Immigrations to Turkey from Greece between 1911 and 1923 :: essays research papers

Immigrations to Turkey from Greece between 1911 and 1923In 1911, 51% of the Ottoman Europe (Bulgaria, Serbia, Greece and Montenegro) universe of discourse was Muslim but with emigrations, it downed to minorities of Muslims in some territories (McCarthy, 1995). Most of these immigrations were forced immigrations. If person immigrate, because she does not have the minimum basic needs in domicile that called forced immigration (pek, 2000). Forced immigrations are not only the problem of present days but with twentieth century, forced immigration becomes a legal issue. Forced immigrations have an objective that to un-mix the population of the selected territories or to homogenise the territories (Barutciski, 2004). Homogenous communities are easier than mixed ones to be controlled and homogenous communities are less likely to have intercommunity conflicts. Thus forced immigrations are the apprehension of consolidating political power. Byk Mbadele or 1923 turn of Greek and Turkish po pulations was not the first attempt to formalise the population rallying but it is one of the earliest and most controversial international treaties on this subject (Barutciski, 2004) and the first internationally ratified compulsory population switch. With the convention concerning the exchange of Greek and Turkish populations at Lausanne, after 1st May 1923 Muslims in Greek territories and Greek Orthodox in Turkish territories were compulsorily exchanged demur Muslims in Western Trace and Greeks in Istanbul. 1.5 million Greek and Turk were forced to leave their homelands. There is a difference between Greek movement and Turkish movement Greeks mostly immigrate with retreating Greek army as a result of Greek rout in 1922 and without waiting permission, but most of the Turks emigrate after the convention. More than 1 million Greek escaped from Turkey before convention of population exchange (Ar, 1995). According to official record of the mingled Commission only 189.916 Greek we re transferred to Greece after 1923 convention but 354.647 Turks transferred in this period (Hirshchot, 2004). There were not many Turks who immigrate in 1922 because, for Turkish immigrants the 1923 exchange is the only way to escape from Greek oppression in that period. The term refugee is not suitable for these groups as defined in international laws because they were immediately given(p) full citizenship. The term that is used in Turkish is Muhacir to refer to people who forcibly leave their homeland and enter the Ottoman Empire and Turkey and specifically the word Mbadil is referring to the 1923 exchange (Hirshchot, 2004).

Substance Abuse :: Drug Addiction Essays

substance AbuseSubstance abuse is just one of the paradoxs facing the fall in States today. Even though it seems like a big problem, it actually first started in the 1800s when the first drugs were smuggled. This moreover began the never ending path of immoral drugs flowing through the U.S. In the 1950s, a therapeutic drug was introduced called Phencyclidine (PCP), later nicknamed angle dust. Doctors soon found that the drug caused hallucinogenic side effects. It was thus pulled. The drug soon reappeared in the sixties and seventies. They were made by amateur chemists for an illegal drug trade. People began to smoke, inhale it, or inject it. Effects include confusion, lack of coordination, slurred speech, and blurred vision. Physical effects include increased heart rate and blood pressure, sweating, drooling, fever, and muscle rigidity. An overdose can result in a coma, brain hemorrhage, and heart failure. It has been steadily declining in the U.S.Another type of drug is crack, which is a form of smokeable cocaine. This has become a serious health problem. The problem is that its low cost makes it more accessible to people. I is also more damaging both physically and psychologically than cocaine.As the result, people were act to get as many drugs as they could. Many soon progressed to smuggling the drugs in. The number of drugs to be smuggled into the U.S has been increasing. The first known drug smugglers were the Chinese in 1870. They began smuggling opium in merchant ship cargo and baggage. By the 1970s drug smuggling became more of a problem for the coast guards and seizures were made temporary hookup engaged in other operations. The coast guards, between 1997 to the present, had seized 540,476 pounds of cocaine, 270,060 pound of marijuana. The major high intensity drug trafficking areas are Los Angeles, Houston, Miami, New York City, and the US/Mexico border. Not only did people smuggle drugs over sea, but they would smuggle it over borders. Many t hought of outrageous ways to hide the drugs. Women would sew them in their bras drugs would be stashed low hats, in shoes, in socks, etc. Anywhere you could possibly think, people thought of it. They were addicted.Cocaine, Heroin, Methamphetamine, and marijuana all cross into the U.C hidden among eighty-four million cars, two coke and thirty two million people, and 2.8 million trucks estimated cross the 38 ports of entry spanning 200 miles.

Welcome to Life :: Essays Papers

Welcome to LifeDear mother, can you hear me whining? (Green Day) When something was difficult what did you do, especially when you were a girlish child? You whined. That was the way you got people to pay attention to you. You hoped that this way they could make life better for you. Complaining to your mother will make everything better. That is the logic that numerous young children are taught. Life is different as you reach different stages and becomes more difficult each time you reach a new challenge. The stages scratch line with your being comfortable in your surroundings, well protected by your family. As you grow older, you begin to grow apart from the people and the area that you were once make full to. You start to go on your own path. This path leads you to a new place with which you may not be as comfortable. The song Welcome to enlightenment by the punk-rock band Green Day explains the difficulty of moving away from home and how eventually life will get better and you will move up that you are not as dependant on your family. The song Welcome to Paradise begins a mere three weeks after the boy has left his home. He is writing a letter telling his mother how horrible it is to be away from home. He feels he is alone this is a scary feeling. He reaches away to the audience by discussing a feeling that many young people have recently experienced.I remember when I first started college, whether I take to admit it or not, I was scared. I moved to a new location three hours away from my warm room and, for the first time, I had to do my own laundry, take care of myself, and keep my area clean and livable. These were new and challenging tasks. At times, even though there are forty-two guanine people here, it feels very lonely, as if you are the only one going through this situation. Everyone experiences some sort of uncomfortable feeling when they have to move to a new location and start a new stage in their lives. From personal experience a college s enior explains how he felt the first daylight he moved to live at college, I definitely felt like I was in some strange limbo Twilight partition kind of placeIt wasnt a very comfortable feeling at all.

Nietzsches Critique of Religion Essay -- Nietzsches Critique of Chri

Nietzsches critique of righteousness is largely based on his critique of Christianity. Nietzsche says that in modern Europe, citizenry are atheistic, even though they dont realise it. People who say they are religious arent really and those who say they have locomote on havent actually moved on. Certain people in society retain features of Christianity. For example, socialists still believe in equality in all people. Others still have pity for the hapless and needy etc. Nietzsche dislikes religion especially Christianity because it encourages and promotes slave morality. Nietzsche says that we should be striving towards master morality, but Christianity has the completely opposite values to those of the master morality. For example, religion wants us to be like slaves and give things up instead of trying to be great. He talks about a slave revolt in morality, which leads to the empowerment of slave values over master values. Christianity is th at slave revolt. The problem for Nietzsche is the New Testament - the introduction of Jesus. He thinks that linking the Old Testament with the New Testament is very cheeky. They are two different books with complete different ideas and so should not be linked together. The Old Testament is full of power - Nietzsche likes that. But he objects to the values of the New Testament that shouldnt be linked to the Old Testament. They demote power. He sees religion as intensely nihilistic - its all about denying sprightliness and being negative. Nietzsche feels that the New Testament is also like that. We have to go beyond this. If Christianity and Schopenhaur are based on denying life ... ...itique is that he views religion from the extraneous, so doesnt this make it a one-sided story? But obviously Nietzsche will think that his critique is one-sided. He is a perspectivist. Why is a view from outside any less valid than a view from inside? Is the ladde r of religious cruelty a complete account of religious development. What about a sacrificing himself for humanity? This doesnt get mentioned. However we could say that Nietzsche rejects that because he obviously doesnt believe in God and insofar as God is one of the suffering. This confirms Nietzsches negative view of religion / Christianism. Nietzsche said that religion shouldnt How can religion not be an end-in-itself for religious believers? A counter-argument to this would be to say that religion as an instrument is not a religion.

Kings Argument in A Letter from Birmingham Jail Essay example -- Luth

Kings Argument in A Letter from Birmingham JailIn Dr. Kings essay Letter from Birmingham Jail he addresses the claims made virtually his arrest by the eight clergymen. His responses are rattling long and particulared, giving a very compelling and moving point of view. His letter is directed to his audience, which consists of ovalbumin middle class citizens who Dr. King refers to as the white moderates. Dr. Kings letter is very persuasive because his use of pathos makes the audience think or imagine themselves in the situation. It is very poignant of him to write his letter this way. He is in touch with the views of his audience, which makes a greater impact on his readers. Dr. King uses antecdotes to make his readers see the injustice that would hold if there were no changes. It helps his audience to happen that they are a very powerful part of this issue and that they can make a difference.Dr. King uses imagination in his writing that makes the audience visualize what h e has seen. He knows that the white moderates have strong family values, so he reaches out to them by providing stories about children. in that location is one story about a little girl who has just seen an ad on television and when she asks her father if she can go, he has to look his lady friend in the eye and tell her that ?Funtown is closed to colored children?(King 561). He then goes on to explain about how that forces that young child to grow up to feel inferior and to begin to hate because she has darker skin than the other children do. Then there is another story about the family taking a cross-country vacation and having to balance night after night in the uncomfortable corners of your automobile because motels would not accept colored people (King 561). It ... ...ll of the charges that were brought upon him and he answers them all in full detail and truth. He addresses his audience with honesty and respect, without making his readers feeling like they were being va nquished. Instead they were being made aware of what their actions were doing to society, and that they could make a difference. Dr. King uses a very strong pathos while speaking to his audience. He helps them to see things from his perspective. He uses detailed stories that make the reader feel like they are seeing what is going on. He also uses his ethos to show his respect for the audience, which in turn puts a positive spin on the negativity of the whole situation.BibliographyWorks CitedKing, Martin Luther, junior ?Letter from Birmingham Jail.? Writing Arguments. Fifth ed.Ed. John Ramage, et al. Boston Allyn & Bacon, 2001. 558-69.

Kings Argument in A Letter from Birmingham Jail Essay example -- Luth

superpowers Argument in A Letter from Birmingham JailIn Dr. Kings essay Letter from Birmingham Jail he addresses the claims made close to his arrest by the octette clergymen. His responses are very long and detailed, giving a very compelling and moving point of view. His letter is directed to his hearing, which consists of white middle class citizens who Dr. King refers to as the white moderates. Dr. Kings letter is very persuasive because his use of condolence makes the auditory sense think or imagine themselves in the situation. It is very poignant of him to write his letter this way. He is in touch with the views of his audience, which makes a greater impact on his readers. Dr. King uses antecdotes to make his readers see the injustice that would continue if there were no changes. It helps his audience to feel that they are a very powerful part of this issue and that they can make a difference.Dr. King uses imagery in his writing that makes the audience visualize what he has seen. He knows that the white moderates have strong family values, so he reaches out to them by providing stories about children. There is one story about a little girl who has just seen an ad on television and when she asks her father if she can go, he has to look his daughter in the eye and promulgate her that ?Funtown is closed to colored children?(King 561). He then goes on to explain about how that forces that young child to grow up to feel inferior and to begin to hate because she has darker skin than the other children do. Then there is another story about the family taking a cross-country vacation and having to sleep shadow after night in the uncomfortable corners of your automobile because motels would not accept colored people (King 561). It ... ...ll of the charges that were brought upon him and he answers them all in full detail and truth. He addresses his audience with candor and respect, without making his readers feeling like they were being vanquished . Instead they were being made aware of what their actions were doing to society, and that they could make a difference. Dr. King uses a very strong pathos while speaking to his audience. He helps them to see things from his perspective. He uses detailed stories that make the reader feel like they are seeing what is going on. He similarly uses his ethos to show his respect for the audience, which in turn puts a positive spin on the negativity of the whole situation.BibliographyWorks CitedKing, Martin Luther, Jr. ?Letter from Birmingham Jail.? Writing Arguments. one-fifth ed.Ed. John Ramage, et al. Boston Allyn & Bacon, 2001. 558-69.

Ben&Jerry Business Problems

As Bob the new CEO of Ben & Jerrys, we believe that the following factors currently pose the most critical problem to the firm. Firstly, our internal x-factors namely manufacturing, inventory management, research and product development are in dire need of improvement. Currently, Ben & Jerrys is highly dependent on Dreyers for doing of its scum pickaxe up to 40% of Ben & Jerrys total ice cream is produced by Dreyers. Ben & Jerrys high dependency on Dreyers hasnt been figure out due to its inability to open and operate its third factory in St.Albans, Vermont.This was due to the lack of understanding of the complex automated manufacturing systems which led to the adoption of simpler turn out processes. Bob was hired to solve this problem due to my expertise in manufacturing and distribution in the food industry, even though his work experience in several aggressive management style corporations remain a concern due to the fact that ben&jerrys is one of the most famous conservative mixer enterprise.However, this social enterprise was being criticized for corporate activities from damaging tribal cultures till other smaller issue, these issues could damage the brand reputation and sales further in the future. There are also several other x-factors apart from manufacturing which must also be solved. In my perspective, the firms R&D section is in need of improvement as the firm currently relies solely on the founders ideas and tastes, neglecting altogether the formal market research on the development of new flavors. This has led to problems of shortages and overstocks of particular flavors.Another serious problem within the firm is the 71 ratio, causing the firm to fail in attracting effective professionals and incentivizing mid-level employees from working hard and earning a promotion. The number one external problem facing the firm is the naturally slow growth in this higher tilt industry and the shifting demand within the super-premium ice cream share t owards the premium ice cream and rooted(p) yoghurt segment. From the figures in exhibit 4, the frozen yogurt per production increased approximately 73% from 1. 34 in 1989 to 2. 32 quarts in 1994.We can clearly see that this increase in production has been primarily to meet the growing demands of more health-conscious consumers. The effect of more value-conscious consumers can also be seen in the shifting demand from the super-premium ice cream segment to the premium ice cream segment. Therefore we believe that we should merge or takeover a key player in the premium ice cream segment in order to enter the growing premium market, as seen in exhibit 6, and better utilize our existing cash and assets which has been unproductive for the old several years, as seen in exhibit 2.Moreover, this will help us in dealing with the possible threat of Unilever buying Haagen-Dazs in an attempt to die hard the ice cream market. If this deal happens to go through, Haagen-Dazs will exceed us in eve ry aspect including channels of distribution, marketing, and operations. Therefore, we believe that negotiations with Unilever are crucial at this moment in time. The higher competition has induced firms to advertise more, thus eating a substantial portion of the profits.In 1994, we spent $6 million on advertising alone, causing expenses to jump significantly resulting in a net loss for the first time in the firms history. If the competition wasnt so high and we didnt have to spend $6 million on ads, our firm would still have been able to absorb the cost of the pen off without incurring a net loss. The higher competition in recent years causes the profit margin in the industry to fall with group meeting or taking over will improve our company reduce our operating costs, thus, higher profit margin.

Nineteen Eighty Four Essay

Nineteen Eighty Four is George Or sanitarys nightm be vision of the future. Written in 1948, at the end of World war II, Orwell simply switched numbers for his future view. The opening chapter is very effective in the way that it straight away lets the reader know the style of the novel. The opening is a description of post-war London, and the introduction of the main character. Orwell saw the evil in the war just passed, and wrote about it. The imagery used bum all be conjugated to the war or London. The novel is not personal, with more reference to the party and regimes, Orwell was a political writer, an extreme socialist.He is criticizing any political regime, socialist or fascist. Right from the outset the author intends to draw attention to the setting. The chapter is typical of the book as a whole describing Orwells dystopia. The main character we are low introduced to is Winston Smith. This is a common, English name, showing that Winston is in no way separate from the maj ority. The name Winston can be linked to Winston Churchill, who had just lead England through the war. along with the name, Winston is not presented as a hero, as one would expect of a main character.Winston is thirty nine and had a varicose ulcer above his veracious ankle and is incredibly unfit, resting several times on his way up the stairs. We are not, however, given a personality for our hero we ask to wait until part II of the novel to get personal detail. The opening passage introduces us to life for Winston. The settings described are not pleasant. Outside, there is a vile bullock and a swirl if gritty dust. Inside Victory Mansions, where Winston resides, for it cannot be said that he lives, it is not much better. The hallway smelt of boiled cabbage and antiquated rag mats. This gives the impression of rotting and deterioration. Everything is rationed this is a reference to the war. The present electric current was cut off during daylight hours. Winston uses blunt razo r blades and uncouth soap. There is no colour described in the opening, the picture of the settings in the readers mind are black and white, therefore giving a sense of a grey, unhappy world. The people of London are not free. There is an imposing poster everywhere one turned, bearing the caption, BIG crony IS WATCHING YOU. The man in the poster, the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features could very well be Hitler or Stalin, another reference to the war. There is a sense of being watched, the enormous face gazed from the wall. It was one of those pictures so contrived that the eyes practise you about when you move. The notion of voluminous Brother is introduced to us in the first ten lines of the novel, this clearly shows us where Orwells intentions lie. We are introduced to the concept of Hate Week, although no further detail is given.Orwell writes of it as though it is an every day event and nothing obscure should be th ought of it. Big Brother is the antithesis of Winston, strong and unchewable vs. frail and weak. The reader gets the impression Winston could never overthrow the party, although we are not yet introduced to his rebellious side as he does not yet have a character. We are introduced to the party slogans. The set out of them is a triangle, representing hierarchy, authority. The words are oxymorons, War and Peace, Freedom and Slavery, Ignorance and Strength.The words are ironic when used a simplyting to each other. They are each the antithesis of the other. If you take away peoples knowledge, you can tamper with their minds, as shown in the last slogan. Once inside Winstons flat, we are introduced to the telescreens, furthering the notion that no one is free. There are helicopters that look into the houses and the telescreens that watch you. There is a description of a dulled mirror but mirrors cannot be dull, or the view would be distorted, this is another message from Orwell showing us nothing was clear.We get more description of Winston, tranquillize nothing personal, and still anti-heroic, a smallish, frail figure, the meagerness of his body merely emphasized by the blue overalls which were the uniform of the party. We get the impression he is not well. Everything he can see from his window is unpleasant, the world looked cold, it was torn and harsh. References to the war are frequent. The Ninth Three-Year Plan is ironic, because it would not be possible, and the Three-Year Plan relates to the plan Germany had after the war.The houses are describes as rotting, and their sides shored up with baulks of timber, their windows patched with cardboard and their roofs with corrugated iron. This is war-torn London. The place Winston lives, Oceania is at war. Orwell suggests the war is just a tool used by the party to hold the people oppressed. We are introduced to the Ministries. Their descriptions are the antithesis of the houses described. They are described a s startlingly different and they are a wonder to look at.The Ministries are of Truth, Love, Peace and Plenty. The irony lies in the fact that the Ministry of love was the frightening one. Things were done with military precision, even the time is in twenty-four hour clock. The Ministries were guarded by uniformed, armed guards, gorilla-faced guards. Orwell uses beginning rhyme to emphasize how imposing and horrible they looked. Another war image. The opening chapter is very effective in making the reader wan to read on, as it makes you tactual sensation you are reading history.This is because we are reading with hindsight. The reader feels they want to get to know Winston better because of what they have so far read. Orwell is effective is his opening because the settings are so well described that you instantly get a mental picture and are intrigued by the contrast between the war-torn London so well known and the surreal idea of helicopters looking in windows. It makes the read er wonder what might have happened had the war turned out differently, and Orwells Big Brother, Hitler or Stalin, had been successful.

Essay Question

In Lie Weasels opinion, what are the universal lessons of the Holocaust? What is the content of this particular lecture? In Lie Weasels speech, he radius of the cruelty of man towards Jews and how man did not view Jews as human beings. The universal lessons he spoke of were to not forget what happened and to tell the message, but not to tell it to dupe people weep, but to tell it so people could make the world a better place. It was worse than any cruelty known to man.Lie Wishes spoke at the opening of the Holocaust Museum, to dignitaries from all over the world. He spoke of some lessons, that the Holocaust taught, that were universal to man. He spoke of mans atrocities toward Jews and that their captors thought of them as less than human. We should as a species, respect all men, no matter their race, coloring or creed. Mr Wishes spoke so that horrors of this magnitude might be averted In the future. Another lesson to be learned from the Holocaust is that the memories of this event should not be pressed.They mustiness be faced and dealt with. The repression of memories will cause them to backlash far worse than the pain of facing It. Also the facing of these memories will allow us to persist them in the forefront of our mind and ever allow these things to extend again. Mr Wishes had two main points In his speech to the world the first was how we, as a species, allowed this to occur to our fellow man. The second was that we should never forget It and stop It from ever occurring In the future.

An Appreciation of a Dill Pickle

Sometimes I provide think that if a loving pair, who have been apart for many years, meet again, what will happen? Will they hug tightly, crying, or will they pour out things happened these years to each other? In this article, I find the answer. After they reunited, they still recollected and sighed with emotion. I think the title has implied everything the taste of the dill wad is acerb and it stands for that the love betwixt Vera and her past love is also acerb they are apprenticed not to live together meanwhile, it symbolizes Veras feeling about their love acerb rather that sweet.Many details in the article are meaningful, especially the bole language. The moment Vera met the man, she raised her veil and unbuttoned her high fur collar. It explains that she unloaded her defense, wanting to chat with him. However, during their conversation, she found that after six years suffering, the scruple on him had faded out and he had been a person who deeply knew the rule of society. Vera felt that they had nothing in common with each other and she didnt like listening to his showing off, so she buttoned her collar again and drawn down her veil , coming back to the appearance as she move up because the man was not deserved to believe any more. Besides,the mans action as snapped the cigarette case also indicated that the love between them should be stored in the case and become the past.Vera had ever doubt that if it was right to abandon their love because sometimes she would still beat her heart for him. However, at last, she went away, departure in a hurry and making people puzzled. She let everything go to start a new life. I think she would never regret. The dill pickle is forever a side dish rather than an entree, so is Vera. Maybe Vera could accompany him temporarily, but she could not keep him company all the time.

Cities vs Suburb

August 10, 2010 Cities VS Suburbs There many opinions about cities and suburbs. What are the differences betwixt them? I engender lived in Richmond, KY for a year. It is a very small, county place. Then I have been living in Elizabeth, NJ for 2 years. It is not cosmic like sensitive York. I potty come to some difference between cities and suburbs. For example, these differences between cities and suburbs are attractions, density of population and their environment. Cities offer a big amount of attraction. Cities are the principal edge of what is happening.For example, in New York City we can find the best and the most extensive museums, theaters, concert halls. Also we have a wide choice of bars, nightclubs and restaurants. New York City is a city that never sleeps. If you want dinner at 1100, you can find a wide range of restaurants open until late hours. On the contrary, Suburbs are places where you cant the same amount of attraction as in the cities, but you can get pleasur e from the environment such as forests, animals, parks, and tourist places.For example, I liked Kentucky because I traveled across it. I will never entomb when I went to this place called Cumberland Fall, also known as theLittle Niagara, or theNiagara of the South. It is a large waterfallon theCumberland Riverin southeasternKentucky where you can take hold of a rainbow every full moon. In conclusion cities have more attraction than the cities Another difference between cities and suburbs is the density of population.Cities have a muddle transit of people that may be convenient, but its hardly private. Neighbors can easily look in the windows of buildings across the street. Also, Cities have a lot of duty because of the density of population. Traffic and finding a park are always problematic during the work day because of the amount of people in the cities. For example, in New York City is a very crowd city where you can find many tourists everywhere. On the other hand, the subur bs are less crowed than the cities.Additionally to less population, suburbs have capacious distance between places, and its roads are bigger than the city roads consequently, there is not much traffic, and we dont feel the big slew of population. To sum up density of population is a big variety between cities and suburbs. Other different between cities and suburbs is their environment. The cities have a very clattery environment. For the same reason you can get dinner at 1100 PM, the city is very rowdy at 1100 PM.Police sirens and fire truck horns are amplified, and you can hear them all night. There isnt any quiet in the city you can hear whats going on in the apartment beside you, preceding(prenominal) you, and below you, and they can hear you. However, in the suburb you can hear the sound of the nature, such as birds, wind, and trees, and it stimulates you. For instance, in the suburb we have many family that fill to get the kids off to school, have late night dinners, and m any other activities during the day that midnight jazz dont do much for them.For example, when I was in Kentucky I love to go to the park and just sit in the grass and listen to the wind. All in all cities are more rowdy than the suburb In conclusion, my experience in both places helped me to create criteria about the differences between the cities and the suburbs. Attraction, density of population and environment are some of the different between cities and suburbs. I elect to live in the suburbs where you can be safe and have peace of mind, without a big population and traffic.

ENG 125 Week 4 DQ 2 Essay

Shakespeares Macbeth is often considered one of literatures greatest tragedies and is said to fall in overmuch about human nature. Do you agree or disagree that the fulfil conveys much about humanity or about the human project? What, if anything, does the feed suggest about human beings or society? Support your views with textual details and analysis. In your response, address how Macbeths subject matter, themes, form, or different literary elements might (or might not) be characteristic of tragedy.How do tragic qualities of the mould contribute (or not) to the storys larger message(s)? There can be no denying the importance of a college education for countless individuals. However, that is not to say that decisions regarding where to apply, which major to choose and how the degree program will be financed are simple ones. By heeding the tips found above, it is possible to simplify the process a bit and gain a bit of helpful perspective. This archive file of ENG 125 Week 4 Dis cussion Question 2 contains Shakespeare Linguistics English ENG125 W 4 DQ 2.Shakespeares Macbeth is often considered one of literatures greatest tragedies and is said to reveal much about human nature. Do you agree or disagree that the play conveys much about humanity or about the human experience? What, if anything, does the work suggest about human beings or society? Support your views with textual details and analysis. In your response, address how Macbeths subject matter, themes, form, or other literary elements might (or might not) be characteristic of tragedy. How do tragic qualities of the play contribute (or not) to the storys larger message(s)?There can be no denying the importance of a college education for countless individuals. H A+ tutorial you will find here https//bitly. com/1oJLRXo There can be no denying the importance of a college education for countless individuals. However, that is not to say that decisions regarding where to apply, which major to choose and ho w the degree program will be financed are simple ones. By heeding the tips found above, it is possible to simplify the process a bit and gain a bit of helpful perspective. Linguistics English ENG125 W 4 DQ 2.Shakespeares Macbeth is often considered one of literatures greatest tragedies and is said to reveal much about human nature. Do you agree or disagree that the play conveys much about humanity or about the human experience? What, if anything, does the work suggest about human beings or society? Support your views with textual details and analysis. In your response, address how Macbeths subject matter, themes, form, or other literary elements might (or might not) be characteristic of tragedy. How do tragic qualities of the play contribute (or not) to the storys larger message(s)?

Pest Analysis for market occupying Essay

curse word analysisThe following pest analysis has been created for common chord markets separately. Pest analysis stands for political, economic, socio-cultural and technological environment. Use of the pest analysis guides our company to work according to the changes taking place in these categories. More all over good drug abuse of the analysis assist the company to avoid taking action that is condemned to failure from the outset, for reason beyond its control. The following is a pest analysis created for the market occupying Dubai and capital of the United Kingdom.Socio-cultural in that respect is vast cultural difference in regard to locals in these countries. Both the countries population consists of variant other nationalities. Dubai and London has tolerance of other religions and culture. Population niggardness London (12,450/sq mi (4,807/km2), Dubai 408.18/km2 (1,057/sq mi).PoliticalLegal and regulatory bodiesBoth the countries share strict strain based regulation and laws. Regulatory body for London CAA (civil aviation authority) Regulatory body for Dubai DCAA (Dubai civic aviation Authority) There is no such political conflict in this market, which makes business between these two countries quite versatile. foodstuff Dubai and LondonEconomicalLondon Gross Domestic Product (gross domestic product) increased 0.8 per cent Dubai finance official predicts the UAE economy will top US$272 billion (S$361 billion)- 2010 Foreign exchange market Pound sterling- 12.9% (daily share). Londons largest industry is finance. Tourism is one of Londons prime industries. Dubai is also an international fiscal centre and has been ranked 37th. expertDubais industry growth had given way for technological advancement. Use oftechnology has increased London based companies in Dubai. London has various companies advising on the use of new technologies to other companies. Airlines based in Dubai use advanced technology to operate their businesses in London and Hong Kong.Pe st analysis occupying the market in Dubai and Hong KongSocio-culturalHong Kong the culture is a concoction of the Chinese roots with influences from its time as a British colony. Dubai Dubai is a highly general society with a diverse and vibrant culture. Honk Kong Population density 6480/km216,576/sq mi. Dubai 408.18/km2 (1,057/sq mi).Dubai and Hong Kong has an established business link, which is an advantage to the aviation industry.PoliticalLegal and regulatory bodiesDubais aviation regulatory body DCAA (Dubai Civil aviation Authority), Hong Kong Civil Aviation Administration of China. Government of Hong Kong Non-sovereign partial democracy with unelected executive. Hong Kong continues to follow the English Common law tradition established under British rule. Dubai and Hong Kong has no existing political conflicts.Market Dubai and Hong KongEconomicalHong Kong an important centre for international finance and trade. Hong Kong dollar 2.4% (daily share)Hong Kong GDP growth rate ec onomy is expected to grow 5 percent in 2010, may shrink 2 percent this year. Unemployment 4.3% (July 2010). Main exports partners China, US and Japan.TechnologicalDubais industry growth has given way for technological advancement. The Innovation and Technology Commission (ITC) in Hong Kong supports appliedresearch and evolution (R&D) and technology alter and application. Hong Kong has seen a rise in technological advancement which has contributed to economic and social development.Pest analysis for market occupying in London and Hong KongSocio-culturalHong Kong the culture is a mix of the Chinese roots with influences from its time as a British colony. In terms of population, London is the 25th largest city. London is also home to sizeable Muslim, Hindu, Sikh, and Judaic communities. Social trend (London and Hong Kong) career oriented, working class, low level of death rate.TechnologicalThe Innovation and Technology Commission (ITC) in Hong Kong supports applied research and deve lopment (R&D) and technology transfer and application. Hong Kong has seen a rise in technological advancement which has contributed to economic and social development. London has a vibrant and growing IT sector. The region boasts over 350 companies with approximately 8000 employees.EconomicalThe Hong Kong Stock Exchange is the 6th largest in the world. London is a major financial centre for international business and commerce. Public debt London 68.5% of GDP (2009 est.). Hong Kong 14.5% of GDP (2008 est.) Labor forceHong Kong 3.64 million (2007 est.)London provincial unemployment rate fell from 8.9% to 8.6%. (2010)Market London and Hong KongPoliticalLegal and regulatory bodiesHong Kong Civil Aviation Administration of China. London CAA (civil aviation authority) Hong Kong follows a free trade policy and hencemaintains basically no barriers on trade. There are various laws and regulations implied on businesses being set up in London, even for trading as well.

Hazara people Essay

1. Where did they move to by and by Pakistan? They moved to the States after Pakistan. 2. What job did Baba get? Baba got a job at a gas station. 3. Why didnt he want feed stamps? Baba refused food stamps because this was an insult to his pride. He is menti peerlessd to ca-ca a strict code of honour and pride and accepting kayoedside(a) help to bugger off c ar of his own problem. 4. What did Baba give emeer for his birthday? Why? Baba gave ameer a coveted Stingray bicycle and a fancy wristwatch, solely amir felt like those gifts were blood money. 5. What did amir decide to study in college?amir decided to study English and major in it. Baba considers it niggling and non an actual job. Amir wants to become a writer and a published author but he cheats that he will have to wait until he is noniced to gain money from his writing, so in that locationfore explains to Baba that he will move around at a low budget place for a while. Baba gets angry and throws the idea back in to Amirs face, but Amir fin wholey stands tall and wants to do it anyway, despite Babas wishes because it is what he wants to do with the rest of his life. No matter what Baba has to say. 6. How did Baba feel astir(predicate) Amirs decision? Why?Baba believes that writing is not a real job, as success is not ensured, and the fact that you write 1 throw and spate live off it, while others have to work hard their absolute lives and can barely live off it. He is the kind of per boy who would be proud if Amir was doing a manly job, and he believes writing isnt one it is too germinal etc Quite hard to explain, but many people believe creative jobs like writing, singing and playing arent real jobs. So basically, Baba wanted Amir to be manlier, but Amir decided not to because he had given up Hassan for Baba already and that decision had damned him.7. How did the author say he embraced America? (pg. 136) 8. What did Baba and Amir do to supplement their income? 9. Reflect on Babas comm ent at the wipetaboo of Chapter 11. 10. What geological dating customs and traditions does American culture have? Southern culture? The digital age of dating has ushered in dating websites, matchmaking tools, and personality assessments to help couples find each other in an era that often lends itself to feelings of undo and isolation. 11. Discuss gender (pg. 149) 12. What type of cancer does Baba have? 13. Discuss parental relations (pg.156).Compare and line of products relations today in America versus Afghanistaniistan culture. 14. Why did Amir envy Soraya? Amir envied Soraya because he wishes that his cloistered could be spoken for and dealt with. CHAPTER 13 STUDY GUIDE QUESTIONS 1. Why wasnt Soraya commit at the fount of the engagement party? Soraya wasnt present at the beginning of the engagement because in Traditional Afghan ways the family and son go to the daughters domicile for a party where she is not present until the end after all the greetings are held. 2. Dis cuss wedding traditions.Traditionally, the brides family pays for American/Christian weddings. Who give for Amirs wedding? Amirs father (Baba) paid for his wedding, he spent his entire life, working so he could save up money for his sons wedding. 3. When did Baba die? somewhat a month after Amirs wedding, Baba died in his sleep. 4. What did Baba do the night before he died? The following night, Amir and Baba go to the Theirs home for the traditional ceremony of giving word. General there is joyous and says they are doing it the right way now. Because Baba is so sick, they plan to have the wedding quickly.Baba rents an Afghan banquet antechamber for the ceremony, buys the ring, Amirs tuxedo, and other necessities, until he has spent almost all of his $35,000 in savings. Of the wedding Amir remembers sitting on a sofa with Soraya. They are covered with a veil and look at each others reflections in a mirror. It is the first time he tells her he loves her, and they are together for the first time that night. Shortly after, Baba dies. 5. Why didnt the General work? 6. Why didnt the General want Jamila to sing in public? 7. What year was Amirs first book Published? 8. Why do people whisper behind Sorayas back?9. Why didnt the doctor say they couldnt have children? What did Amir attribute it to? 10. Why did the General urge Amir and Soraya not to adopt? 11. Where did Amir buy a sign of the zodiac? CHAPTER 14-16 1. Who called Amir and asked him to come to Pakistan? Rahim caravan inn called Amir and asked him to come to Pakistan. 2. How long have Amir and Soraya been married at this point? They have been married for 15 years at this point. 3. How long did Amir plan to be gone for? 4. Where did Rahim caravanserai live? Rahim Khan lived in capital of Afghanistan. 5. Who lived in Babas put forward after he and Amir fled Kabul?Rahim Khan lived in Babs fellowship after him and Amir fled from Kabul. 6. Why were the Afghans successful to have the Taliban in the begi nning? The Afghans were glad to have the Taliban in the beginning because the Taliban got their start as men started bringing in cash to the Afghans conflict the Russians. 7. Why did Rahim Khan want Hassan to come live with him? In the book The Kite Runner Rahim Kahn had been stovepipe friends with Baba and Amir. afterwards Baba had escaped to America he had asked Rahim to keep care of his place. Rahim is also aware that Hassan is Babas son.When Hassan was a child Rahim Kahn had watched him grow up and knew that he deserved to have more than. However, he was also aware that the boy could not get his fair due because he was born illegitimately from a Hazara woman. Rahim Khan was the one Hassan had told well-nigh his rape as a child. Rahim is left alone and older and I believe that he wants to give something to Hassan. He wants him to come and stay in the big house, but Hassan will not do it. He is very honorable and will only stay in the house in which he was born on the propert y. Through bringing Hassan back Rahim Khan gains a family as well. 8. What was Hassans house like?When Rahim Khan had to go out somewhere, he left Hassan in responsibility of Babas house. 9. What was his wifes name? His wifes name is Farzana. 10. What had happened to Ali? Ali had congenital paralysis of his lower face muscles, a condition that rendered him unable to smile. 11. Why do you think Hassan changed his mind and moved with his family to live in Babas house with Rahim Khan? 12. Why wouldnt Hassan move into the master(prenominal) house? Hassan couldnt move into the main house because Hassan was the protagonists son by the wife of his consideration the servant did not know Hassan was not his son, and raised him as his own.Only the protagonists father (and his friend) knew that Hassan wasnt really the servants son. 13. Who was the old woman who showed up on their doorstep? The old woman that showed up on their doorstep was Hassans mother. 14. Why do you think Hassan forgave Sanaubar? What does that tell you or so Hassans character? Would you have forgiven your mother? I think Hassan forgave Sanaubar, cause after all, no matter how many times hell be mad at her for ditching him when he was small, she will always be his mom at the end of the day.This tells me slightly Hassans character is that Hassan is a type of person who forgets a persons prehistorical no matter how bad it was, but hell give them a second chance. To be honest, yes I wouldve forgiven my mother because honestly Ill be mad at her but shes my mother after all. 15. What was Hassans sons name? Hassans sons name was Sohrab. 16. What year did the Taliban take over Kabul? What year did they massacre the Hazaras? CHAPTER 17-18 1. What happened to Hassan? Farzana? The Talibans ended up killing Hassan and Farzana. 2.What did the Taliban say active it? The Talibans said they will use any excuse for any kind of violence they do. 3. Where is Sohrab? After Sohrabs parents die, Rahim Khan takes S ohrab with him to Pakistan, so Rahim can get cured. 4. What did Rahim Khan want Amir to do? Rahim Khan wanted Amir to understand that Rahim Khan had called him to Peshawar to pay not only for his betrayal of Hassan, but for Babas betrayal of Ali. Amir wondered if he was to blame for Hassan and Alis deaths because he was the one who drove them out of the house and split up the family.Finally, at thirty-eight years old, Amir was ready to take responsibility for his actions. He returned to Rahim Khans apartment to find him praying and told him he would bring Sohrab to Peshawar. 5. What did Amir find out about Hassan, Ali, and Baba? Amir finds out that Hassan is his biological brother, and that Baba is also Hassans biological father, and not Ali. 6. Why was he so upset? Amir was so upset because he betrayed Hassan a lot during his childhood, only to find out now that Hassan is his biological brother, so he feels upset and guilty about it. 7.Why is Amir more like Baba than he thought he was (pg. 226) Amir is more like Baba than he thought he was because Baba betrayed his and Alis friendship by spending time with his wife, whereas Amir betrayed his and Hassans friendship by permit him get raped by Assef. Amir and Baba both betrayed their friends. 8. Why did Amir decide to go to Kabul? Amir decided to go to Kabul because he wanted to bring Sohrab to safety, and send him to an organization where they can take really good care of him. CHAPTER 19 STUDY GUIDE QUESTIONS 1. What do we know about Farid, Amirs cab driver?2. Why is Farid suspicious about Amir? Farid is suspicious about Amir because he feels that Amir only came to Kabul so he could sell the land, sell his house, forgather the money, and go back to America like a mouse, and then go to vacation somewhere. 3. What misunderstanding is there concerning Amirs watch? The misunderstanding there is concerning Amirs watch is that the Wahid family thinks that he came all the way here to sell of his house and land, but to clear things up, he gives the Wahids familys sons the watch as a gift. 4.What does Amir do before leaving Wahids house that echoes something he had done when he was much younger? How is this different? Amir had a dream about Hassan dying, and he was the one who ended up killing Hassan. Also before leaving Wahids house he left some money under their mattress. This is different, because when he was younger he left a wristwatch and some money under Hassans and Alis bed so they could get kicked out of the house. Whereas in this situation it is different because he doesnt want them to get into trouble, he just wants to give thanks them for supporting him so he decides to leave the money under the mattress.

History of Biligual Education Essay

My tolerate was to go and find out about multilingual directions history, process, and the experts in the field of bilingualistist precept. Bilingualism is the ability to speak two languages fluently. Bilingualists study Bilingualism and bilingual bringing up, which is teaching all field of forces in drill through and through two opposite languages. Bilingual Education was source adopted in Ohio in 1839, payable to the ontogenesis of German-Americans (Rethinking). By the end of the 19th century, many states had adopted bilingual education laws to meet the demands of impertinent immigrants due to industrialization. When World War I came many Americans changed their views of bilingual education, due to the fear of German-Americans and the governments new Americanization policies, including incline-only instruction. It wasnt until the Civil Rights Movement Era and the Bilingual Education operate of 1968, when bilingual education was reintroduced into the united States. T he courts decision in the landmark Lau v. Nichols case required schools to take affirmative step to overcome language barriers impeding childrens access to the curriculum. Congress immediately endorsed this principle in the passable Educational Opportunity Act of 1974.(Rethinking). In California, bilingual education was banned until 1967. In 1967, Governor Ronald Reagan write legislation (SB 53) that authorized bilingual education, before the Bilingual Education Act of 1968. A blow for bilingual education came in 2002, when President George Bushs No Child Left Behind Act got rid of the Bilingual Education Act of 1968, changing the way people look at bilingual education. In 1998 California, under Ron Unzs proposal of marriage 227, reverted Ronald Reagans SB 53. This mesmerism later confirms Bushs No Child Left Behind Act and the countrys renewed interest in incline only instruction, due to the Iraq War. Many critics of bilingual education intrust that bilingual education is fa iled, just proponents of bilingual education feel bilingual education is a better option than English-only instruction.Critics of bilingual education believe that children who receive bilingual education will non be able to cooperate students gyp English as fountainhead as English-only students. One of the critics of bilingual education, Rosalie Pedalino Porter of the Institute for Research in English Acquisition and Development (READ), believes that the expectations for bilingual schoolingwere threefold better and more rapid reading of English better mastery of school subjects and higher self-esteem among students, which could lead to higher academic work and fewer school dropouts. Unfortunately, none of these goals was achievedThe goal of English immersion is threefold early literacy development in English, subject matter instruction in English with a special curriculum, and early inclusion of LEP students in mainstream classrooms for upper limit exposure to native speakers of English and for greater integration of diverse student populations(Porter). However, controlled studies consistently show that children in such properly organized bilingual classes acquire at least as much English as those in all-English classes and usually acquire more(Krasen). Another proponent of bilingual education, Jay Greene provided research that the lend oneself of the native language in instructing limited English proficient children has moderate beneficial effects and that efforts to uproot the use of the native language in instruction harm children by denying them access to beneficial approaches(Greene).In addition to the belief that children who receive bilingual education will not be able to help students learn English as well as English-only students, critics of bilingual education believe that the passage of Proposition 227, caused test scores to increase. Proponents of 227 from the READ Institute argue that, the test scores from 1998-2000, show that minority En glish language learning students in California have done better on the SAT 9 test than those in bilingual education had done before (Mora). Kenji Hakuta, shows in his article, Points on SAT-9 Performance and Proposition 227, test scores rose in districts in California that kept bilingual education, as well as in districts that never had bilingual education (Hakuta). In addition, Scores increase about 1.5 to 2 points per year after a new test is introduced. Thus, test score inflation accounts for about fractional of the increase in grades two and three in the SAT9 reading test since 1998, and all of the increase in grades four through seven SAT9 reading scores in California have actually declined slimly in grades eight through eleven(Linn et. al). Research done by these bilingualists show that Proposition 227 has not increased the minority English language-learning students in Californias English skills.Critics of bilingual education believe that poorly trained teachers and compli cated bilingual education structures cause more confusion than English-only programs. Susan Headden, writing in U.S. News & World Report, comments, Poorly trained teachers further complicate the picture. . . . The paucity of qualified candidates has forced expansive superintendents to waive some credentialing requirements and recruit instructors from abroad. The result is teachers who themselves struggle with English Advocates cite that just because bilingual education needs improvement doesnt mean it should be eliminated.Critics of bilingual education look at the supremacy of Canadas French immersion policy in schools. In kindergarten and first grade native-English speakers are taught unaccompanied in French. Then gradually, English is introduced and by the end of elementary school, most students become fluent in French and English. However, more impressive is the bilingual education of European countries. Since there are eleven different official languages of the European Union , students are taught multiple languages .The study of first foreign language begins in first year of primary school, then an additional language is added in the second year of secondary school and the fourth year of secondary school. By the time students exit college with a Baccalaureate degree, they will get it on at least four languages. From, my research I was able to find proponents and critics of bilingual education. I spy that there were many more proponents of bilingual education, among them are Kenji Hakuta of Stanford University, Colin Baker of the University of Wales, Stephen Krashen of the University of Southern California, Wayne P. Thomas and Virginia Collier at George Mason University, and Jim Cummins of the University of Toronto. Critics of bilingual education include politicians, George Bush, Susan Headden, and Rosalie Pedalino Porter. Perhaps we should be looking to other nations to solve our educational issues, as neither English-only nor bilingual education seem s to work.References *Based on an Analysis by National tie-up of Bilingual Education. (2002, Winter). History of Bilingual Education. Rethinking Schools. Retrieved May 10, 2007, fromhttp//www.rethinkingschools.org/special_reports/bilingual/langhst.shtml * Greene, J. (1997). A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal , 21(3), 103-122. *Hakuta, K. (2000). Points on SAT-9 Performance and Proposition 227. Lecture presented at Stanford University , Cubberley Hall 228, 485 Lasuen perambulation Stanford, California. *Headden, S. (1995, September 25). One Nation, One Language? U.S. News & World Report, 38+. Retrieved May 10, 2007, from http//faculty.ed.umuc.edu/jmatthew/articles/onenation.html *Krasen, S. (1996). Under tone-beginning The Case Against Bilingual Education. Culver City, CA Language Education Associates. *Linn, R., Graue, E., & Sanders, N. (1990). Comparing state and district test results to home(a) norms The validity of claims that everyone is above average. Educational Measurement Issues and Practice , (9), 5-13. *Mora, J. K. (n.d.). What Do the SAT-9 Scores for Language Minority Students really Mean? Retrieved May 10, 2007, from San Diego State University Web site http//coe.sdsu.edu/people/jmora/SAT9analysis.htm *Porter, R. P. (1999, December). The Benefits of English Immersion. Educational Leadership, 1(57), 52-56.

Ethics of Autonomous Drones in the Military

J atomic number 18d May Professor Elfstrom February 25, 2013 Intro to Ethics A Soldier, Taking Orders From Its Ethical Judgment Center In this article the author Cornelia doyen has three major(ip) points that be supported by c atomic number 18ens made by others. The first major important point is the wannabe idea that sovereign automatons can perform much ethic totallyy in combat situations than any pass in the same scenario.She states that even the best and most trained soldiers that are in the midst of date may not always be able to act accordingly with the battle domain rules of engagement that were verbalize by the Geneva Convention because of possible lashing by from normal human emotions such as anger, fear, resent, and vengefulness. The second major point Dean wants to show, by the views and studies of others, in her article is that with this possible step in our evolution of military engine room we do not want to let this idea fade away.Another major point is if we do develop this technology how would we do so, and if not, would we regret not advancing in this field further many years from now. With all of this study Dean uses to present her ideas in that respect are still major flaws such as, the majority of these ideas and beliefs are theoretical, they still chip in not been fully tested, there is wrongdoing in all technologies, and where else would the technological advancements lead artificial intelligence.The first argument providing support for Deans major point comes from the research surmise and thoughts of a computer scientist at Georgia Institute of applied science named Ronald Arkin. Arkin is currently under contract by the United States Army to design software programs for possible field of force and current battlefield robots. The research hypothesis of Arkin is that he believes that intelligent autonomous robots can perform more than more ethically in the heat of the battlefield than humans currently can. insofar thi s is just a hypothesis and while there is ofttimes research d adept towards this hypothesis there are still no absolutely positive research information that states an autonomous robot punch can in incident perform better than any soldier on the ground or up in a plane could do. In Arkins hypothesis, he stated that these robots could be designed with no sense of self-preservation. This means that without one of the strongest fears for humans, the fear of death, these robots would be able to understand, compute, and react to situations with out outside extraneous emotions.Although the men and women designing these robot programs may be able to eliminate this psychological problem of scenario fulfillment, which will cause soldiers to retain information that is playing out easier with a bias to pre-existing ideas, it is not always the case that this observes to soldiers. You have to urinate that from the second a soldier begins his training he is trained and taught to eliminate the sense of self-preservation. There are isolated incidents with soldier error, plainly they are and will be corrected by superior officers or their fellow soldiers.Another factor that affects Cornelia Deans arguments is that there are errors in all things including technology. Throughout floor there have been new uses of technology in warfare but with these come problems and error flaws that have cause and can cause more casualties than needed. With the use of an Automated jabbing the belief by Dean is that it will be able to decide whether or not to launch an attack on a high priority target whether or not if the target is in a public are and will decide if the civilian casualties would be worth it.But what happens if that drone is only identifying the target and the number of civilians ring it? It will not be able to factor in what type of people would be well-nigh him such as men, women, or children and any variance of them. The error in this situation would be the drone sayin g the target is high enough priority and a missile is launched and the civilians were women and children around while a school bus was driving by.The casualties would then instantly out weigh the priority to eliminate a specific target and a human pilot would much easier abort a mission than a predetermined response of an autonomous robot. Although Ronald Arkin believes there are situations that could arise when there may not be time for a robotic device to relay back what is happening to a human manipulator and detention for how to respond in the situation that could complete a mission, it may be that second of time detainment between the robot and human operator that the ethical judgment is made.Also the realization that many robots in which are operated by humans are widely used to detect mines, dispose of or collects bombs, and clear out buildings to help ensure extra safety of our soldiers is a way that robots are already used immediately as battlefield assistants supports Dean. But all of these machines in the field have moments of failure or error. When the machines do fail it takes a soldier who has trained for that experience to fix and then use it again. If an autonomous drone fails while on a mission it is completely by its self and no human operator to fix it.Then can arise the problem of enemies realizing they were even being monitored and they could gain access to our military technology and can eventually use it against us. Another major point that Cornelia Dean discusses upon is with this possible step in our evolution of military technology we do not want to let this idea fade away. A large part of that is if we do develop this technology how would we do so, and if not, how much would we regret or how much would it affect us for not advancing in this field further many years from now.The argument that if other countries advance upon this faster and better than the United States military we could become less of a existence power and be mor e at risk of attack and war with greater human fatalities is not necessarily true. This situation is important in the sense of keeping up with the other world powers but I believe that the risk for reward is not worth the amount of damage and civilian casualties that could happen from any number of robotic drones and their possible errors.There is a possibility as the technology develops and robots become more and more aware to the point were, Arkin believes that, they can make decisions at a higher level of technological development. Yet if these autonomous robots truly can think for themselves and make decisions brings a whole new possibility of problems of what if the robot can decide something differently than what the developers originally had programmed. Also comes the actual use problem of can the establishment ethically accept that in early stages of use, even after extraneous testing, there may be accidental casualties.If a robot has any error of making decisions because o f how new and un-tested they are any of the mayhap terrible results would not be the responsibility of the robot but of the country and government that designed it. The funding evidence of this article strongly shows that Cornelia Dean will hope that use of these ethically superior autonomous robots will be apart of our military in the near future before the United States clear behind to other super powers in the world.Yet with all of this information Dean uses to present her ideas there are still major flaws such as, the majority of these ideas and beliefs are theoretical, they still have not been fully tested, and that there is error in all technologies. With these major points being enforced with plenty of evidence throughout the article, and with all of the possible negative sides and errors of this argument, it is safe to say that this will be and is a controversial topic of countersign by many governments and all parties involved with this technological advancement.

Leadership In The Military

There is surely no more talent nor more hope for the upcoming than castigate here in this room. I envy you and I wish I could trade determines with you, notwithstanding at the same time, enumerateing at al bingle of you I am supremely sure-footed that here among you stick the early gravid maitre dhotels of our military and that we can only be genuinely assured virtually tomorrow. And I am convinced that if he were alive to mean solar day, Gen. marshall would be a everyplacecompensate here, for there is nothing that that neat soldier loved more than to lambast ab step forward service and to talk about leadership.As he himself formerly said on a similar occasion, looking across a room full of future leaders, Youre young, he said, and youre vigorous, and your service allow for be the foundation for peace and prosperity without the valet. Certainly as I look at you the same is true this morning. Truly you here in this room ar our future. And it is more or les s representting for us to come together adept here in these genuinely halls where George Marshall unrivaled time walked to honor him and to reflect on his dandy contri plainlyions and to sh be some thoughts on leadership.If you were to take substantiate over this century, you would realize very promptly that our phalanx has produced some genuinely rummy military leaders. I am confident that if I were to ask all of you to take pen to paper and to write come out the key outs of the striking armament leaders of this century, you would be at it for a very long time, and when you were d wiz, the lists that you produced would be very long. Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most latterly two of my former bosses, Norman Sch strugglezkopf and Colin Po hygienic.Each of these officers was remarkably gifted. scarcely if you study them closely, you realize that severally(prenominal) was very different, that the fame they acquired had very different roots. Omar Bradley simple, unadorned, humble, but of them all he was the soldiers soldier loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army radical commanders. Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity.Some word his outward appearance and theme were those of an officer who compromised easily, and who others thought was only thinly grounded in the realizeledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our World War II coalition. But if you were to look closer, you would discover that these were the traits Eisenhower insufficiencyed others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance.Quite contrary to these assertions, he held clo udy convictions, and he n incessantly ceded or compromised whatsoever point that he entangle important. Our campaign to allow atomic number 63 from the Nazis was the very campaign he visualized at the catch of the war back in 1942, a plan for which at beginning-class honours degree there was only lukeaffectionate support among American leaders and nearly total op prospect from our British allies.Yet when it was done, it was Eisenhowers approach we exe golf shoted, and it was militarily brilliant. And any study of our gigantic generals essential include that incredible warrior, George Patton, a tenacious and wicked-bitten fighter who felt the pulse and watercourse of the field of battle in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but in addition a soldier with a renowned appetite for fame and approval.And we could talk about so some(prenominal) others, for our Army has produced such a rich abundance of tale nted leaders. But there is one giant who stands preceding(prenominal) them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, Im convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthurs greatness and court railroad liness. He had Pattons tenacity and drive. He had Bradleys personal magnetism, theability to inspire sureness and deep affection from any who came into his presence.But more than that, Marshall had the organizational skills that in a few short geezerhood converted an Army of only several hundred thousand, with only a pileful of modern weapons and no modern battlefield experience, into an Army of over 8 million the topper equipped, the trounce fighting multitude in the world, an legions that defeated the two most powerful empires of its time.More than that, he had a r atomic number 18 intuition, a nearly perfect inner sense for other mens strengths that allowed him to fall upon the spark of leadership in others, and when he sawing machine that spark, to place such men into key assignments and because to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy. And as we conducted after the war, he was as well perhaps the superlative statesman and oracle of his age.All of us should think that the occupations of Germany and Japan were commanded by military officers, but we should also remember that the room decorator of these occupations was Marshall. But even beyond this, in 1948, with a few words uttered in a rescue at Harvard, Marshall point in motion the plan that would redo westerly Europe, that would recover its citizenry from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today a westbound Europe gathered on the edge of beseeming a cohesive union of nations.What an accomplishment It is astounding to think of what this one officer accomplished in his forethoughter of service to his nation. But most demeaning is to realize that to his final stage Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his account for any personal gain. If we were to ask a sculptor to produce a bust of a great leader and draw to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no uncertainty that that bust would look exactly uniform Gen. George C. Marshall.And so for those of us like you and I, who make slacking our mood of life, it is forever and a day elucidative to take the time to reflect on Gen. Marshalls misgivinger, for by so doing we are reminded of oft that we should try to emulate. But you are here for a different reason. You are here because I think you worry about these succeeding(prenominal) steps for you, which provide lead to a gold bar of a plump for police lieutenant.I distrust very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask further that from you. If you are like I was when I waited to pin on my lieutenants bars, your thoughts are more about the challenges of a platoon leader than those of a general. The other week age a guest on Larry Kings show, Larry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple.I told him that when I was a privy my ambition was to decease a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the world-class strife assemblage of the 9th Infantry , my thoughts were certainly not on becoming a general or colonel or study or even a captainMy thoughts were on becoming a good platoon leader, about universe up to the challenge of leading my soldiers, about not making a fool of myself in imagine of Sgt.1st Class Grice, the platoon sergeant of that first platoon of mine. And I was make up to cin one casentrate on the lineage at hand, for the business c oncern of a lieutenant is a tough one in many ways, perhaps, the toughest one but it is without a distrust also the most important, and if you take to it, also the most rewarding. I was very fortunate, because I had sergeant Grice to imbibe me and to ascertain me. And teach and guide me he did, without ever making me happen inadequate and without ever permitting me to be ill-prepared, because he was the bestAnd if there is one thing I wish for each and each one of you, it is a sergeant-at-law Grice to teach you about soldiers, about leaders, and the responsibilities a nd joys of soldiering together. Not everyone is as cheerful as I was not everyone finds his police sergeant Grice, and many dont not because he isnt there, but because unknowingly and foolishly they take him away. Dont do that. Look for your Sergeant Grice NCOs have so very much to teach us. Well, what did I learn from Sergeant Grice?Certainly more than I have time to tell you here, and also because many stabilising hints have probably by now faded from my memory. But what I learned then and what has been reinforced in the 36 years since is that good leadership, whether in the world of a lieutenant or in the world of a general, is based essentially on three towers. These three pillars he taught me are character, love and care for soldiers, and master competence. Oh, Sergeant Grice didnt exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars.He used to say that if the platoon ever sensed that I wasnt up bm with them, if the y ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was. Often he would say, Look down. Worry about what your soldiers think. Dont worry about looking up, about what the captain thinks of you. He never said it, thats not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasnt the absolute truth, he would never trust me again and I would be finished as a platoon leader.I would be finished as a leader. Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders werent trusted. Its salutary that simple. And it isnt enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do. Gen. Powell, speaking here a few years ago, put it this way If you want t hem to work hard and take over hardship, he observed, you must(prenominal)iness work even harder and endure even greater hardship.They must see you sacrifice for them, he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadnt gotten except right. But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you rattling care for them, that you will sacrifice for them, that you precisely enjoy being with them. Words wont get you through there, either.If you dont feel it in your heart, if you dont love your soldiers in your heart, they will know it. How often Sergeant Grice would prod me to spend the bare time to get to know the members of the platoon better, to know who look ated extra training and coaching so he could fire expert on the endure ra nge the next time around to talk to Pvt. Taylor, who just received a Dear magic letter to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help.They expect and, I tellyou, they have the right to expect, 150 percent of your time and best effort. And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the platoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the ultimately one to eat, that the officer will take his or her first bite only after the exsert soldier has had a chance to eat.This tradition, as you so well know, is founded in the understanding that leaders place the offbeat of their people above their own, that the officer is responsible for the welfare of th e troops that if mismanagement results in a shortage of food to feed the entire unit, that the officer will go without that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers. But pity for our soldiers does not dispel at the chow line.Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are families, and a soldier must have the trust that you will take care of his family, particularly when hes away from home. But caring for soldiers very perplexs with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, ther e are no shortcuts.But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards. Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that do them great generals took decades of training, of experience and of evolution.For all of the differences between these leaders there is one thing that they had in common. Their careers were tag by a progression of difficult assignments and intense study. unendingly they were a snapshot of a chef-doeuvre still in progress, still in motion. From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills. And G rice understood that very well, although he had different words for it.He knew that if our platoon was difference to be good at occupying a site and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a exquisitely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they that if I asked them how to cut a mortar fuse, there was no doubt that I would know the answer, just as I would know if there was too much get in the sight mount on that mortar.And I had to feel confident that knew before they would feel confident with me. In every good leader I have met in my years of service there always was the evidence of these three qualities character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldi ers to have confidence in them. And you know, the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves.With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion. If I could start all over today, I would not hesitate for a single second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morning Good circumstances to you all. I envy you.Leadership in the MilitaryThere is surely no more talent nor more hope for the future than right here in this room. I envy you and I wish I could trade places with you, but at the same time, looking at all of you I am supremely confident that here among you sit the future great captains of our military and that we can all be very confident about tomorrow.And I am convinced that if he were alive today, Gen. Marshall would be right here, for there is nothing that that great soldier loved more than to talk about service and to talk about leadership.As he himself once said on a similar occasion, looking across a room full of future leaders, Youre young, he said, and youre vigorous, and your service will be the foundation for peace and prosperity throughout the world. Certainly as I look at you the same is true this morning.Truly you here in this room are our future. And it is most fitting for us to come together right here in these very halls where George Marshall once walked to honor him and to reflect on his great contributions and to share some thoughts on leadership.If you were to think back over this century, you would realize very quickly that our Army has produced some truly remarkable military leaders.I am confident that if I were to ask all of you to take pen to paper and to write dow n the names of the great Army leaders of this century, you would be at it for a very long time, and when you were done, the lists that you produced would be very long.Just to name the most famous, there was, of course, Black Jack Pershing, Omar Bradley, George Patton, Dwight Eisenhower, Douglas MacArthur, Lightning Joe Collins and most recently two of my former bosses, Norman Schwarzkopf and Colin Powell.Each of these officers was remarkably gifted. But if you study them closely, you realize that each was very different, that the fame they acquired hadvery different roots. Omar Bradley simple, unadorned, humble, but of them all he was the soldiers soldier loved by his subordinates and considered by Eisenhower to be the boldest and most dogged of his Army group commanders.Or there was Eisenhower himself, a leader of incalculable depth, intricacy and complexity. Some say his outward appearance and reputation were those of an officer who compromised easily, and who others thought was only thinly grounded in the knowledge of war fighting, but one with a keen sense for what it took to maintain cohesion within our World War II coalition.But if you were to look closer, you would discover that these were the traits Eisenhower wanted others to believe, for he was surrounded by huge egos, both among the talented commanders in his theater and among the nations that comprised our alliance. Quite contrary to these assertions, he held deep convictions, and he never ceded or compromised any point that he felt important.Our campaign to seize Europe from the Nazis was the very campaign he visualized at the start of the war back in 1942, a plan for which at first there was only lukewarm support among American leaders and nearly total opposition from our British allies. Yet when it was done, it was Eisenhowers approach we executed, and it was militarily brilliant.And any study of our great generals must include that incredible warrior, George Patton, a tenacious and hard-bitte n fighter who felt the pulse and flow of the battlefield in his veins, who had an innate knack for inspiring soldiers to fight beyond all limits of their endurance, but also a soldier with a renowned appetite for fame and approval.And we could talk about so many others, for our Army has produced such a rich abundance of talented leaders. But there is one giant who stands above them all. That officer was, of course, George Catlett Marshall. More than any soldier of this century, Im convinced Marshall epitomized the qualities that we want in our leaders. He had MacArthurs brilliance and courtliness. He had Pattons tenacity and drive. He had Bradleys personal magnetism, theability to inspire confidence and deep affection from any who came into his presence.But more than that, Marshall had the organizational skills that in a few short years converted an Army of only several hundred thousand, with only a handful of modern weapons and no modern battlefield experience, into an Army of over 8 million the best equipped, the best fighting army in the world, an army that defeated the two most powerful empires of its time.More than that, he had a rare intuition, a nearly flawless inner sense for other mens strengths that allowed him to see the spark of leadership in others, and when he saw that spark, to place such men into key assignments and then to fully support their efforts. He did that time and again, hundreds of times, with remarkable accuracy.And as we learned after the war, he was as well perhaps the greatest statesman and visionary of his age. All of us should remember that the occupations of Germany and Japan were commanded by military officers, but we should also remember that the architect of these occupations was Marshall.But even beyond this, in 1948, with a few words uttered in a speech at Harvard, Marshall put in motion the plan that would rebuild Western Europe, that would recover its people from enormous poverty, that would reweave the entire tapestry of nations from the conflict-addicted patterns of the past to what we see today a Western Europe poised on the edge of becoming a cohesive union of nations. What an accomplishmentIt is staggering to think of what this one officer accomplished in his career of service to his nation. But most humbling is to realize that to his death Marshall remained an entirely selfless man, a man who returned to service even from a well-deserved and long-sought retirement because a president requested him to do so, a man who never, ever exploited his reputation for any personal gain.If we were to ask a sculptor to produce a bust of a great leader and described to that sculptor all of the traits and qualities that that bust should reflect, I have absolutely no doubt that that bust would look exactly like Gen. George C. Marshall.And so for those of us like you and I, who make soldiering our way of life, it is always instructive to take the time to reflect on Gen. Marshalls career, for by so doing we a re reminded of much that we should try to emulate.But you are here for a different reason. You are here because I think you worry about these next steps for you, which will lead to a gold bar of a second lieutenant. I doubt very much that you are searching for answers about how to mobilize for war, how to free an enslaved Europe or how to rebuild a destroyed nation, although some day your country may ask just that from you.If you are like I was when I waited to pin on my lieutenants bars, your thoughts are more about the challenges of a platoon leader than those of a general.The other week while a guest on Larry Kings show, Larry asked me when I first thought of becoming a general and the chairman of the Joint Chiefs. The answer was very simple. I told him that when I was a private my ambition was to become a good one so someday I could become a good corporal. And when 36 years ago, in 1959, the year that Gen. Marshall died, I was commissioned a second lieutenant and shipped off to Fairbanks, Alaska, and became a platoon leader in the mortar battery of the 1st Battle Group of the 9th Infantry, my thoughts were certainly not on becoming a general or colonel or major or even a captainMy thoughts were on becoming a good platoon leader, about being up to the challenge of leading my soldiers, about not making a fool of myself in front of Sgt. 1st Class Grice, the platoon sergeant of that first platoon of mine.And I was right to concentrate on the job at hand, for the job of a lieutenant is a tough one in many ways, perhaps, the toughest one but it is without a doubt also the most important, and if you take to it, also the most rewarding.I was very fortunate, because I had Sergeant Grice to guide me and to teach me. And teach and guide me he did, without ever making me feel inadequate and without ever permitting me to be ill-prepared, because he was the bestAnd if there is one thing I wish for each and every one of you, it is a Sergeant Grice to teach you about so ldiers, about leaders, and the responsibilities and joys of soldiering together. Not everyone is as blessed as I was not everyone finds his Sergeant Grice, and many dont not because he isnt there, but because unknowingly and foolishly they push him away. Dont do that. Look for your Sergeant Grice NCOs have so very much to teach us.Well, what did I learn from Sergeant Grice? Certainly more than I have time to tell you here, and also because many helpful hints have probably by now faded from my memory.But what I learned then and what has been reinforced in the 36 years since is that good leadership, whether in the world of a lieutenant or in the world of a general, is based essentially on three pillars.These three pillars he taught me are character, love and care for soldiers, and professional competence.Oh, Sergeant Grice didnt exactly use these terms, but what he believed and what he taught me fit very neatly into these three pillars.He used to say that if the platoon ever sensed th at I wasnt up front with them, if they ever believed I did something so I would look good at their expense, I would very quickly lose them. How right he was.Often he would say, Look down. Worry about what your soldiers think. Dont worry about looking up, about what the captain thinks of you.He never said it, thats not the kind of relationship that he and I had, but I knew that if I ever said something to the platoon or to him that wasnt the absolute truth, he would never trust me again and I would be finished as a platoon leader. I would be finished as a leader.Someone once said that men of genius are admired, men of wealth are envied men of power are feared but only men of character are trusted. Without trust you cannot lead. I have never seen a good unit where the leaders werent trusted. Its just that simple.And it isnt enough that you say the right things. What counts in a platoon is not so much what you say, but what they see you do.Gen. Powell, speaking here a few years ago, pu t it this way If you want them to work hard and endure hardship, he observed, you must work even harder and endure even greater hardship. They must see you sacrifice for them, he said. They must see you do the hard things, they must see you giving credit to the platoon for something good you did, and they must see you take the blame for something they hadnt gotten just right.But Sergeant Grice also understood that hand in hand with character, with this inner strength that soldiers will want to see, they will also want to know and see that you really care for them, that you will sacrifice for them, that you simply enjoy being with them. Words wont get you through there, either. If you dont feel it in your heart, if you dont love your soldiers in your heart, they will know it.How often Sergeant Grice would prod me to spend the extra time to get to know the members of the platoon better, to know who needed extra training and coaching so he could fire expert on the rifle range the next time around to talk to Pvt. Taylor, who just received a Dear John letter to visit Cpl. Vencler and his wife, who had a sick child. Every day you will have soldiers who will need your care, your concern and your help. They expect and, I tell you, they have the right to expect, 150 percent of your time and best effort.And how well I remember those evenings in the field when Sergeant Grice and I would stand in the cold, with a cup of coffee in our hands trying to warm our frozen fingers, watching the platoon go through the chow line. Grice taught me that simple but long-standing tradition that officers go to the very end of the chow line, that the officer is the last one to eat, that the officer will take his or her first bite only after the last soldier has had a chance to eat.This tradition, as you so well know, is founded in the understanding that leaders place the welfare of their people above their own, that the officer is responsible for the welfare of the troops that if mismanag ement results in a shortage of food to feed the entire unit, that the officer will go without that if the food gets cold while the unit is being served, that the officer will get the chilliest portion. It is a tradition that surprises many officers from other nations, but it goes to the core of the kind of leadership we provide our soldiers.But caring for our soldiers does not stop at the chow line. Nor, for that matter, does it stop with the soldiers themselves, for you know that our units are families, and a soldier must have the trust that you will take care of his family, particularly when hes away from home.But caring for soldiers actually starts with making them the best possible soldiers they can be. Their satisfaction with themselves, their confidence in themselves and in the end, their lives will depend upon how well you do that part. And that perhaps is your greatest challenge as a lieutenant. It is hard work, and make no mistake about it, there are no shortcuts.But what a joy it is to watch or to talk to young men and women in uniform, who know that they are the best because a Sergeant Grice and his or her lieutenant cared to teach them and to work with them and to make them reach for the highest standards.Which brings me to the third pillar I spoke of, and that is your professional competence. As we look back on Marshall and on Patton and on MacArthur and all of the others, we realize that the skills and qualities and knowledge that made them great generals took decades of training, of experience and of evolution. For all of the differences between these leaders there is one thing that they had in common. Their careers were marked by a progression of difficult assignments and intense study. Always they were a snapshot of a masterpiece still in progress, still in motion.From the beginning of their careers to the end, each of them was continually applying new brushstrokes to their knowledge and to their skills.And Grice understood that very well, alt hough he had different words for it. He knew that if our platoon was going to be good at occupying a position and firing our mortars, at hastily leaving our position should enemy artillery have found our location, at the countless things that would make us a finely honed war-fighting machine, then he had to show me, he had to teach me and to practice with me, so that when I walked that gun line the soldiers would know that I knew more than they that if I asked them how to cut a mortar fuse, there was no doubt that I would know the answer, just as I would know if there was too much play in the sight mount on that mortar. And I had to feel confident that knew before they would feel confident with me.In every good leader I have met in my years of service there always was the evidence of these three qualities character, love for soldiers and professional competence. And because they possessed these qualities, they managed to inspire their soldiers to have confidence in them.And you know , the truly great ones like George C. Marshall did not only inspire soldiers to have confidence in their leaders, but they also inspired their soldiers to have confidence in themselves.With that, let me close. As I told you in the beginning, I am deeply envious of each of you. Since the days when I first put on my uniform, I fell in love with soldiering and with soldiers, and it has been for me, by any measure, a great passion.If I could start all over today, I would not hesitate for a single second. I would go out and I would find old Sergeant Grice and we would be ready tomorrow morningGood luck to you all. I envy you.

Environmental Education and Education for Sustainability Essay

suspense 1What international events influenced the development of environmental grooming and preparation for Sustainability? List the key developments and events in a short 1-p days point-form account providing the relevant names of events and dates/ years in which they took place1) The 1972 United Nations Conference on Human Environment StockholmIt led directly to the establishment of the United Nations Environment Programme (UNEP), which became the source UN agency to shake up its headquarters located outside of Europe and North America in capital of Kenya in Kenya, East Africa. Among the first tasks given to the UNEP was to establish term environmental reading. Together with Unesco, UNEP organised the first International Workshop on environmental Education in Belgrade, Yugoslavia, in 1975 and following on this, the first Inter-governmental Conference on Environmental Education held at Tbilisi in the USSR in 1977. This concourse resulted in the declaration of 12 principa ls now referred to as the Tbilisi Principals of Environmental Education which plyd the framework and guidelines for the action of environmental commandment on a global, regional, and national scale. The 1987 International Conference on Environmental Education held in Moscow reaffirmed the Tbilisi Principals as sound guidelines for the development of national environment al knowledge programmes.2) The Tbilisi Principles of Environmental EducationConsider the environment in its totality natural and built, technological and affectionate (economic, political, cultural-historical, moral, aesthetic) Be a continuous briolong process, beginning at the preschool level and continuing through entirely formal and non-formal stages Be interdisciplinary in its approach, drawing on the specific content of each field of honor in making possible a holistic and balanced perspective Examine major environmental issues from local, national, regional, and international points of view so that s tudents receive insights into environmental conditions in other geographical beas Focus on current and voltage environmental situations while taking into account the historical perspectivePromote order of, and necessity for local, national, and international cooperation in the prevention and solution of environmental problems Explicitly consider environmental aspects in plans for the development and growth En sufficientlearners to have a role in planning their eruditeness experiences and provide an opportunity for making decisions and accepting their consequences Enable learners to have a role in planning their eruditeness experiences and provide an opportunity for making decisions and accepting their consequences Relate environmental sensitivity, knowledge. riddle-solving skills and determine clarification to every age, entirely with special emphasis on environmental sensitivity to the learners own community in early years Help learners discover the symptoms and real cause s of environmental problems Emphasise the complexness of environmental problems and gum olibanum the fate to develop decisive thought and problem-solving skills Utilise diverse learning environments and a broad force of teachingal approaches to teaching/ learning about and from the environment, with due stress on practical activities and first-hand experience3) The 1992 Rio globe SummitThe 1992 basis Summit foc apply on the role of environmental study as an educational response to the environmental crisis. Chapter 36 of order of business 21 (UNCED, 1992), was one of the key documents to emerge from the conference , emphasises the withdraw for wide-scale environmental educational programmes in diverse settings, while the BioDiversity Convention includes education and ability building , as do many of the other international conventions aimed at responding to a wide range of environmental issuesAgenda 21 describes environmental education processes that involve teachers and learners in promoting sustainable development and improving the capacity of lot to address environment and development issues illustrating the close link between changes in the field of environmental education and the prominence of the notion of sustainable development at the Rio Earth Summit. A development linked to the 1992 Earth Summit was the development of a Treaty on Environmental Education for Sustainable Societies, which was adopted at a plenary meeting by the International Forum of NGOs and Social Movements4) The NGO Forum PrincipalsEducation is the right of on the whole we are all learners and educators Environmental education, whether formal, non-formal or informal, should grounded in critical and innovative thinking in any place or time, promoting the transformation and construction of society Environment education is cardinal soulfulness and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations Environmental education is not neutral but it value-based. It is an act for social transformation Environmental education must involve a holistic approach and thus an interdisciplinary focus in the relation between forgiving beings, genius and the universe Environmental education must stimulate solidarity, equality, and respect for the human rights involving democratic strategies and an open mode of cultural interchangeEnvironmental education should treat critical global issues, their causes and interrelationship in a systematic approach and within their social and historical contexts. Environmental education must recover, recognise, respect, reflect and practice indigenous history and local cultures, as well as promote cultural, linguistic and ecological diversity. Environmental education must facilitate equal partnerships in the processes decision making at all levels and stages Environmental education should empower all peoples and promote opportunity for grassroots democrat ic change and participation. Environmental education values all different forms of knowledge.Knowledge is diverse, cumulative and socially produced and should not be patented or monopolised Environmental education must be designed to enable people to handle conflicts in right and humane ship fashion Environmental education must stimulate dialogue and cooperation among individuals and institutions in order to become new lifestyles which are based on meeting everyones basic needs, regardless of ethnic gender, age, religious, class, tangible or mental differences Environmental education requires a democratisation of the mass media and its commitment to the interest of all sectors of society. Environmental education must integrate knowledge, skills, values, attitudes and actions Education must help develop and ethical sense of all forms of life with humans share this planet, respect all life cycles, and impose limits on humans exploitation of other forms of life. brain 2The IUCN de fines environmental education as followsEnvironmental education is a process during which values are discovered and concepts are explained in order to develop skills and attitudes pertainingto an keep of the relationship between man, his culture and his biophysical environment. Environment education similarly includes the practise of decision-making and the formulation of personal economy of conduct on matters affecting the quality of the environment. In a school context, you observe the following lead and litter is strewn over the whole school and the school grounds are unkempt Lights are leftfield on in classrooms and offices after school is over Taps are usually left fallAs an environmental educator you realise that this an opportunity to educate the learners and the staff at your school about the environment issues observed and to help them take action to respond to these issues. Briefly explain 3) What values you rear end teach the school in relation to the observed envi ronmental issues?The importance of a clean environment is a healthy environment. We ass teach children the importance of recycling. 4) What skills need to be developed to address the problems? We need to educate learners the threats that litter causes to the environment e.g. litter can be a fire hazard it could defame or kill animals, can block waterways, litter looks bad and is an eyesore for anybody. 5) What attitudes need to be developed in the school?Learners and children need to develop a positive attitude, to involve the entire school in a recycling programme, which can be extended to the community. 6) What decisions need to be made by the school instruction to address these issues? Create awareness by providing recycling bins for paper, glass and plastic. Pick an area on a weekly basis and involve the learners and parents to participate in cleaning up the area. Have awareness meetings with the learners, have charts in the classrooms, go on field trips. 7) What code of cond uct needs to be developed for learners in the school to address these issues? The rules of the school have to be strict, children are to receive detention if they are caught littering.QUESTION 3Education for sustainability and education for sustainable development are very prominent in this decennium for sustainable development. Answer thefollowing questions regarding this 3.1 Define the term sustainable developmentSustainable development meat ensuring the dignified living conditions with regard to human rights by creating and maintaining the widest possible range of options for freely defining life plans 3.2 Name two ecological indicators of sustainabilityConsumption and generation of waste are minimisedRenewable, non-toxic energy sources are used and/ or disposed of to the benefit of the environment and community3.3 Name two social indicators of sustainabilityThere are adequate opportunities/ technologies for communication within the community and for connecting, as is appropriat e, with the worldwide community The talents, skills and other resources of the community are shared freely within the community, and offered outside the community, to serve the greater good3.4 Name two phantasmal indicators of sustainabilityCultural vitality is sustained through artistic and other cultural activities and celebrations There is a capacity for flexibility and successful responsiveness to difficulties that ariseQUESTION 4Discuss how you can apply fin (5) Tbilisi principals of Environmental Education in teaching an environment education topic of your choice sagaciousness guide Your chosen topic has to be an environmental issue that environmental education will be responding to. You need to list the 5 principals and for each teaching explain how you will fully incorporate it into the chosen topic. Use the framework below for your answerEnvironmental TopicTbilisi PrincipleApplication of the principle to the topic1.consider the environment in its totalityLearners are t o respect the environment2.focus on current & potential environment situationsThink on the current problems and the problems that can arise in the future if not dealt with now 3.help learners discover the symptoms & real causes of environmental problems Educate learners on how these problems are caused and how to detect them early on 4.emphasis the complexity of environmental problems and the need to develop critical thinking and problem solving Discuss with learners the hazards of environmental problems and ways to prevent them 5.enable learners to have a role in planning their learning experiences Group studies, sharing and cogitateQUESTION 5Discuss learning in environmental education under the following headings 5.1 environmental learning strategies or approachesActive captureLearners should not only learn about the environment, but should also be active participants in the learning situation in environment education Authentic LearningLearning about real environmental threats and problems, and looking for real solutions to these challenges. It also implies active, hands-on learning Problem SolvingWith the correct guidance and support, learners will make a genuine effort to solve problems if they are real and especially if adults have been unable to find a solution.Critical ThinkingMany outcomes for environmental learning include the phrase Learners should critically engage with This implies a higher dimension of thought and requires learners to acquire a lot of information on different perspectives associated with an environmental problem, issue or risk if their critical engagement is to be meaningful. 5.2 principles for environmental learningTo ensure a holistic approach to learning in environmental education, the following principals should be taken into account Environmental learning is based on knowledge, which is take to study and solve environmental problems and to address environmental challenges Environmental learning should develop the skills n eeded to study and solve environmental problems and to address environmental challenges Environmental learning should include the affective domain, specifically the attitudes, values andcommitments needed to ensure a sustainable society5.3 learnersAgeEnvironmental learning should be age appropriate for it to succeed. Learners in different age groups have different learning abilities and exhibit different characteristicsauditive LearnersAuditory learners privilege to learn through listening.Typical auditory learning activities in environmental education are listening to verbal proveations on environmental topics and discussions on environmental issuesVisual LearnersVisual learners prefer learning through seeing. The more optic the presentation, the better it is. In a formal learning situation, visual learners need to see the environmental educators body language and facial expressions to fully infer the content of a presentationTactile/ kinaesthetic learnersTactile learners prefe r learning through touching, moving, and doing. Outdoor learning suits them well, as they prefer a hands-on approach, actively exploring the physical world around them 5.4 inclusive learning in environmental educationInclusive environmental education meansMore students with barriers to learning in stiff environments, more of the time, in more meaningful activities Having additional learning options for meeting the variety of needs of individual learners Mainstreaming learners and offering support, resources and help where needed5.5 The learning environment in environmental educationA learning should be functional and should correspond as closely as possible to the situations in which learning is to use A learning environment should encourage activity and should engage learners in an interactive and integrated way A learning environment should be lifelike, or at least relate to reality, to ensure that learners can experience what the learning can be used for. A learning environment should contain models, and coachingshould be provided by an expert teacherQUESTION 6The purpose of this question is to help you quash the skill of preparing a lesson for your subject in which you integrate Environmental Education Design a lesson where you evince how an environmental theme can be taught in your subject. The following should receive attention propose the environmental topic (e.g. pollution, global warming, acid mine water, desertification, deforestation, overuse of resources such as fishing, etc.) Indicate the lesson aims (identify the relevant environmental skills, knowledge, attitudes, and values to be addressed by the lesson) Indicate the environmental content you will use to present the lessonInclude learning activities for introduction, middle, and conclusion of lesson Include teacher activities for introduction, middle, and conclusion of lesson Integrate at least two Tbilisi principles in your lesson (how can two Tbilisi principles are used in the school con text). Indicate the values you would like learners to accept (e.g. care for the environment, action on behalf of the environment, etc.) Indicate the environmental concepts you would like learners to understand and indicate how you will go about teaching the concepts (e.g. biodiversity, environment, etc.). Indicate the skills learners should master (e.g. Learners must be able to make compost or start a food garden or recycle paper, etc.). hypothecate on how successful you were in integrating Environmental education in your lesson.