algebra exam in the morning!† Michiko quickly kisses Tanaka-san on the cheek and rushes around collecting her things. â€Å"Call me soon. Okay?† says the seventeen-year-old as she slips out the door. Michiko and Tanaka-san are imaginary, yet they illustrate a very real phenomenon in Japanese society — teenage prostitution. Young girls selling themselves to older men is not a new phenomenon. Underage women around the globe resort to prostitution as a means of survival. There are few industries women can enter where capital costs are low, barriers to entry are few, and educational requirements are nil. Yet what is puzzling in the Japanese case is that most young women like Michiko do not depend on the money they receive from prostitution for survival — yet it does help to buy Burberry scarves, Chanel hand bags and other â€Å"must-haves† (Moffett 50). While it is tempting to say that teenage prostitution is a means for young women to obtain the material items they feel they cannot live without, there is more to this phenomenon than meets the eye. If it were merely a matter of wanting extra money, young girls would most likely seek legitimate employment — translation, the increasing popularity of prostitution among teenage girls in Japan is a response to the strict gender stratification of Japanese society.

Investigating the Solubility of 5 Salts

1. PurposeThe experiments were carried out for measurement of solubility of 4 chosen salts in water to arrange these salts in the ascending order of solubility.2. IntroductionDifferent salts dissolve in water to different extent. This fact is of great importance in our daily life as well as in industrial domain like extraction of useful mineral/metal, purification of salts, corrosion etc. Solubility of salts is quantitatively expressed in different units. The most common being maximum mass of a salt which can be completely dissolved in a unit mass of a solvent say 14 gm of KNO3 per 100 gm of water i.e. of gm solute/gm solvent type. Other units are Molarity (M), Molality (m), Normality (N), Mole fraction (X) etc. These different units are useful in different situations. It is easiest to experimentally determine the solubility of a salt in gm (of salt)/100 gm (of solvent) unit and this value can easily be converted into other units by using suitable formulae. The formula to convert gm solute/gm solvent solubility value into molarity (M) is following:M =   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1)Where,   is density of solution in g/liter and formula mass is in g/mol.Materials are classified as insoluble, slightly soluble or soluble. Materials with solubility less than 0.01M are classified as insoluble.Experiments were carried out to measure solubility of four salts Calcium Sulfate CaSO4, Copper (II) Nitrate Cu(NO3)2, Potassium Nitrate KNO3 and Sodium Chloride NaCl.3. Materials:Approximately five grams of each of salts Ammonium Nitrate NH4NO3, Calcium Sulfate CaSO4, Copper (II) Nitrate Cu(NO3)2, Potassium Nitrate KNO3 and Sodium Chloride NaCl, 250 ml beaker, 100 ml beaker, 50 ml burette and Parr DMA 35 density meter.4. Procedure:4.1. Ammonium Nitrate NH4NO3 salt was ground into fine powders using a mortar and pestle.4.2. Approximately 5 gm of the salts was weighed using a balance and the exact mass was recorded for each of the salt s.4.3. The salt powder was placed in a clean 250 ml beaker.4.4. Water was added slowly using 50 ml burette and the solution was continuously stirred while water was being added. Water addition was done until either all the salt powder was dissolved or 50 ml was reached, whichever occurred first.4.5. Volume of water required for complete dissolution of the salt powder was recorded.4.6. Density and temperature of the saturated salt solution was measured by using Parr Density meter and the same was recorded.4.7. Steps 4.1 through 4.6. were repeated for the remaining four salts and the values were recorded in a table.5. Data:The data from this experiment is presented in table 1 below:Table 1: Experimental data on solubility of the saltsSalt Mass of Salt (gm) Volume of H2O (ml) Temperature (oC) Density of Solution (gm/ml) CaSO4 5.088 50 none None Cu(NO3)2 5.020 23 30.4 1.125 KNO3 4.956 48 16.9 1.065 NaCl 4.993 49 20.2 1.0656. Results and Analysis:From data it is very clear that CaSO4 is insoluble in water.Solubility of remaining three salts was calculated using formula 1.For Cu(NO3)2:M = 1.07 at 30.4 oC; Hence solubleFor KNO3:M = 1.00 at 16.9 oC; Hence solubleFor NaCl:M = 1.20 at 20.2 oC; Hence solubleThe results are presented in table 2 in the ascending order of solubility.Table 2: Solubility of given salts:Salt Solubility of Salt (g/100 g of water) Solubility of Salt (M) Temperature (oC) CaSO4 0 Insoluble Not recorded KNO3 10.35 1.00 16.9 Cu(NO3)2 21.83 1.07 30.4 NaCl 10.20 1.20 20.2 The order of solubility of salts is followingCaSO4< KNO3< Cu(NO3)2< NaClThis order may get slightly modified if we compare solubility of salts at same temperature. It should be noted that solubility value depends on temperature and this is the reason, why solubility value is reported along with temperature.Glassware has been used in these experiments at visibility of solution was required to determine that salts were completely dissolved. Besides, these glass wares provide reasonable accuracy and are fairly less costly.The salts were ground into fine powder because fine powders accelerate rate of dissolution of salts, hence the experiment can be finished in short span of time.