Setting and Children free essay sample

Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. As a qualified level 3 practitioner I am responsible to fulfil my duties and work role to the best of my ability. In other words I always like to try to give my position my full attention and give it 100% of my time and dedication. I believe that this helps me to support the children in my reception class. I am always aware of the children within my setting that have SEN (Special Educational Needs) and try where I can to give them extra support although remembering the inclusive practice policy. Some of my main duties include: Ensuring children have access to learning materials and resources Observing and monitoring pupils performance and reporting my findings back to the class teacher Supporting teaching by providing information for ICT lessons Looking after the children who have had a accident or who are upset so the teacher can continue with her lesson Preparing the classroom Supporting children who may need additional help Monitoring and encouraging the children to perform to the best of their ability Encourage the children to learn through play by engaging myself with them and playing the game with them Helping the class teacher plan, prepare and deliver learning activities Giving a high level of attention to literacy and numeracy activities Showing sensitivity to the children and their families Maintaining an excellent level of communication between myself, work colleauges, other professionals from agencies and the children’s families and parents Listening to the children read regularly and keeping monitoring their achievements Supporting the children to develop communicational skills through providing role play and actively playing with them in this area Providing children who’s first language is not English with enough translation or resources to teach them some English language sufficiently Assisting the teacher with delivering specific curriculm programs General office duties such as photocopying homework or producing speadsheets to record achievements Teahing interventions ( providing small groups of children with one to one attention) so that all the children in my class can achieve to the best of their ability Implement and support the golden rules of the classroom and helping the class teacher to manage the children bad behaviour and promoting good behaviour. We will write a custom essay sample on Setting and Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Page 1 SHC 32: Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. In my setting this includes giving a child who’s first language is not English additional help but not singling her out as this may cause exclusion from games and activities that the other children are enjoying. Other daily duties include making sure that any water on the floor is cover and cleared away as this is a slipping hazard and so therefore become a health and safety hazard. I am also aware of the ratio’s between children and practitioners which in our classroom is correct and that all toys are checked for small pieces as this could be a chocking hazard and so therefore become a part of my health and safety training. Within my work role I generally take small groups of children and work with them through play to help teach them subjects like maths and English. Whilst doing this I am always more than virulent watching the other children around the room to ensure they are safe. One of the biggest parts in my work role is to listen to the children as this can often enlighten practitioners to what a child’s home life is like and whether the child may have other issues that need addressing. I also like to encourage the children to provide their best work and so I reward the children by asking them to put a marble in the jar which once full we have a class reward or activity like extra play on the apparatus in the big play ground. Another crucial criteria of my role is to promote good behaviour and to help with this all members of staff in our classroom implements the golden rules which have to be followed at all times. We promote this by again asking children to add marbles to the jar, using praising vocabulary or by sticker charts for those children who are struggling to follow the rules. I regularly listen to the children read and keep records of their achievements which are reported back to the class teacher. I am very fortunate that I get along quite well with the other team members in my classroom and this helps with lots of different aspects of my responsibilities and duties as I could find it extremely difficult to communicate with a member of staff if there was an atmosphere and so discussing the children’s issues or next steps may be awkward if it happens at all. Working well in a team is an essential part of becoming a level 3 practitioner no matter what the situation is as we constantly have to have involvement with team members as well as parents and other professionals to be able to provide the children in our care a fair and equal opportunity to education. In order to abide by not only my settings policies and procedures but the laws, regulations and guidelines set by local authorities and central government it is also essential to remember essential aspects of child protection such as health and safety, safeguarding and equality, diversity and inclusive practice. Page 2 SHC 32: Engage in personal development in health, social care or children’s and young people’s setting. 1. 1 Describe the duties and responsibilities of own work role 1. 2 Explain expectations about own work role as expressed in relevant standards. These are set out in law, guidelines ect as well as always included in any policy from any setting. However with this said their may be different procedures in which to carry out in different settings or updated versions from year to year so I always make sure that I request a copy upon a new placement or request a copy of any updated versions. This helps me to apply these guidelines, laws etc to my everyday activities and this does not only keep the children in my setting safe but also keeps me safe. Another set of guidelines which are of paramount importance are the early years foundation stage guidelines. These relate to all aspects of the children’s development and also the where and what the children do next. It is also part of my role to help the class teacher plan and prepare what the next steps are for each of the children and what the learning topics should be for the next week or term. I suppose I am quite lucky as my class teacher also forwards me copy of her planning for the week ahead and always asks for my opinion and input as to how certain children in our class will respond to these topics and how we can work together to help the children that may struggle slightly so that they get a equal opportunity to learning. One of the biggest responsibilities I have to the children is to report any makings or disclosure to the correct place. At my setting it is procedure to discuss any matters with the class teacher as well as report it to the safeguarding officer in the office. I believe that it is also my responsibility ask the children how the got a certain marking and to make sure that I am always on the look out for any signs or symptoms of illness. Most of all practitioners main duties are to supervise the children and to prevent them from harm and this plays an extremely big role in the health and safety and child protection standards set by the government. Another framework which is crutial to childcare is KEEP ( the key elements of effective practice).

A Guide to French Reflexive Pronouns

A Guide to French Reflexive Pronouns Reflexive pronouns are a special kind of French pronoun which can only be used with pronominal verbs. These verbs need a reflexive pronoun in addition to a subject pronoun because the subject(s) performing the action of the verb are the same as the object(s) being acted upon. These are the French reflexive pronouns:  Ã‚  Ã‚  me / m  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  me, myself  Ã‚  Ã‚  te / t / toi  Ã‚  Ã‚  you, yourself  Ã‚  Ã‚  se / s  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  him(self), her(self), it(self), them(selves)  Ã‚  Ã‚  nous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  us, ourselves  Ã‚  Ã‚  vous  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  you, yourself, yourselvesMe, te, and se change to m, t, and s, respectively, in front of a vowel or mute H. Te changes to toi in the imperative.Like object pronouns, reflexive pronouns are placed directly in front of the verb in nearly all tenses and moods:* Nous nous parlons. Were talking to each other.Ils ne shabillent pas. They arent getting dressed. *In the imperative, the reflexive pronoun is attached to the end of the verb with a hyphen. Là ¨ve-toi  !  Get up!Aidons-nous. Lets help each other Reflexive pronouns always have to agree with their subjects, in all tenses and moods - including the infinitive and the present participle. Je me là ¨verai.   I will get up.Nous nous sommes couchà ©s. We went to bed.Vas-tu te raser  ?  Are you going to shave?En me levant, jai vu... While getting up, I saw... Be careful not to mix up the third person singular reflexive pronoun se with the direct object le. Se - French Reflexive Pronoun Se, the third person singular and plural reflexive pronoun, is one of the most often misused  French pronouns.  It can only be used in two kinds of constructions:1.  With a  pronominal verb: Elle  se  lave. Shes washing up (shes washing  herself).Ils  se  sont  habillà ©s. They got dressed (they dressed  themselves).Elles  se  parlent. Theyre talking to each other. 2.  In a  passive impersonal construction: Cela  ne  se  dit pas.  That isnt said.Lalcool  ne  se  vend pas  ici. Alcohol isnt sold here. French learners sometimes get confused about whether to use  se  or the direct object  le. They are not interchangeable - compare the following: Elle  se  rase.  - Shes shaving (herself).   Se  is the reflexive pronounElle le  rase.  - Shes shaving it (e.g., the cat).  Le  is the direct objectIl  se  lave.  - Hes washing (himself).  Se  is the  reflexive pronounIl le  lave.  - Hes washing it (e.g., the dog or the knife).  Le  is the direct objectSe  lave-t-il le  visage  ?  - Oui, il  se  le  lave.  - Is he washing his face? Yes, hes washing it.  Se  and  le  work together Note that  se  may be the direct or  indirect object  of a French sentence. Ils  se  voient.  - They see each other.  Se  means each other and is a direct object.Il  se  lave  le visage.  - Hes washing his face. (Literally, Hes washing the face of himself)  Se  means of himself and is an indirect object. (  Visage  is the direct object)

Information Infrastructure Essay Example | Topics and Well Written Essays - 1000 words

Information Infrastructure - Essay Example The Internet is an amalgam of thousands of interconnected networks. Some of these networks are vast global networks like Worldcom (MCI) or Cable & Wireless while others are small local networks like a corporation. The individual networks that compose the Internet are commonly called autonomous systems (AS) and number roughly 12,000 active AS'S with 22,000 assigned and roughly 65,000 AS'S possible (Gao 2001). The task of trying to provide a minimum level of security for all these networks is a daunting effort, but one that has been increasingly highlighted as an economic imperative (Lakhina et a1 2002). The implication here is that despite its depiction by Internet engineers as an "amorphous cloud" (Kostas et al. 1998), has a definite physical structure and hierarchy. In the simplest sense, the Internet is a network - or, more accurately, a network of networks. The Internet is composed of a wide variety of small, medium and large networks that all interconnect to different degrees to give the seamless impression of one big machine to the end-user (Kostas et al. 1998). ... Kabay (2005) provides us with a rudimentary framework for the stated by highlighting the obvious importance of location, whether geographic or within the organization. As regards the geographic aspect, networks should be positioned in a safe neighbourhood, as in one which does not have a high breaking, entry and burglary incident rate, and which is, further, not position in a vulnerable accident area, as in near an airport or by a highway. The implication here is that the first step towards physical security lies in the geographic location of the entity's network system. Within the parameters of location, the second consideration is the location of the network/server within the organization itself. As Kabay (2005) contends, the network should be positioned for maximum security and, at the same time, easy access. Maximum security implies placement in low risk areas, as in areas which are not vulnerable to external or internal threats. At the same time, the identified maximum security area cannot be such that access to it is problematic (Kabay, 2005). Upon resolution of the location question, physical security issues need to resolved. As noted in the Little Black Book of Computer Security, under no circumstances should unauthorized personnel ever be given the opportunity to access the network, or ICT facilities. Most obviously, this means that employees should keep doors closed at all times and should an employee step out, he/she must make sure that he/she has closed the door behind him/her. Even though this may sound as an unnecessary statement of the obvious, the fact is that employees often forget this basic rule and, as a result, leave

Explain Mysticism and how it relates to Christiany Research Paper

Explain Mysticism and how it relates to Christiany - Research Paper Example ............................................. 6. Conclusion............................................................................................................... Thesis Statement: Religion and Mysticism are complimentary in nature, and Christianity has very closer association with Mysticism that stresses the need for prayer and meditation in one’s life. Introduction Mysticism has often been regarded as concept with a deeper level meaning in almost all religions of the world. It is the close association mysticism with religion that very often leads many to consider it as quite equal to some of the religions. But a closer analysis will certainly unveil mysticism as a different perspective from religious teachings. Even a mere observation will be sufficient enough for unearthing this close association and it is identifiable that some of the religions are proclaiming some of the aspects of mysticism. Among the religions that are very much associated with mysticism Christi anity stands to be a supreme one. Many researchers have clearly recognised this close association and have affirmed the closer relationship of Christianity with mysticism. The proximity between Christianity to mysticism had led many to think to supplement one with another. In a closer look one can find out that these two are different even though some apparent similarities are there. The closeness of mysticism and Christianity paves for the analytical study between these two. The proposed study is aimed to explore the close association between Christianity and Mysticism. Various factors concerning both Christianity and Mysticism will be analysed in the paper and specifically, the researcher will endeavour to establish the fact that religion and Mysticism are complimentary. The essay takes note on the relationship of Christian teachings to mysticism and will analyse the major components of mysticism and Christianity through comparative studies intended to expose their relation. There fore, the study proposes the thesis that, religion and Mysticism are complimentary in nature, and Christianity has very closer association with Mysticism that stresses the need for prayer and meditation in one’s life. What is mysticism? Researchers have often been expressed their difficulty in properly defining mysticism. Of course, the word mysticism is originated from Greek culture. Some regard it as quite similar to asking a foolish question like what beauty is. However, different religions attribute different aspects to mysticism. Many have observed it as more difficult to define than socialism and the words of William Ralph Inge makes it crystal clear when he reveals the various attributes of Mysticism. He says, â€Å"Sometimes it [mysticism] is used as an equivalent for symbolism or allegorism, sometimes for theosophy or occult science; and sometimes it merely suggests the mental state of a dreamer, or vague and fantastic opinions about God and the world† (Inge, 16). It clearly indicates the fact that defining mysticism is not easier as one thinks. The Oxford Advanced Learners Dictionary defines mysticism as, ‘the belief that knowledge of God and the real truth can be found through prayer and meditation rather than through reason and the senses.’ A more acceptable fact regarding mysticism can be identified with Margaret Smith when she rightly commented thus, â€Å"Mysticism itself represents something much wider than its derivation: it represents a spiritual tendency which is universal, for we find it in

Nutrition project 3 Essay Example | Topics and Well Written Essays - 750 words - 1

Nutrition project 3 - Essay Example ject, is to plan one week’s meals for yourself based on the information from USDA ChooseMyPlate – SuperTracker (http://www.choosemyplate.gov/supertracker-tools/supertracker.html). If you have access to the Internet, be sure to use the interactive feature to generate the exact pyramid based on your age, gender, and activity level. (Throughout this assignment, you may substitute another food guide pyramid for SuperTracker if you find one that more closely suits your needs, but you need to include it—or the reference information for it with this project.) After you get your meals planned, make a list of all of the ingredients needed to make them (or the prepared items to buy). Take this to your local source(s) for food (grocery store, restaurant, farmer’s market, bakery, etc.) and record the price of each item on the list. (You will not need to purchase these items, simply record their costs.) 8. Conclude with a short description of what you learned about planning and implementing a healthy diet. What requirements of SuperTracker did you find most difficult to meet, either financially or by food preference, or both? What do you anticipate will be your biggest challenge(s) to meeting your nutritional needs as an adult? How you organize this project is up to you, just remember that organization is part of your overall grade. If you choose to create an interactive project or website that is published to the Internet, be sure to insert the URL and any access information in the space below. The total amount of calories consumed at the end of each day is 2200. Based on the daily food plan from the food tracker, each day must include 7 ounces of grains, 3 cups of vegetables, 2 cups of fruit, 3 cups of dairy products and 6 ounces of protein foods. Below is my menu for a week; The shopping list for each of the food categories is tabulated below. At the bottom of each row of foods, the total amount that it would cost to purchase the foods is written in US dollars.

Example Research Trail

Example Research Trail Research Trail Question Title: An engineering business with its headquarters in the Netherlands could either set up a branch in Belgium to service its Belgian customers or offer its services to Belgian clients from its office in the Netherlands. The first case would constitute establishment, the second would merely refer to the provision of services. Horspool and Humphreys, European Union Law, 4th ed. In the light of this statement explain the development that has taken place in European Union law relating to the rules of establishment and provision of services. Assess the extent to which the European Court of Justice has been able to draw clear lines of distinction between them. Texts: Library search for general EU law texts: Craig and De Burca: â€Å"EU law: Text Cases and Materials†. Chapter 18: Freedom of establishment and to provide servies. Chalmers, Hadjiemmanuil, Monti and Tomkins. â€Å"European Union Law: Text and Materials†. Chapter 17; The free movement of services Weatherhill. Cases and Materials on EU law. Chapter 14 â€Å"Freedom of Establishment and freemovemennt of services: Articles 43 and 49† Internet resources: Search of www.google.scholar.com Terms: right to practise law EU freedom of establishment services Freedom of establishment free movement of services Awesti, A. (2006). Intergovernmentalist theory and Eurosclerosicm: an Intergovernmentalist critique. http://www2.warwick.ac.uk/fac/soc/pais/phd/crips/working_papers/2006/working_paper_2_awesti.pdf Flint, D. Moens, G. (1993). Business Law of the European Community. DataLegal Publications; Brisbane. (Book review which I then found at the library). Foster, N. (1991). European Community Law and the freedom of lawyers in the United Kingdom and Germany. The International and Comparative Law Quarterly ,Vol.40,No.3.(Jul.,1991),pp.607-634. Goebel, R. (1992). Lawyers In The European Community: Progress Towards Community-Wide Rights Of Practice. Fordham Intl LJ 15, Malcolm Ross, ‘Freedom of Establishment and Freedom to Provide Services: Mutual Recognition of Professional Qualifications’ (1989) 14 Eur L Rev 162, 165. Nicolaà ¯dis, K. (2006). „Globalization with Human Faces: Managed Mutual Recognition and the Free Movement of Professionalsâ€Å" contained in Fiorella, K. Padoa, S. (eds.)(2004). The Principle of Mutual Recognition in the European Integration Process. Palgrave: Basingstoke. Podell, M. (2001). When zeal for European Unity overcame common sense: the lawyers directive. Boston college Law review. http://www.bc.edu/bc_org/avp/law/lwsch/journals/bciclr/23_1/03_TXT.htm Quinn, J. (2004). The right to practise law in the European Union: an American perspective. (1).113-129. http://austlii.law.uts.edu.au/au/journals/MqBLJ/2004/6.html Cases (primary sources): Westlaw Search: Search by terms: freedom of establishment services lawyers C-243/01. Criminal Proceedings against Gambelli [2006] 1 C.M.L.R. 35 C-221/89. R. v Secretary of State for Transport Ex p. Factortame Ltd [1991] 3 All E.R. 769. Para 20. C-2/74. Jean Reyners v Belgian State [1974]ECR 00631. C-283/99. Commission v Italy [2001] ECR I-4363 C-33/74. J. H. M. Van Binsbergen v Bestuur Van de Bedrijfsvereniging voor de Metaalnijverheid [1975] 1 C.M.L.R. 304. C-55/94. Reinhard Gebhard v Consiglio DellOrdine degli Avvocati E Procuratori di Milano C-70/95. Sodemare et al v Regione Lombardia [1998] E.J.H.L 67 C-26/62. Van Gend En Loos v Nederlandse Administratie Der Belastingen [1963] ECR 1. C-427/85. Commission v Germany [1988] ECR 1123. C-294/89. Commission v French Republic. C-340/89. Irene Vlassopoulou v Ministerium fà ¼r Justiz Bundes-und Europaan-gelegenheiten Baden Wurttemberg [1991] ECR 2357. C-168/98. Grand Duchy of Luxembourg v European Parliament and Council of the European Union [2000] ECR I-09131 C-506/04. Graham J. Wilson v Ordre des avocats du barreau de Luxembourg. Treaty Articles and Directives Eur-Lex. Art 44(2) TEC. Art 47(1) TEC Art 47(2) TEC. Directive 85/384/EEC on the mutual recognition of diplomas Directive 2005/36/EC for the Recognition of Professional Qualifications Directive 77/249 (preamble) Directive 77/249. Art 5. Directive 89/48 Article 2. Directive 89/48 Article 4. Directive 89/48 Article 1(g) Directive 98/5. Article 3(1). Directive 98/5. Article 5(1). Directive 98/5. Article 10. Directive 98/5. Article 10 (1). Word Count 498.

Intelligent Design and Intelligent Way of Disguising Religion Essay

Could Adam and Eve have been apes? Evolutionists say humans evolved from apes, but many religious people cannot swallow the thought. For years, religious people have voiced their unhappiness with schools teaching evolution. In Genesis, it states that God put all plants, animals, and people on this planet, and evolution contradicts that. Creationists are in accordance with scripture and believe that this biblical idea should be presented in science classes. The idea of including creationism in schools has been heard in courts multiple times but with no success. Now, the creationists have a new way of presenting it. They disguise it behind science and use the term Intelligent Design. Intelligent Design is creationism with a new name and is the attempt of many to incorporate religion into school systems and science education; it has no legitimacy as a true scientific theory, because at its core, it is not science. Intelligent Design poses a real threat to the education of our nation. At least twelve different states have brought up the idea of Intelligent Design or creationism in state courts (â€Å"Intelligent Design in Politics†). One of the most important court cases occurred in the county in which I live, so for me, Intelligent Design hits close to home. The case occurred in 2005 and was called Selman v Cobb County school district. It dealt with the issue of stickers being placed in textbooks that stated, â€Å"This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered† (Matsumura). Although I was taught evolution after the case had been settled and the county was forced to remove... ...Prod. Vanessa Tovell. PBS. 13 Nov. 2007. Television. Transcript. Reuland, Steve. "Intelligent Design vs. Creationism." The Panda's Thumb. 9 Nov. 2005. Web. 15 Nov. 2011. . West, John G. "Intelligent Design Research Lab Highlighted in New Scientist." Evolution News & Views. Discovery Institute, 19 Dec. 2006. Web. 16 Nov. 2011. evolutionnews.org/2006/12/intelligent_design_research_la002983.html>. Zimmerman, Michael. "Detailed Record Combating the Fifth Wave of Creationism: Religious Leaders and Scientists Working Together." EBSCO Host. EBSCO Industries, May 2010. Web. 15 Nov. 2011. sid=37d09244-f711-4029-a3b8-92642f2becaa%40sessionmgr110&vid=5&hid= 106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=50287974>.

Teacher and Grandmother

Interestingly, the person who had the most impact on my life was my grandmother. My grandmother was a retired College Principal, but for me she was always my Grandmother. She taught me the kinds of things that school teachers never could teach in the classroom. Because my parents were at work and my grandmother was retired, I spent a lot of time with her. She was a mother, a grandparent and a teacher at the same time. She always prepared an interesting activity for the day. We visited museums, theatres, went to the zoo, visited the library, watched movies or just stayed at home and did something fun together. She always created the proper schedule with the weather and my age in mind. I loved the way she could find the tone and the language with me, keeping in mind my capacity. She had a good sense of humor and always tried to cheer me up when she saw lack of interest or tiredness. The biggest lesson I learned from her was how to be a happy and independent child. She let my free spirit wander, making me curious and adventurous. She never lectured me or gave me boring speeches; she always found ways to engage my interest through stories and examples from her life. It were very important for her. She wanted my imagination to grow and explore different ideas and topics in my head. When I could not read by myself, she was the one who introduced me to picture books, and when I went to first grade she sat down with me and held my hand during my discovery of reading independently. My Grandmother was the first person who put a pencil in my hand. First we drew and colored together, and then slowly I learned how to form my letters and to write my name down before I started my school education. As I mentioned before, my parents had to work, so my Grandmother picked me up from school everyday. When we arrived home we always had snack and then a little free time before we sat down to do my homework. If I had a difficult assignment, for example from chemistry or physics, we tried to associate with baking as a science, or made an experiment to see how it could work in real life. She never disciplined me. How it worked between us was very natural; she was older and wiser, I was little and hungry for knowledge. I admired her knowledge, life experience and her enthusiasm; I asked question after question, begged for stories of her life and never let her sit down for a moment. She tried to keep up with me and never complained of being tired and I was never bored. I was the engine of her life and she was the educator in mine. When I was older and went to stay at overnight camps during the summer, she wrote me letters every single day. I learned how important it was to keep contact, communicate and express my feelings and ideas in writing. My grandmother made a huge impact on my life: I learned how much I should appreciate life everyday. I learned how I can make changes if I have an open and curious heart.

The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay Example

The Concept of Arms Race, Sino The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War Essay â€Å"The Concept of Arms Race, Sino-Soviet-American Relations, and the Persian Gulf War† Political Science 170 Winter 2009 Dr. Kendall Stiles February 12, 2009 For centuries, and particularly during the last one hundred years, nations have sought to develop, manufacture, deploy, and improve weapons in reaction to the similar efforts of their adversaries. We call this an â€Å"arms race†. As defined early on by Gray, an arms race involves the following characteristics: [T]here should be two or more parties perceiving themselves to be in an adversary relationship, who are increasing or improving their armaments at a rapid rate and structuring their respective military postures with a general attention to the past, current, and anticipated military and political behavior of the other parties. (Gray 1971, 40) Note that this definition excludes parallel arms acquisition by allies or neutrals, gradual and moderate increases in weaponry, or unilateral increases in weaponry that is unconnected to others’ behavior. On the other hand, the definition includes all types of weapons – conventional and nuclear, personal and strategic. Also, the definition includes both quantitative and qualitative improvements, implying that manufacturing and deploying obsolete weapons could be one way to engage in an arms race where the adversary is focused exclusively on developing new military technology instead. To what extent does this concept help us understand what took place in Sino-Soviet-American relations or the Persian Gulf War as described in as described in chapters 2 and 5 of the Stiles text, respectively? I will argue that the material makes clear that arms racing was a central dimension of the great power relations of the first case, but does not feature as prominently in the Persian Gulf situation. Specifically, the Cold War was largely a conflict over nuclear deterrent capacity rather than direct military confrontation between the U. S. and the U. S. S. R. , while in the case of the Persian Gulf War the United States injected itself in a regional conflict, mostly because Kuwait had been unable or unwilling to match Iraq’s military build-up and quickly succumbed to its forces once they attacked. This analysis offers a way to better understand that arms races are not the most unwelcome development in international affairs and may be preferable to alternative strategies. In 1945, the United States successfully tested an atomic bomb and a few weeks later dropped it on Hiroshima, Japan. It is interesting to note at the outset that although the weapon was originally developed in response to Germany’s threat, and was used against Japan, the principal target of America’s atomic and later nuclear arsenal for the next half-century would be the Soviet Union – an ally of the U. S. when the bomb fell on Japan. But by 1947 American and Soviet relations had deteriorated to the point that they each saw the other as its principal adversary. When the Soviet Union detonated an atomic device in 1949, it was clear to all concerned that this was a signal to the United States. It signaled that both superpowers had the capacity to eliminate each others’ major cities (although, as pointed out in the text, it would take some time before the Soviets would have the capacity to deliver the bomb to a distant target – see page 32). The development of the hydrogen (or nuclear) bomb by 1953 and the successful testing of intercontinental ballistic missiles by both sides by 1957 meant that the populations, industries, and military installations of both superpowers were vulnerable to nuclear attack. What took place in the first decade of the Cold War is a clear instance of an arms race. It was primarily technological in the early years and was both rapid and aggressive, as required by the definition. While one cannot speculate, it seems unlikely that the Soviet Union would have moved so quickly to develop nuclear-capable missiles had the United States not moved first. And these actions would not have been perceived as threatening without the generally hostile environment in which Americans and Soviets consolidated control over their respective spheres of influence and confronted each other’s allies in places like Korea and Berlin. At the same time, it is worth noting that although the rhetoric and posturing were openly hostile, the actions of both superpowers were relatively restrained. The Soviet Union chose not to attack West Berlin even though the presence of an American ally in the middle of a Soviet-dominated state was clearly irksome. Likewise, the United States was careful not to threaten Soviet territory in its war with North Korea and ultimately settled for a stalemate. In Cuba, where the United States might have benefited substantially from an invasion, it chose instead to adopt more tentative and non-violent means to pressure the Soviets to withdraw their missiles. It appears in retrospect that both states were deterred from attacking the other. And ultimately, the Cuban Missile Crisis seems to have prompted the two superpowers to meet face-to-face to negotiate how to prudently manage what was clearly a dangerous military situation. And, as we know, the Cold War ended with a fizzle rather than a bang as both sides accepted each other as rivals but not enemies and dramatically reduced their nuclear arsenals in the 1980s and 1990s. The implication of this story is that an arms race can – especially where nuclear-tipped missiles are concerned – lead world leaders to avoid rather than seek military confrontation. Knowing that her country cannot deliver a â€Å"knock-out punch† may prompt a leader to pursue non-violent ways to resolve disputes. The reverse seems to be true where Iraq is concerned. In 1990, Saddam Hussein, frustrated over Kuwait’s apparent theft of oil from Iraq fields and hoping to establish himself as the dominant power in the region, launched a surprise attack against his smaller neighbor. At the time, the Iraqi army was the forth largest in the world and was equipped with advanced tanks, artillery, and aircraft. The Iraqi army was also battle-hardened, having fought an eight-year war with Iran during the 1980s. Kuwait, for its part, had a reputation for arrogance borne of its extraordinary oil wealth. On the other hand, Kuwait’s military was small and ultimately ineffectual. Iraqi forces were able to overrun the small country in a matter of hours. Shortly after its victory, the Iraqi army began to mass on the border with Saudi Arabia, prompting consternation in this sometime US ally. Saudi Arabia’s government knew that its military would also not be a match for Iraq. Both governments chose to use their oil wealth primarily for other purposes besides full-scale militarization, perhaps in part because neither considered Iraq a particularly serious threat. After all, the only clear indication that war might be imminent, according to the chapter, was that roughly one month before the invasion the Iraqi government released statements indicating its intent to attack Kuwait and the United Arab Emirates (see page 83). The two states chose not to enter into an arms race with Iraq. The result was that Saddam Hussein was undeterred from attacking them. One might argue that had Kuwait and Saudi Arabia matched Iraq’s military capability, they would have been spared the catastrophe they endured. But although they could certainly have been able to pay for large numbers of advanced weapons, they could not have matched the manpower Iraq was able to deploy. On the other hand, forming a military alliance with a superpower might have quickly balanced their military capacity relative to Iraq’s. Ultimately, this is precisely what took place, although this could not be considered an arms race according to our definition. In conclusion, these two cases show in different ways how the concept of arms race helps us understand international affairs. In the case of the U. S. and U. S. S. R. , although it proved costly and dangerous, the nuclear arms race night have prevented a direct military confrontation, and ultimately resolved itself once political conditions changed. On the other hand, the lack of an arms race in the Persian Gulf may have been a cause of the war that started in 1990. In other words, the implications of the lack of an arms race may be as dire as the alternative. Reference: Gray, Colin (1971) â€Å"The Arms Race Phenomenon,† World Politics vol. XXIV (October): 39-79.

How to Write a Scholarship Essay

How to Write a Scholarship Essay One of the most anxious moments of going through the application process for a college would be the scholarship essay part. Many people aren’t sure of how to write a scholarship essay. The whole idea of entering college is quite intimidating to the recent high school graduate. When determining how to write a scholarship essay, one needs to keep in mind that everyone else writing this essay is also just out of high school, and therefore, everyone else is intimidated by the process as well. College may be intimidating but you’re going into this along with everyone else that’s at the same level as you are. Once you have this firmly entrenched in your mind, you’ll have a much easier time determining how to write a scholarship essay. Remember when you are sitting down and thinking of how to write a scholarship essay that many people have failed at this simply because they didn’t take it seriously enough. It’s that simple. These are individuals that may have been on the top of their schools with great grades and achievements but if they didn’t put their minds on the task at hand then they most likely aren’t even in the running against you. So, sit down and put your mind to the task and determine how to write a scholarship essay. The first thing one needs to do before deciding how to write a scholarship essay is to analyze the essay question and understand the motivating factor behind the ones asking the question. Thoroughly understand the question and what they are asking for in the essay. Figure out if the question requires one to do research on a topic or if this is strictly based upon your own personal analysis on a feeling or subject. Then find out everything you can about the organization that is giving out the scholarships. Who are they and what are they all about, why are they giving out scholarships? Once you have this completely analyzed, you’re already halfway there in figuring out how to write a scholarship essay. Now the next process to go through in determining how to write a scholarship essay is to set your goals for writing the essay. Use your knowledge of the organization that is awarding scholarships to set your goals. You want to present your essay in such a way that it portrays you in a positive light and make them realize that you are such an individual who would highly benefit from a scholarship. Now it’s time to develop the basic theme of your essay. As soon as you begin thinking of how to write a scholarship essay, you may already have the theme in mind. For others, it may not be so clear. This is where the goals you’ve set and all the information you’ve been able to glean from the motivation behind the essay question comes into play. By taking all those factors and studying them, your theme for the essay should become clear. The next step in how to write a scholarship essay would be to create an outline. Some may feel that this is a waste of time, as they prefer to write in a free flowing way. This may be true for some but in most cases an outline will help to tie the whole manuscript in a tightly controlled manner. You’ll be able to present your ideas in the proper order and cover all the important areas. By referring to this outline in the process of writing, you’ll find that you will stay much more organized and focused on the immediate point at that time. Now, the last but most important step in understanding how to write a scholarship essay is to edit and rewrite. This is probably the step that will make or break your scholarship essay. For those who take the time to thoroughly read the essay from front to back and not be afraid to slash, edit and rewrite again and again, their work will be the ones that grab someone’s notice. The key, when you are wondering how to write a scholarship essay, is to spend as much time researching the organization behind the scholarship and the essay question itself as writing it.

The Male and Female Self in European Civilization Essay

The Male and Female Self in European Civilization - Essay Example Two of these personalities were Heloise and Abelard who became famous for their disastrous affair which shook the church in France during the Middle-Ages. Peter Abelard, a renowned philosopher and priest, fell in love with his beautiful and convent-educated student Heloise who eventually became pregnant. The affair ended in a tragedy when the couple secretly got married. When Heloise's uncle found out about the illicit affair and the marriage, he ordered Abelard castrated. Abelard spent the rest of his life in a monastery and Heloise decided to take vows as an Abbess, both embittered and separated from each other. Heloise's and Abelard's letters, written to each other at the height of their affair, compiled by Constant Mews, in a book called 'The Lost Love Letters of Heloise and Abelard,' radically and eloquently described the transcendent nature of their love. These collection of letters found and translated by Mews, only manifested that although men mainly dominated this period, th e voices of women in that generation could never be silenced by constraints on gender or the established religious institutions. In one of her letters, Heloise wrote to Abelard she preferred love to chains and freedom to marriage as marriage was done merely for conventional purposes. And if the name of wife appears more sacred and more valid, sweeter to me is ever the word friend, or, if thou be not ashamed, concubine or whoreI preferred to love to wedlock, freedom to a bond. I call God to witness, if Augustus, ruling over the whole world, were to deem me worthy of the honour of marriage, and to confirm the whole world to me, to be ruled by me forever, dearer to me and of greater dignity would it seem to be called thy strumpet than his empress. (Constant 27) Heloise altered her definition of 'self' from being 1'a woman of great wisdom and prudence and religion' to someone who is not 'chaste.' Constant Mews mentioned this as 2'an incredible insight into Heloise's perception of the hypocrisy of religious life.' A part of Heloise identification of the 'self' was her strong views about gender issues of her time questioning the functions of Christian women in religious life and how this life could be made to suit them and not the other way around. Mews added that 3'the traditions [Heloise] inherited were one in secular level' quite distinct from the love based on the Scriptures that Heloise had to follow or the love that '[was] talked about in monastic life.' The Middle-Ages were the period in which society identified women as the cause of decay and corruption and Heloise defied this prevailing idea by developing a notion of love which at best was liberal and beyond her time. In another letter to Abelard, Heloise wrote 4'I do not consider the friendship of those who seem to love each other for riches and pleasures to be durable at all since the very things on which they base their love seem to have no durability.' In many of her letters in which she professed love to Abelard, Heloise stressed equality and friendship as essential to love and relationships. For the most part, Abelard agreed with Heloise's view about love saying that they could live

Marketing Research Essay Example | Topics and Well Written Essays - 3000 words - 1

Marketing Research - Essay Example Also, the uses of these normally depend on factors such as the research methods used to perform the search. The procedure for selecting an appropriate research method normally depends on factors such as the problem at hand, training and skills that a researcher has nature and amount of available resources and also the audience that will be used during the research. Despite the fact that many of these methodologies used may have components of both qualitative and quantitative techniques, there are certain assumptions that differentiate the approaches given. Qualitative and quantitative methods can be reviewed in the following manner1. Quantitative research This is always regarded as making inquiry over certain problem that has been identified depending on a testing theory. The figures that have been found under this research are normally analyzed further using other statistical means like graphs and charts2. Quantitative research often involves respondents of a large number, and norma lly it has always been predetermined. The measurements used during quantitative research options need to be quantitative, statistically valid, and objective in nature. During this research process, the size of the sample under examination is always calculated with the help of formulas to establish the parameters of the ample that will be required for the research. Most qualitative researchers are always designed 3to produce very low error margins thus even if the exercise is conducted over and over, the results attained will be more or less equal. The aim of qualitative method is always to prove whether prognostic generalization given to a theory may be holding any true or relevant meaning4. During quantitative research, the main question revolves around numbers for instance â€Å"†¦how many people watch football.† During this research, the researcher normally distances him/ herself from the phenomenon under study. And the values attained from the research do not form pa rt of the research. For instance, a research seeking to establish the number of people watching football will not concentrate on the numbers among the research value. Rather, the used sample will represent an entire population that is under study. Most researchers using quantitative resources apply deductive theories, logic and formulate hypothesis that are tested in the area. After all these analyses, the researcher often seek to come up with generalizations that support the underlying theory or hypotheses and will help them understand and explain the behavior pattern of a certain phenomenon. In this way they can even predict the future outcomes of these. There are also certain approaches that have been put in place to help come up with effective quantitative research questions. One of the most recommended means of approaching this is through following certain steps. First, one must establish the nature of quantitative research to be performed. For instance it can be based on relat ionship, comparative or descriptive factors. The next step involves spotting out the various variables that you want to study5. After which a fitting structure is identified depending on the prospect variables. Then finally stating the issues you intend or are trying to address as research questions. Below is an example of a quantitative research question. â€Å"What issues influence the professional choices of American college students?† When do organizations use the quantitative techniques? The quantitative rese