How Does One Teach An Individual Process For A Class Of...

â€Å"There is no royal path to good writing; and such paths as exist†¦lead through†¦the jungles of the self, the world, and of craft† (Jessamyn West, qtd. in Lindemann 22). As West states, the method of creating â€Å"good writing† is as much an individual process as it is a challenging course to accomplish. How does one teach an individual process to a class of students? In order for instructors to teach this component, they need to provide students the opportunities to identify their individual process to become better writers. In the words of Erika Lindemann, author of A Rhetoric for Writing Teachers, â€Å"Writing involves not just one process but several†(22). In an attempt to answer the question, what does the process involve, Lindemann tackles the question by identifying what is universal about the writing process, with consideration to the individuality of the student writer. Rhetoric 1302 states that the student learning objectives for the c ourse focus on communication, critical thinking, teamwork, and personal responsibility skills through the genre of the academic essay. Writing is a complex exchange of interpretation, argumentation, and translation. The subject of composition has befuddled scholars such as James Britton, Janet Emig, John R. Hayes, and Linda S. Flower, who have attempted to nail down what a writer does when composing a piece of writing. â€Å"Most students can’t verbalize accurately or completely what they’re doing when they write; consequently, investigators canShow MoreRelatedTeaching Elementary Children With Autism1638 Words   |  7 PagesAddressing Teacher Challenges and Preparation Needs. Rural Educator, 33(2), 27-35. II. Problem 1. How adequate is the current teacher preparation program for preparing general education teachers for teaching children with autism? 2. Scheuermann et al asked, â€Å"If a teacher meets state standards for certification, but has no coursework in or experience with autism, is that teacher highly qualified to teach students with autism?† 3. What challenges can you expect when teaching children with autism? 4. WhatRead MoreWhy English Teachers Remember Names Of Their Students1185 Words   |  5 PagesTeachers remember name of their students in large class? A Case Study of Teaching Large Classes in Jambi, Indonesia Muhammad Intizom Jambi, Indonesia Abstract This paper tried to answer one simple question in handling large class. Does English teacher remember names of their students in large class? The answer of this question will lead to other problems that will be revealed in this paper. This mini research used interviews to find the answer. 3 EFL teachers from one public secondary school in JambiRead MoreStudying Chemical Engineering At Mcgill University915 Words   |  4 Pages There are numerous ways to teach a new subject to someone, some strategies work better than others depending on the discipline. Now, I am concluding my final semester of Honours Health Science and will be going to study Chemical engineering at McGill University. Though I do not see myself being a teacher in the near future, I hope that I can continue to tutor people in science-based classes and perhaps one day teach the subject after getting the appropriate degree needed to be a teacher in HigherRead MoreThe Philosophy Of Education And Education Essay1545 Wor ds   |  7 Pagesthat the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part of education involves learning in a classroom, however, a lot of education is also learned through experiences in life. We go through schooling to learn the fundamental conceptsRead MoreWhy I Am A Teacher1287 Words   |  6 Pagesto teach to my friends what I had learned in school. I am also very patient and love to learn new material and explain it to others. The second reason, my ESL teacher during my first high school year was a real inspiration to me; I admire her ability to guide students. The third reason, when I started working at an elementary school as a nurse assistant, whenever the nurse gave me lunch breaks I used to spend that time in the special education classroom helping the teacher with their students, sheRead MoreThe Theory Of Teaching And Learning1179 Words   |  5 PagesAbstract Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehensionRead MoreShould The Current Education System Be Abolished? Essay1527 Words   |  7 Pagesof teaching students have developed. Primarily in college freshman English classes, students and teachers are discovering that there are more complex ways of learning. These methods of teaching and learning are known as pedagogies. The word pedagogy is referred to as the conduct that deals with the theory of education and what is the best way to teach. Pedagogies are supposed to offer a more extensive way of teaching. Some pedagogies that have been used to argue as the best way to teach freshman EnglishRead MoreTo Teach Or Not To Teach Grammar In The Primary School Classroom: That Is The Question1400 Words   |  6 Pages â€Å"To Teach Or Not To Teach Grammar In The Primary School Classroom: That Is The Question† English is the second language in Malaysia, has been included as an official syllabus and taught as early as primary school education. These subjects must be taken by all students from standard one to form five provides students with the English skills to meet the challenges of a career in the future. The level of a student in English subject usually measured by the ability to listen, speaks, read and writeRead MoreCan Mindfulness Be Used For Enhance Learning?1618 Words   |  7 Pagesmeditation, which again may not seem like a natural fit for the learning process. But mindfulness has a much broader definition and potential use, and it is utilized in both organizations and schools. The one exception is distance learning and for that field there is little direct application and implementation of mindfulness practices. At its essence, mindfulness is about developing a focused state of mind through a process of directing and controlling thoughts and thought patterns at a specificRead MoreThe And It Ups And Downs1655 Words   |  7 Pagesinstruction made a huge turn toward individuals. The subjective theory is based on the idea that truth can be found within the person. Berlin states that â€Å"for the expressionistic, the truth is always discovered within, through an internal glimpse, an examination of the private inner world† (145). This essay is looking at the characteristics of subjective/expressivist writing theory. One of the main principles of this theory is that truth can be found within individual inner world. In this approach, advocators

My Strongest And Weakest Leadership Traits Essay - 1954 Words

Leadership The term leadership often brings to mind people like George Washington, Ghandi, Dwight Eisenhower, or current day military or political figures. These people represent certain strengths, character, and moral behaviors that are attributed to the concept of leadership. At its core, leadership is the ability to influence others to work toward and achieve a common objective or goal. Individuals can exhibit leadership at any level of society, not just high profile positions. In fact, leadership can even be witnessed among children and young adults. My Strongest and Weakest Leadership Traits During the Introduction to Leadership course, I was introduced to leadership traits, and asked to identify my specific traits and determine my leadership strengths and leadership weaknesses. There is an extensive list of traits which contribute to the leadership process and effectiveness of the leaders, however, six are considered to be key traits: intelligence, confidence, charisma, determination, sociability, and integrity. (Northouse, 2015) Of these six traits, I consider intelligence, charisma, determination, sociability, and integrity to be my strongest, and while I am very confident, I tend to question myself occasionally. Therefore, I would consider confidence to be my weakest trait on the list. Leadership is complex and requires a keen knowledge and understanding about ourselves in order to improve our leadership skills and use our abilities in the mostShow MoreRelatedMy Strongest And Weakest Leadership Traits Essay1782 Words   |  8 PagesMy Strongest and Weakest Leade rship Traits In chapter two of the textbook, Introduction to Leadership, I was introduced to leadership traits, and asked to identify my specific traits and determine my leadership strengths and leadership weaknesses. There is an extensive list of traits which contribute to the leadership process and effectiveness of the leaders, however, six are considered to be key traits: intelligence, confidence, charisma, determination, sociability, and integrity. (Northouse,Read MoreLeadership Development Plan994 Words   |  4 PagesLeadership Development Plan In creating my personal leadership development plan, I will first provide an overview of what I have found to be my strengths and weaknesses and in doing so will make a distinction as to my leadership style. I will then discuss recent activities I have undertaken which have served to underscore these strengths and weaknesses. Finally, I will lay out my plans for future growth and development as a leader. There are several activities assignments that have beenRead MoreThe Essential Elements Of Leadership Essay1694 Words   |  7 Pagesno one attribute that defines an efficient leader. It varies from person to person and to me leadership is all about the trust we can generate among people. Trust customs the foundation for effective communication, employee retention, and employee motivation and contribution of unrestricted energy, the extra effort that people willingly put in in work. As an efficient leader when I sit at a table with my manager or assistant or any one for that matter, they should know that I will do what I tellRead MoreReflection On Leadership Concepts And Practices1501 Words   |  7 PagesReflection on Leadership Concepts and Practices Leadership is a quality that provides personal, professional, and organizational survival, which is why it demands a special attention. Either world, in general, community, group, or any organization, in particular, requires a certain structure of functioning that would support reaching a successful outcome of all the processes inside it. Therefore, it is natural that there are those who lead and those to be led on each level of the life spheres. OnlyRead MoreWest Point Character Development Essay1887 Words   |  8 PagesOver the course of my thirty-eight months at West Point thus far, character development played a prominent role in my successes and failures alike. The Periodic Developmental Review (PDR) system helped me realize which areas needed focus and careful attention to capitalize on my potential as a future officer. The five facets of character – civic, social, performance, moral, and leadership – are essential groups of personality traits for any effective leader to have in mind when considering characterRead MoreWhat Makes a True Leader?560 Words   |  2 Pagesdifferent leadership characteristics to be considered a successful leader. Depending on the circumstance or task at hand they may use one leadership skill or they may use several. I understand leadership to mean setting a good example for others to follow and inspiring them to do their personal best. I have no doubt that each of us encounters leaders in our everyday life. Whether it be a teacher, boss, coach, parent or even a friendly neighbor. They each have their own unique leadership characteristicRead MoreLeadership Characteristics And Weaknesses Of Leadership1842 Words   |  8 Pageswith an absence of leadership is one that exhibits disarray and pandemonium. Leadership, therefore, is a vital facet of human life and can be seen as a building block from which great nations were built upon or large corporations have thrived under. I believe leadership is intrinsically i n all human beings, however some leadership traits in people are far more superior than others. This paper will evaluate results from multiple assessments that identify my particular leadership potential. UsingRead MoreUnderstand Leadership Styles Essay1267 Words   |  6 Pagesâ€Æ' Assignment Task for Unit – Understanding Leadership Understand leadership styles 1. AC 1.1 -Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations. ( 24 Marks) Before describing factors that influence a manager’s chosen style it is first necessary to identify what these styles actually are. Leadership studies stem back as far as the mid 19th century with the â€Å"Great man theory†, just as the title suggests the theory impliesRead MoreStrengths and Weaknesses1178 Words   |  5 Pagesunderstand. While all of these are personal traits, undoubtedly they are ever present in my working life. Each of these traits, in my opinion, allows me to make a balanced assessment of a multitude of situations. There are, of course, a few areas that I need to develop which will also hone the skills that I already possess. I will now outline the specific areas of my strengths and weaknesses. People Management People Managenent is one of my strongest abilities and one that I have the a realRead MoreLeadership Characteristics And Weaknesses Of Leadership2081 Words   |  9 Pageswith an absence of leadership is one that exhibits disarray and pandemonium. Leadership, therefore, is a vital facet of human life and can be seen as a building block from which great nations were built upon or large corporations have thrived under. I believe leadership is intrinsically in all human beings, however some leadership traits in people are far more superior than others. This paper will evaluate results from multiple assessments that identify my particular leadership potential. Using

Beatties Model in Health Promotion free essay sample

In 1940s as the infectious diseases claimed the lives of some many children and young adult, health was perceived as the absence of the disease. After the World War ii health become linked to a person’s ability to fulfill their role in society as the national economy expand. As a result a person might recover from a disease but might not be able to fulfill their family or work role due to changes from their illness. In 1960s due to governments attempt to control spending and health care costs, nurses were more engaged in educating individuals in their responsibilities and life style choices that could affect their health. More recently, in 1992 more emphasis has been put on the quality of person’s life as a component of health. ( page 4 health promotion) As a result, Health Promotion has been introduced in order to enable health care professionals to understand the issues that surrounds the individuals, families and communities in social, work and family settings, including the biological, inherited, cognitive, psychological, environmental and sociocultural factors can put their health at risk and develop intervention to support them. We will write a custom essay sample on Beatties Model in Health Promotion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ( Health promotion xiii). The mission of the WHO Diabetes Programme is to prevent diabetes whenever possible and, where not possible, to minimize complications and maximize quality of life. Our core functions are to set norms and standards, promote surveillance, encourage prevention, raise awareness and strengthen prevention and control. This essay will highlight the role of Health Promotion in diabetes. A case study has been used in order to highlight the role Health Promotion in diabetes. Mr B is a 57 years old, married man who was transferred to a rehabilitation unit after recovering from a fall. At the time of admission Mr. B’s weight was 110 kg and 5’7† indicating that he was clearly overweight. He has been a smoker for 20 years. During the stay on the ward Mr. B appeared moody at times, confused, complained of pain but unable to locate, tingling in his feet and hands and developed a genital infection. Initially staff was thinking that Mr B developed a urine infection even though he appears to be drinking more then 2 liters per day, a urine sample has been collected and sent to the laboratory. The result showed a high level of glucose was present. A diabetic nurse assessed Mr. B. She performed a random blood glucose test and it revealed a blood sugar of 18mmo1/1, which is indicative of diabetes. Type 2 diabetes was diagnosed Reference list World Health Organisation (2012) Diabetes Programme. Available at: www. who. int/entity/diabetes/en/ (Accessed: 22 April 2012 The mission of the WHO Diabetes Programme is to prevent diabetes whenever possible and, where not possible, to minimize complications and maximize quality of life. Our core functions are to set norms and standards, promote surveillance, encourage prevention, raise awareness and strengthen prevention and control. This essay aims to explain what Health Promotion is in relation with diabetes, and highlight the factors and interventions to support a person who suffers with diabetes. A case study has been chosen to support the Mr Smith is a 55years old man, married with 2 children. Mr S works as a teacher in a local |

Comparison of 2 versions of Cinderella Essay Example For Students

Comparison of 2 versions of Cinderella Essay Cinderella is the tale of a young woman who dreams to have a better life because she is treated like a slave by her evil stepmother and stepsisters.In the end, Cinderella receives her wish of a better life when a handsome young prince comes to the rescue and sweeps her off her feet. Both Madonna Kolbenschlag and Jane Yolen each have written an essay expressing their viewpoints on the tale of Cinderella. Madonna Kolbenschlag, the feminist, has written the essay entitled A Feminists View of Cinderella. Jane Yolen expresses the fact that she is angry because the tale has been defaced so much in her essay, Americas Cinderella. Although both of these writers are very firm in their viewpoints, neither of them is necessarily accurate with all of their ideas. Both Yolen and Kolbenschlag have made Cinderella out to be a helpless and pitiful excuse for a heroine who must wait for a man to come and rescue her. Yolen claims that Americas Cinderella is portrayed as very sweet and nice. She would never wish revenge on anyone, no matter how cruel they had been to her. In Disneys version, Cinderella sits back and sings while she waits to be rescued by the man of her dreams. In ancient versions, Cinderella was shrewd and inventive. Cinderella tricked the stepsisters and used her mind instead of her figure to win the heart of the prince. She also participated in revenge on the evil stepsisters as they had their eyes pecked out by pigeons (Yolen, 539). Kolbenschlag agrees with Yolen on this point. Cinderella is a nice girl who lets passivity get in the way of making her dreams come true. Instead of being assertive and accomplishing her dreams on her own, she waited for the man to save her from her enslavement (Kolbenschlag, 537). Cinderella is not necessarily as passive as these writers believe she is. Cinderella was the one who went to the ball that night to try and change her life for the better. If she were truly passive and non-assertive, Cinderella would have stayed home and sobbed the night away. If anyone in the story of Cinderella was passive, it was the prince. He did not go out of his way to find the woman of his dreams. The woman of his dreams came seeking him at the palace. In her essay, Yolen claims that the mice and birds are continually rescuing Cinderella. She mentions two instances in which this happened. The first is when the animals worked together to construct a ball gown for Cinderella. The second is when the mice retrieved the key to the locked door for her (Yolen, 544). Kolbenschlag says that animals are symbols of faith and trust. They represent the belief that something good will come from anything that a person does. This implies that work cannot be enjoyed without a reward for doing it (Kolbenschlag, 536). With Yolens first point about the animals, there is no possible way that Cinderella could have had time to make a gown. She was always busy doing chores for her evil stepsisters and stepmother. No matter how strong willed Cinderella was, she would not have time to make a dress. In the second instance, the mice may have moved the key most of the way, but the cat then caught them. Cinderella quickly called out to the dog that came up and took the key from the cat. This shows that she was not content to live her life the way she was. If she were content, then she never would have tried to escape from the bedroom in the first place. Calling for the dog was the most that Cinderella could do since she obviously couldnt knock the door down. Kolbenschlags point can be disputed with the same reason as Yolens. Cinderella had no choice but to do the chores because she knew the consequences of not doing them. If someone is participating in work that they like, then that is the reward in itself. However, in Cinderellas case, she was basically a slave. Thus, of course she kept doing her chores in hope of a better life. Kolbenschlag claims that Cinderella is a passive young woman who patiently waits to be rescued. The whole tale has the subliminal message of sex-role stereotyping. The woman is to wait for her knight in shining in armor while the man is to rescue the beautiful girl from her horrible life. Cinderella had to change herself into the perfect woman to get the prince (Kolbenschlag, 537). Yolen claims that the old Cinderella was not passive, but the new Americas Cinderella is a helpless dreamer who awaits rescue from her enslavement (Yolen, 539). If one looks closely at the tale of Cinderella, he/she will see that Cinderella does not accept her predicament. She just does not choose to take a malicious route in rising out of her life of enslavement. Cinderella does take a more sensible route and seeks out the man of her dreams at the royal ball. Finally, in her essay, Kolbenschlag states that Cinderella should have ran away or sabotaged the family. Instead, she keeps performing the meaningless tasks her stepmother assigns to her (Kolbenschlag, 535). Yolen agrees as she promotes the ancient stories of Cinderella because of the revenge on her stepmother and stepsisters (Yolen, 542). Running away and revenge are not qualities that most parents want to have in a story that their child is reading. Altho ugh most childrens lives are not as burdensome as Cinderellas, they sometimes see things from a different perspective. If a childs parents tell him they can not do something they wanted to do, the child may think that he has the meanest parents in the world. Hence, he might say Cinderella ran away, so I can too because he/she sees his/her life just as unpleasant as Cinderellas. Most parents do not want their children watching or reading a story with lots of blood in gore in it either. In fact, Cinderella makes an excellent role model. She obeys her guardian and does not resort childish acts of violence and revenge.Although Jane Yolen and Madonna Kolbenschlag both made a good argument claiming that Cinderella was a helpless and pitiful excuse for a heroine, not all of their ideas were completely accurate. Cinderella did not accept her predicament and strived to have a better life. She got her man by making the trip to the ball. As a final thought, hopefully Cinderella is a tale that children and grown-ups of all ages will continue to enjoy for many years to come. .uf503abfd394e5b5db421c2418c24813b , .uf503abfd394e5b5db421c2418c24813b .postImageUrl , .uf503abfd394e5b5db421c2418c24813b .centered-text-area { min-height: 80px; position: relative; } .uf503abfd394e5b5db421c2418c24813b , .uf503abfd394e5b5db421c2418c24813b:hover , .uf503abfd394e5b5db421c2418c24813b:visited , .uf503abfd394e5b5db421c2418c24813b:active { border:0!important; } .uf503abfd394e5b5db421c2418c24813b .clearfix:after { content: ""; display: table; clear: both; } .uf503abfd394e5b5db421c2418c24813b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf503abfd394e5b5db421c2418c24813b:active , .uf503abfd394e5b5db421c2418c24813b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf503abfd394e5b5db421c2418c24813b .centered-text-area { width: 100%; position: relative ; } .uf503abfd394e5b5db421c2418c24813b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf503abfd394e5b5db421c2418c24813b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf503abfd394e5b5db421c2418c24813b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf503abfd394e5b5db421c2418c24813b:hover .ctaButton { background-color: #34495E!important; } .uf503abfd394e5b5db421c2418c24813b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf503abfd394e5b5db421c2418c24813b .uf503abfd394e5b5db421c2418c24813b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf503abfd394e5b5db421c2418c24813b:after { content: ""; display: block; clear: both; } READ: Dont Know EssayBibliography:

Indian Music Essays - Punjabi People, Indian Muslims, Music Of India

Indian Music 1) Music is the organisation of sounds with some degree of rhythm, melody, and harmony. 2) Popular Music is music produced for and sold to a broad audience. Indian popular music, which is most strongly influenced by Indian folk music is shaped by social, economic, and technological forces. Popular music is closely linked to the social identity of its performers and audiences. 3) Indian Popular Music has one of the world's most extensive popular music industries. Most Indian popular music is associated with the commercial film industry, centred on Mumbai, in which song-and-dance scenes are inserted into plots. 4) Film songs are heard all over India, in city streets and even in remote villages, and have also become one of the country's major cultural exports. It is a remarkably eclectic genre, borrowing freely from other Indian musics and popular music's from around the world, including some Western harmonic procedures. 5) Both Indian cinema and its film music are widely popular elsewhere in the developing world, from Africa and the Middle East to Eastern Europe and other parts of Asia. 6) While it is difficult to generalize about such a vast and diverse entity, certain observations can be made about Indian popular music. Like classical Indian music and Indian folk music, it is overwhelmingly monophonic: melodies are sung or played solo, rather than in harmony with another singer. 7) The Indian music industry got off to an early start with the production of local recordings in 1901. By the 1950s the film industry had grown phenomenally, and soon became the largest in the world, producing some 700-feature films annually. Music directors like Naushad and S. D. Burman composed scores for hundreds of films, while top singers like Lata Mangeshkar, Asha Bhosle, Mohammed Rafi, and Kishore Kumar have each recorded several thousand film songs. Most were sentimental love songs designed to fit the romantic and often escapist cinematic melodramas. 8) In the late 1970s and early 1980s the spread of cheap audio cassette players dramatically restructured the popular music industry. Since cassettes and cassette players are so cheap, portable, and durable, many millions of poorer rural consumers could afford them and thus enter the popular music market. As a result the popular music industry has become much more decentralized, and its products much more diverse in terms of style, language, and subject matter. 9) Indian popular music has continued to evolve and thrive. Western influence remains strong, and many film music composers borrow pop melodies from the West. Nevertheless, the thriving cottage-industry cassette producers still rely heavily on regional folk music for inspiration and ideas. In the United Kingdom, South Asians of Punjabi descent have popularized a dynamic hybrid style called bhangra, which typically combines Punjabi folk melodies with elements of disco, techno-pop, and dance-hall reggae. 10) I made a survey in which I found out that 90 % of the people whether they are of the new generation or the old say that music has lost its sentimental values. It is no longer made the way it used to be. These days the focus is not in giving a message but just to give some typical masala or dance sequence in the film. Where as the remaining 10 % say that the trends and traditional values are changing and in this ever changing world one must keep up to date. 11) I am in favour of both the groups because I think that Song like "jab tak rahe ga samse main aloo" or "dil ke gate ki name plate per likha hai tera nam" are degrading the Indian music industry. But these are the exceptions people like Javed Akhter,A.R. Rehman Yash Chopra and so many others are still there who respect the values of Indian music and cenima and make movies like dil se kuch kuch hota hai dil to pagal hai hum apke hai kaun. These are only a few of the indian movies which depict the actual Indian sentiments.

Free Essays on Incorporate

Anyone who operates a business, alone or with others, may incorporate. Under the right circumstances, the owner of any size business can benefit! Reduces Personal Liability Incorporating helps separate your personal identity from that of your business. Sole proprietors and partners are subject to unlimited personal liability for business debt or law suits against their company. Creditors of the sole proprietorship or partnership can bring suit against the owners of the business and can move to seize the owners’ homes, cars, savings or other personal assets. Once incorporated, the shareholders of a corporation have only the money they put into the company to lose, and usually no more. Adds Credibility A corporate structure communicates permanence, credibility and stature. Even if you are the only stockholder or employee, your incorporated business may be perceived as a much larger and more credible company. Seeing â€Å",inc.† or â€Å"corp.† at the end of your business name can send a powerful message to your customers, suppliers, and other business associates about your commitment to the ongoing success of your venture. Tax Advantages – Deductible Employee Benefits Incorporating usually provides tax-deductible benefits for you and your employees. Even if you are the only shareholder and employee of your business, benefits such as health insurance, life insurance, travel and entertainment expenses may now be deductible. Best of all, corporations usually provide an increased tax... Free Essays on Incorporate Free Essays on Incorporate Anyone who operates a business, alone or with others, may incorporate. Under the right circumstances, the owner of any size business can benefit! Reduces Personal Liability Incorporating helps separate your personal identity from that of your business. Sole proprietors and partners are subject to unlimited personal liability for business debt or law suits against their company. Creditors of the sole proprietorship or partnership can bring suit against the owners of the business and can move to seize the owners’ homes, cars, savings or other personal assets. Once incorporated, the shareholders of a corporation have only the money they put into the company to lose, and usually no more. Adds Credibility A corporate structure communicates permanence, credibility and stature. Even if you are the only stockholder or employee, your incorporated business may be perceived as a much larger and more credible company. Seeing â€Å",inc.† or â€Å"corp.† at the end of your business name can send a powerful message to your customers, suppliers, and other business associates about your commitment to the ongoing success of your venture. Tax Advantages – Deductible Employee Benefits Incorporating usually provides tax-deductible benefits for you and your employees. Even if you are the only shareholder and employee of your business, benefits such as health insurance, life insurance, travel and entertainment expenses may now be deductible. Best of all, corporations usually provide an increased tax...

Darwinian Evolution of ethics Essay Example | Topics and Well Written Essays - 750 words

Darwinian Evolution of ethics - Essay Example Of these, ethics is the most vulnerable to change as it merges with beliefs, morals, science, religion, and character of each individual. As a result, the evolution of ethics has a direct relationship to what Charles Darwin believes is the human species’ inherent desire to survive in a culture that alters regularly. This ultimately demonstrates that the underlying principle of the evolution of ethical systems remains upon the survival of the human species. Darwin’s stance on morality suggested morality as the evolutionary process’s product. Darwin was of the view that such social instincts as the tendency of humans to display kindness, sympathy, and have an urge for social approbation originate in the human nature. In reality, other social species also constitute the rudiments of such behaviors. Even though, Darwin thought that these instincts tend to contradict the natural selection’s imperatives e.g. the rise of selfless behavior from the selfish genesâ €™ machinations. Among a vast majority of the Darwinian theorists, Darwin was the first to deal with this conundrum. â€Å"Darwin proposed to account for our sociality with a combination of selection for individual reciprocity (reciprocal altruism), "family" selection (a.k.a. kin selection) and "group selection" -- that is, the positive selection of traits which provide an advantage for groups that are in competition with other groups† (Corning). In addition to that, nothing but the human beings possess the true morality because of their ability to superimpose the reasoned constraints of culture upon their motives. Darwinian theses that have implications for moral philosophy include: humans being the natural selection’s product, humans being forged to serve as social organisms by that process, and the presence of an innate moral sense among the mechanisms governing human sociality (Joyce 1). Although the first two theses are not questioned seriously, yet the thesis of moral nativism sparks doubt. However, Darwin has personally approved of all three theses in The Descent of Man. The evolutionary account of moral sense provided by Darwin emphasizes upon the importance of moral emotions, thus overlooking the morality’s essence as pure rationality (Arnhart). Interest in Darwinism’s moral implications rose after the Origin’s publication as the truth of Darwinism was suspected to undermine the traditional ethics. Darwinism’s biological thesis attracted some resistance from its incompatibility with the traditional morality that led to the perception of rejection of Darwinism. The founder of the Social Darwinism ethical system is Herbert Spencer, who argued that the fittest in a proper society are the ones who are successful while the unfit are placed at the bottom. These ideas are challenged today, especially the argument that helping the needy leads to unfavorable consequences since it helps the ones who are demonstrated to be unfit survive (â€Å"Evolution and Ethics†). There was an obvious oversimplification of the adaptation of Spencer to Darwinism to the social situations. Such virulent anti-Darwinian perspective is inspired by social Darwinism and its logical following from the evolutionary theory. However, the ideas of Spencer do not necessarily follow from Darwinism logically. Humans adapt to survive and they do so by creating standards and rules of

Paper_8 Essay Example | Topics and Well Written Essays - 500 words

Paper_8 - Essay Example I am aware of at least one incident where a man had his medical records used without his consent and the records inadvertently revealed his identity. As a result, many people in his community discovered details of his medical history that he wished to keep private! Forcing individuals to divulge medical information without their consent also runs afoul of the Fifth Amendment's prohibition on taking private property for public use without just compensation. After all, people do have a legitimate property interest in their private information; therefore restrictions on an individual's ability to control the dissemination of their private information represents a massive regulatory taking. The takings clause is designed to prevent this type of sacrifice of individual property rights for the "greater good." To the extent these regulations sacrifice individual rights in the name of a bureaucratically-determined "common good," they are incompatible with a free

Can Teaching The Key Ideas Of Object Orientation Be Aided By Using Dissertation

Can Teaching The Key Ideas Of Object Orientation Be Aided By Using Visual Representations - Dissertation Example Object oriented programming, however, remains an outstanding anomaly when it comes to teaching the concepts and the comprehension thereof. Much as it is difficult to introduce object oriented programming to novice, it also remains a nightmare to experienced procedural programmers to grasp the anthropomorphic perspective necessary for object-oriented design. Below are some of the shortcomings encountered when introducing (OOP) to a novice Paradigm shift. According to Schoenfeld et al. (1993) replacing one idea with another is not a simple task. Why then is OOP difficult for learners to comprehend Well to be able to answer this question perhaps we need to turn around, and view this menace from this spectrum; when should object-oriented programming be taught Due to the fact that Object oriented programming was considered as an advanced subject that was taught late in the curriculum, this must have dealt a mega psychological blow upon the minds of the learners. This is slowly changing: more Universities have started to teach object-orientation in their first programming course. The main reason for doing this is the often-cited problem of the paradigm shift. Learning to program in an object-oriented style seems to be very difficult after being used to a procedural style. (Anecdotal evidence, 1999 indicates that it takes the average programmer 6 to 18 months to switch her mind-set from a procedural to an object-oriented view of the world. ) Experience, on the other hand, also shows that students do not seem to have any difficulty-understanding object oriented principles when they encounter them for the first time. Global Regression. It is the switch... Paradigm shift. According to Schoenfeld et al. (1993) replacing one idea with another is not a simple task. Why then is OOP difficult for learners to comprehend Well to be able to answer this question perhaps we need to turn around, and view this menace from this spectrum; when should object-oriented programming be taught Due to the fact that Object oriented programming was considered as an advanced subject that was taught late in the curriculum, this must have dealt a mega psychological blow upon the minds of the learners. This is slowly changing: more Universities have started to teach object-orientation in their first programming course. The main reason for doing this is the often-cited problem of the paradigm shift. Learning to program in an object-oriented style seems to be very difficult after being used to a procedural style. (Anecdotal evidence, 1999 indicates that it takes the average programmer 6 to 18 months to switch her mind-set from a procedural to an object-oriented view of the world. ) Experience, on the other hand, also shows that students do not seem to have any difficulty-understanding object oriented principles when they encounter them for the first time. Global Regression. It is the switch that is difficult, not object-orientation, for instance getting the learner to give up the global knowledge of control that is possible with procedural programs, and rely on the local knowledge of objects to accomplish their tasks. Novice designs are littered with regressions to global thinking:

Limitations Of CBT For Social Phobias

Limitations Of CBT For Social Phobias Social phobia, also known as Social Anxiety Disorder (SAD) is considered as one of the most common psychological disorders on its own, and also as a comorbid disorder (Kessler, McGonagle, Zhao, et al., 1994). Current research literature suggest Cognitive Behaviour Therapy (CBT) as the first treatment choice for social phobia, unless in the case where the client opt for medication or if the client is suffering from comorbid depression or another psychological disorder that makes medication essential (Veale, 2003; Social Anxiety Disorder, 2006; NICE guideline, 2004c). The aim of this paper will be to discuss the application of CBT in the treatment of Social Phobia. However, it is important to emphasise that it will not attempt a detailed discussion on the historical development, or theoretical frameworks of CBT. These aspects of therapy will be emphasised, discussed and analysed where necessary, to comprehend its practicality in the treatment of social phobia. Furthermore, the scope of this paper will be limited to examining the use of CBT for treatment of adults with social phobia but, it will not focus on treatment of social phobia in children and adolescent groups. CBT was initially developed by Aaron T. Beck as a structured, short-term, present-oriented psychotherapy for depression, directed toward solving current problems and modifying dysfunctional thinking and behaviours (Beck, 1995). The basic assumptions of cognitive model suggest that distorted or dysfunctional thinking that influence the patient/clients mood and behaviour is common to all psychological disturbances (Beck, 1995). CBT is a collection of therapies that are designed to help clients suffering from phobias, depression, obsessions compulsions, stress disorders, drug addictions and/or personality disorders. CBT attempts to help people identify the situations that may produce their physiological or emotional symptoms and alter the manner in which they cope with these situations (Smith, Nolen-Hoeksema, Fredrickson, Loftus. 2003). The effectiveness of CBT has been widely tested since the first study on treatment success in 1977 (Beck, 1995). Westbrook, Kennerley and Kirk (2007) stated that CBT has many features common to other therapies. However, they acknowledged that CBT is different from the other psychotherapies with some distinguishing characteristics. This therapeutic approach is a combination of Behaviour Therapy (BT) and Cognitive Therapy (CT). However, these will not discuss in detail. However, as a result of having been evolved from a combination of both BT and CT, modern CBT consist important elements of them both. Westbrook, et al. (2007) presents the CBT model of viewing problem development. For instance, individuals develop cognitions (thoughts beliefs) through life experiences (mostly based on childhood experiences, but sometimes with later experiences). These can be functional (ones that allow making sense of the world around and deal with life issues), as well as dysfunctional beliefs. Most of the time, functional beliefs permit individuals to reasonably cope well with life situations. Whereas dysfunctional beliefs may not cause problems unless/until encountered with an event or a series of events (also known as critical incident) that violates the core beliefs or the assumptions, to the extent of being unable to handle ones positive/functional beliefs. This situation may activate the negative/dysfunctional thoughts over the positive thoughts resulting or provoking unpleasant emotional status such as anxiety or depression. Thus, Westbrook et al. (2007) highlighted the interactions between negative thoughts, emotions, somatic reactions, and behaviours as responses to different life events. These dysfunctional patterns lock the individual into vicious cycles or feedback loops resulting in the perpetuation of the problem. Focussing on the effectiveness of CBT as a therapy, the UK National Institute for Clinical Excellence (NICE) guideline recommends CBT for several major mental health problems including depression (NICE, 2004a), generalised anxiety and panic (NICE, 2004c), and post-traumatic stress disorder (PTSD) (NICE, 2005). Furthermore, Westbrook et al. (2007) highlighted the findings of Roth and Fonagy (2005) in their book What works for whom? a landmark summary of psychotherapy efficacy. This book presents evidence on the success of CBT as a therapy for most psychological disorders. However, though there is evidence supporting the successfulness of CBT for numerous psychological disorders, CBT has some limitations as well. Firstly, it is not suitable for everyone. One should be committed and persistent in finding a solution to the problem and improving oneself with the guidance of the therapist (Grazebrook Garland, 2005). Secondly, it may not be helpful in certain conditions. Grazebrook Garland (2005) mentioned that there is increasing evidence of the successful therapeutic use of CBT in a wide variety of psychological conditions. However they pointed that there is a great need for further research to gather evidence on the therapeutic success of CBT in these different types of psychological disorders. Social Phobia Social Phobia is categorised as an Anxiety Disorder in the Diagnostic and Statistical Manual-IV-TR (DSM-IV-TR) of the American Psychiatric Association (2000). This disorder is characterised by persistent excessive anxiety and fear of scrutiny by others, often accompanied by anxiety symptoms such as tremulousness, blushing, palpitations, and sweating (Social Anxiety Disorder, 2006). The DSM-IV-TR (2000) presents the following diagnostic criteria for social phobia (SAD). Marked and persistent fear of social or performance situations in which the person is exposed to unfamiliar people or to perceived scrutiny by others. This includes the fear of embarrassment or humiliation Exposure to feared social or performance situations that almost invariably provoke anxiety. This may even take the form of a panic attack. In the case of children, the anxiety may be expressed by crying, tantrums, freezing, or shrinking from social situations with unfamiliar people. The person recognises that the fear is unreasonable and that it is excessive. However, this fear and knowledge may be absent in children. The feared social situation or the performance is avoided or else it is endured with intense anxiety or distress. The avoidance, anxious anticipation, or fear causes significant distress or impaired functioning. Fear or avoidance are not due to another psychological, or physiological condition (e.g., a personality disorder such as paranoid personality disorder, a specific phobia, or due to the influence of substance use/abuse) Specify generalised, if the fears include most social situations (e.g., these may range from initiating or maintaining conversations, participating in small groups, dating, speaking to authority figures, or attending parties hindering most parts of a personal social life) According to the criteria stated above, social phobia can be generalised or non-generalised, depending on the breadth of social and performance situations that are feared. While generalised social phobia hinders a vast range of social and performance situations, non-generalised social phobia may hider/restrict only performance of some social activities or engagements. According to health statistics from year 2002, social phobia affects 3% of the Canadian adult population (Social Anxiety Disorder, 2006). In USA 13.3% of the population suffer from social phobia at some point in their life (Kessler et al., 1994). Statistics indicate a life time prevalence of about 8% to 12% making social phobia one of the most common anxiety disorders (Social Anxiety Disorder, 2006; Kessler, et al., 1994). Apart from being a high prevalence disorder, social phobia is also known to have a high comorbidity, specially substance abuse and/or alcohol dependency (Schadà ©, A., Marquenie, L., Van Balkom, et al., 2008; Amies, Gelder, Shaw, 1983; Schneier, Johnson, Hornig, Liebowitz, Weissman, 1992). Kessler et al. (1994) stated that while the lifetime prevalence of social phobia is as high as 13.3%, the prevalence reported in a 30-day period is between 3% 4.5%. In addition, other similar conditions, such as shyness, behavioural inhibition, self-consciousness, selective attention and embarrassment are seen to be correlated with social phobia (Beidel Morris, 1995; Beidel Randall, 1994; Leary Kowalski, 1995; Rosenbaum, Biederman, Pollock, Hirshfeld, 1994; Stemberger, Turner, Beidel, Calhoun, 1995). According to Schneier, Johnson, Hornig, et al. (1992), comorbidity of two or more psychological disorders, is also fairly common with social phobia. Research has also indicated that social phobia is also characterised with a higher frequency of suicide attempts (Schneier et al., 1992). Focusing on the impact of the disorder on the quality of life, social phobia is described as an illness of missed opportunities, because its early onset hinders future social progression such as marital success and career growth (Social Anxiety Disorder, 2006). The authors of this article stated that these individuals were less likely to be well educated, belong to lower socioeconomic status, and are possibly unmarried. In addition, they also suffer greater functional, health, and physical impairments than individuals without social phobia (Social Anxiety Disorder, 2006). Thus the disorder has a significant impact on the quality of life, in particular, socially and emotionally. Emphasising on this point, the authors of this article highlighted that in a community health survey in Canada, people with social phobia were twice as likely to report at least one disability day in the past two weeks, compared to people without social phobia (Social Anxiety Disorder, 2006). Aetiology of social phobia can be traced to Bio-Psycho-Social factors (Smith, Hoeksema, Fredrickson, et al., 2003). Looking at the neuro-biologic factors, research data up to date, provides evidence of dopaminergic, serotonergic, and noradrenergic systems (Stein, Tancer, Uhde, 19992; Tancer, Stein, Uhde, 1993; Yeragani, Blalon, Pohl, 1990). However, Stein, Tancer, Uhde (1995) stated that the evidence for these neuro-biological factors in the predisposition, precipitation, and perpetuation is far from clear. The authors also present the same regarding the effect of antidepressants on social phobia stating that further work is warranted, although preliminary evidence indicates that antidepressants are not entirely effective on social phobia. From a cognitive-behavioural perspective, a person with social phobia develops a series of negative assumptions about themselves and their social world based on some negative experience (Kessler, et al., 1994). These assumptions of behaving inappropriately and being evaluated negatively and/or being humiliated will give rise to anticipatory anxiety that precedes the social situation adding an extra source of concern and perceived danger. Preoccupied with these fears, clients with social phobia have difficulty focussing their attention on the social cues or their own strengths that help them to effectively cope in the phobic situations. In addition, biased memory and focused attention towards negative signs will prevent the individual from perceiving the positive signs (e.g., acceptance, success, admiration) giving rise to performance deficiencies. These may contribute towards producing patterns of negative interactions that may further contribute to the perpetuation of the phobic con dition experienced at the time (Elting Hope, 1995). These explanations are similar to the generic CBT model, of problem development. Thus the research by Kessler et al (1994) has provided supporting evidence to the general CBT explanation and theoretical framework of problem understanding, assessment and treatment. Another dimension of the aetiology of social phobia is the lack of social skills and/or the lack of awareness of ones own social skills. According to Hill (1989), clients with social phobia vary widely in their knowledge of socially appropriate behaviour skills. Many of these individuals seem to have adequate social skills when assessed in a non-threatening environment such as the clinicians office, but they fail to use these skills when laden with anxiety in an unfamiliar social situation that is perceived as threatening. Hill (1989) further described that there is another group of individuals suffering with social phobia who may be unaware of socially appropriate behaviours in certain situations and therefore encounter repeated failures and disappointments. Thus, Hill (1989) suggest that apart from medication and/or conventional CBT, individuals in this group will benefit more from specific training in social skills either through role playing or modelling as appropriate. In addition to the above dimensions, there are developmental and psychodynamic issues associated with the aetiology of social phobia as well. In this view, children who are rejected, belittled, and censured by their parents, teachers or peers may develop feelings of low self-esteem and social alienation (Arrindell, kwee, Methorst, 1989). The authors of this article further stated that clients with social phobia tend to report, having had hypercritical parents. The article further examine the condition of social phobia from a psychodynamic perspective hypothesising that avoidant behaviour may be caused by an exaggerated desire for acceptance, an intolerance of criticism, or a willingness to constrict ones life to maintain a sense of control. Furthermore, they claim that traumatic embarrassing events may lead to loss of self-confidence, increased anxiety, and subsequent poor performance, resulting in a vicious circle that progress to social phobia. Concentrating on treatment seeking behaviours for social phobia, Hill (1989) highlighted that clients rarely see a physician for symptoms relating to social anxiety. More often seeking help will be for conditions such as substance abuse, depression or any other anxiety disorder (e.g. panic attack). Treatment for Social Phobia As mentioned above, social phobia is the result of biopsychosocial factors. Thus, the treatment choices may also vary which may include pharmacotherapy, and/or different types of psychotherapy. Veale (2003) stated that treatment choice for social phobia is up to the client to decide. Medication is indicated if it is the clients first choice, or if CBT has failed or if there is a long waiting list for CBT. Similarly, pharmacotherapy becomes the choice of treatment when social phobia is comorbid with depression (Veale, 2003). Considering the first treatment choice, UK National Institute for Clinical Excellence (NICE) does not have a specific guideline specific for social phobia. However, in its guidelines for anxiety disorders (NICE, 2004), it recommends pharmacotherapy as treatment if the client opts for medication, or if the client opts for psychological treatment, CBT is given as the first choice of therapy. NICE guidelines (2004) too recommend CBT as the first choice of psychologic al therapy for generalised anxiety disorder and other anxiety disorders. The National Institute for Clinical Excellence provides evidence that CBT is more effective than no intervention and that CBT has been found to maintain its effectiveness when examined after long term follow up of eight to fourteen years. This can be used as a cost and time effective therapeutic intervention in group settings and most clients have maintained treatment gains at longer terms (NICE 2004). It further stated that CBT is more effective than psychodynamic therapy and non-specific treatments. Apart from CBT, clients who receive anxiety management training, relaxation and breathing therapy have been proven to be effective compared to having no intervention. Apart from CBT, Veale (2003) also discusses Graded self-exposure as a psychological therapy for social phobia. This therapeutic intervention which is based on the learning theory hypotheses has been the treatment of choice for social phobia for many years. However, as this method of therapy using exposure to previously avoided situations in a graded manner until habituation occurs was only successful with limited amount of clients, alternative approaches such as CBT have become a more frequent therapy choice. NICE guidelines (2006) on computerised cognitive behaviour therapy (CCBT) for depression and anxiety recommend CCBT for mild depressions and anxiety disorders, including social phobia. With reference to two Randomised Controlled Trials (RCTs) and two non-RCTs comparing CCBT (programme for panic/phobic disorders FearFighter) with therapist led CBT (TCBT) the NICE guidelines recommend the use of CCBT for mild phobic/panic disorders. When results of CCBT and TCBT were compared after a three month period of therapy for global phobia, both groups showed statistically significant improvement. Similar results were shown in two non-RCT studies too. When these scores were compared with a group who received relaxation techniques as therapy, this third group did not show statistically significant improvement while the other two groups (CCBT TCBT) did. However, it must be noted that the RCT and the non-RCT studies does not report clinically significant improvement. Nevertherless, the dropout r ate of FearFighter group was twice as many as the TCBT dropout rate. However, from a positive point of view on the practicality of CCBT on phobias, delivery of FearFighter programme at the clinical setting for one group, and the other group having access to the programme at home over a 12 week period showed that both groups showed statistically significant improvement in all measures (NICE guidelines, 2006). In terms of client satisfaction too there was no statistically significant difference between TCBT and CCBT (NICE guidelines, 2006). Thus, though further research is warranted to evaluate the clinical significance of CCBT for social phobia specifically, the NICE guidelines recommend CCBT as a choice of therapy for mild levels of depression and anxiety disorders. In addition to the observed effectiveness of CCBT, NICE guidelines also recommend it as a cost effective therapy alternative. Thus, CCBT for social phobia at mild levels could be useful at a practical level too. In a study by Rosser, Erskine Crino (2004), the researchers studied the treatment success of CBT with antidepressants and CBT on its own as treatment for social phobia. The results did not show a statistically significant difference in the treatment progress between the two groups allowing the researchers to conclude that pre-existing use of antidepressants did not enhance or detract from the positive treatment outcome of a structured, group-based CBT programme for social phobia. Application of medication and CBT is common practice in treatment for social phobia (Rosser et al., 2004). Yet, there are not many studies that have studied the combined effectiveness for social phobia. Citing Heimberg (2002) Rosser et al., (2004) describe that there are three possible outcomes from combining medication and CBT. Combined treatment may produce a better outcome than each treatment alone, by potentiating the gains achieved by CBT and also reducing relapse rates following the discontinuation of medication. Alternatively, there may be no difference between the combined approach and each approach individually, if both therapies (pharmacotherapy and CBT) are sufficiently powerful on their own. Also, depending on how individual clients attribute treatment success, effectiveness of CBT might be detracted by medication in a combined approach of treatment. Referring to literature on treatment success for social phobia Rosser et al., (2004) highlighted that combination treatment (CBT and pharmacotherapy) or pharmacotherapy alone has not been found to be of significant advantage. CBT has mostly been successful in overcoming symptoms, minimising relapses and also effective in terms of cost minimisation (Rosser et al., 2004). Focussing on the conclusions Rosser et al. (2004), there were no significant differences between the combination treatment (CBT antidepressants) and CBT alone could be interpreted in different ways. It is possible that since antidepressants and CBT are both re asonably powerful treatments individually, and thus a combination of the two did not contribute to a significantly to improve the outcome. Alternatively it may be that the group who were already taking antidepressants may have been prescribed with the medication because they were more severe in terms of social phobic or depressive symptoms prior to commencing treatment programme. Thus, it may be possible to argue that the combined therapy may not have contributed to a significant improvement compared to the group that that only received CBT, because there was a difference in symptom severity between the two groups. In addition there was no control in allocating (randomly) participants and or having a control over the medication dosage. Thus, the research findings of the study are subjected to the limitations of these variables that were out of the researchers control. However, it has to be noted that it does not devalue the comparative treatment success on the CBT (alone) group. The researchers of this study therefore emphasise the need for further research on combined therapy for social phobia as in real life clinical settings most clients are on medication while receiving CBT. Moreover, Rodebaugh Heimberg (2005) recommends CBT combined with medication as a widely used successful treatment method for social phobia. However, while recommending the above, they also emphasise the need for further research in this regard as the current data reveals mixed results. According to available evidence and theoretical considerations they suggested that some methods of combination could provide short-term benefits, but long-term decreases in efficacy compared to either treatment alone. In this paper Rodebaugh Heimberg (2005) emphasised that most research on the effects of CBT combined with medication had the common research gap of failing to control the medication dose and the allocation of participants in to random samples. However, the authors of this paper emphasised that in most studies combined therapy for social phobia had not shown significant evidence of treatment success compared to either pharmacotherapy or CBT. Rodebaugh Heimberg (2005) highlighted that there is supporting evidence to the treatment success of combining CBT with relaxation training. While mentioning this, they also noted that relaxation training alone has not proven to have any clinically significant benefit for the clients. Thus, it is when combined with CBT that clients have had a successful experience with relaxation training. Rodebaugh Heimberg (2005) stated that all forms of CBT aim to reduce the experience of fear through modification of avoidance and other maladaptive behaviours, thoughts, and beliefs (e.g. through exposure with cognitive restructuring). Thus, in the process of therapy most clients may experience an increase in stress and negative affect and distress in the short-term, but the modification of these earlier components of these earlier components of a behavioural-emotional chain leads to reduction of symptoms over time. In regard to combining treatment methods with CBT as treatment for social phobia, Rodebaugh Heimberg (2005) highlighted the fact that all treatment methods have its own limitations and strengths. Thus when combining two therapies (either pharmacological and CBT or CBT with another psychotherapy), the strengths as well as the weaknesses of the two approaches could be magnified, depending on the nature of the combination. Hence, Rodebaugh Heimberg (2005) stated that an empirically supported method of combining medication and CBT for social anxiety disorder is yet to be established, although under varied circumstances clinicians use different combinations of CBT along with other psychotherapies and medication to maximise effectiveness on a case by case level. Concluding Remarks As discussed in this paper, social phobia may literally be a common mental disorder and it is categorised as an anxiety disorder under the DSM-IV classification system (DSM-IV-TR, 2000). While being highly prevalent, it is also a disorder that may have a large impact on a persons quality of life, hindering opportunities for personal growth and/or social interaction/relationships. Therefore, it is an important area of study and clinical practice in mental health, which has the aim of improving the lives of people suffering from this disorder, and minimising its effect on the society. Research literature on social phobia recommends certain types of medication, and CBT as a psychotherapeutic intervention as the first choice of treatment for this debilitating condition. As it is out of our scope, this paper did not pay detailed attention to the types of pharmacotheraputic interventions that may successfully be used to control symptoms of this disorder and enable clients live a healthy life. From a psychological perspective, CBT is widely recommended through evidence based research as the first choice of psychotherapeutic treatment for social phobia. As discussed in this paper, evidence on the successful combinations of therapeutic methods at present denotes the need for further research in order to determine the best combinations for successful treatment. Another area that needs similar attention is combining different types of psychotherapies with CBT as treatment for social phobia. Focusing on CBT for social phobia, although there is supporting evidence for therapy success, and though it is widely considered as the first choice of psychotherapy for this disorder, it is not always successful with all individuals. Thus, form a practical point of view, it is important that clinicians are able to tailor and combine different therapeutic methods (pharmacotherapy and psychotherapy), not only to maximise treatment success, but also to make it useful with different types of clients/clients from different background and life-experiences. Furthermore, although CBT is recommended as the first therapy choice, there are practical issues regarding meeting the demand for services. This becomes an issue in terms of finance as well as in terms of the limited amount of professionals available to deliver treatment. Some successful methods of overcoming these difficulties would be Group CBT for social phobia and CCBT. However, it must be emphasised that these issues become a much grave problem in countries where psychotherapists trained in CBT are rare, and even methods such as CCBT could be unaffordable and inaccessible for certain groups. In addition, there are also limitations in being able to use programmes such as CCBT in countries where English is not used, or it not the first language. Thus, from a global perspective, the use of CBT as a therapy choice is practically challenged due to limitations of resources and trained personals, leavening pharmacotherapy as the most practical mode of therapy for a large numbers of people suffering from social phobia. To conclude, it must be stated that continued research on the successful use of CBT as a therapeutic tool for social phobia and other disorders should be continued as it proves to be a successful therapy for many psychological disorders (Westbrook et al., 2007). Thus, it can be stated that CBT is a useful and successful therapeutic intervention for social phobia. The practical use of it could be further improved through continued research, and through therapist training programmes to meet the demands for therapy, as it would further increase the effectiveness of CBT as a therapy for social phobia.

A Womans Role on a Patriarchal Family Farm Essays -- literary Analysi

As the title suggests, I’ve hit a few notable markers in my research. Some of them would definitely be called bumps in the literary road as far as this paper goes, but I feel that a broader view of what I’ve experienced and found has created something original. Let me explain. I started this idea with a simple goal in mind. I wanted to make A Thousand Acres working class. I simply wanted to show how it was working class, but more importantly why, it fit in that category. What that has evolved into, however, is not so simple. Jane Smiley’s novel encompasses a huge array of ideas and could fit in an absurd number of categories. Drama, tragedy, pastoral, family, business and several other one word titles would just as effectively classify this novel as does working class, so I had to look elsewhere. I had close to a dozen sources from JSTOR to Google Scholar saved on my flash drive, and I read them all. Only in about 2 of them were the terms â€Å"working class† even alluded to, and I got a little worried. I had plenty of time to change my topic, but I found a few points of interest. Working class, as it stands in my mind, has the metaphoric likeness of Play-Dough and I would like to be the person to look at A Thousand Acres as the wor king class text that I believe it is, and mold and form a wholly original idea using feminism, education and prosperity (or the lack thereof) as the backbone. Conveniently enough, three texts in particular struck me as particularly useful. Each one is very different from the other in its own right, but each text also solidified Jane Smiley’s work as something useful to my project. Just when I thought I’d move on to something easier and over done (like Steinbeck), these articles renewed my in... ...another crisis that may be insoluble† (590). This crisis is the same problem in some respects that Hall and Leslie note, the same problem that I started my paper with, and the crisis is â€Å"discontent within families, especially among females, within a quintessentially patriarchal institution† (590). These three articles are so very different, but share similar ideas underneath their main ideas in several areas, and on different levels. The main ideas are important, but the underlying connections are what go tme excited about what I was doing. The literature is new, the scholarly community is small, and working with this is challenging, but I think it will be rewarding. With the help of these articles (and a couple more that could prove useful) I hope to find what I’m looking for and be able to produce a product that is at the same time original and insightful. A Woman's Role on a Patriarchal Family Farm Essays -- literary Analysi As the title suggests, I’ve hit a few notable markers in my research. Some of them would definitely be called bumps in the literary road as far as this paper goes, but I feel that a broader view of what I’ve experienced and found has created something original. Let me explain. I started this idea with a simple goal in mind. I wanted to make A Thousand Acres working class. I simply wanted to show how it was working class, but more importantly why, it fit in that category. What that has evolved into, however, is not so simple. Jane Smiley’s novel encompasses a huge array of ideas and could fit in an absurd number of categories. Drama, tragedy, pastoral, family, business and several other one word titles would just as effectively classify this novel as does working class, so I had to look elsewhere. I had close to a dozen sources from JSTOR to Google Scholar saved on my flash drive, and I read them all. Only in about 2 of them were the terms â€Å"working class† even alluded to, and I got a little worried. I had plenty of time to change my topic, but I found a few points of interest. Working class, as it stands in my mind, has the metaphoric likeness of Play-Dough and I would like to be the person to look at A Thousand Acres as the wor king class text that I believe it is, and mold and form a wholly original idea using feminism, education and prosperity (or the lack thereof) as the backbone. Conveniently enough, three texts in particular struck me as particularly useful. Each one is very different from the other in its own right, but each text also solidified Jane Smiley’s work as something useful to my project. Just when I thought I’d move on to something easier and over done (like Steinbeck), these articles renewed my in... ...another crisis that may be insoluble† (590). This crisis is the same problem in some respects that Hall and Leslie note, the same problem that I started my paper with, and the crisis is â€Å"discontent within families, especially among females, within a quintessentially patriarchal institution† (590). These three articles are so very different, but share similar ideas underneath their main ideas in several areas, and on different levels. The main ideas are important, but the underlying connections are what go tme excited about what I was doing. The literature is new, the scholarly community is small, and working with this is challenging, but I think it will be rewarding. With the help of these articles (and a couple more that could prove useful) I hope to find what I’m looking for and be able to produce a product that is at the same time original and insightful.

Flannery O’Connor Essay

Flannery O’Connor was a devout Catholic on the protestant south. All her life she was a white crow, the rest of her life she was diagnosed by lupus and has spent on the farm in Georgia with her mother. Religion was a huge part of her life besides writing, O’Connor gave lectures on faith and literature about her religion and once she said: â€Å"I feel that if I were not a Catholic I would have no reason to write, no reason to see, no reason ever to feel horrified or even to enjoy anything. † (Niederauer, George H. Flannery O’Connor’s vision of faith, church and modern consciousness† Center for Catholic Studies and Social Thoughts. 27 Sep. 2007.   Lane Center Lecture Series. 19 Oct. 2011) It is obvious if a person interested in something it will reflects on his or hers life. Flannery O’Connor was a catholic and we see how her religious belief reflects on every storyline. Flannery was interested in raising peacocks, and enclose feather of this beautiful birds into every letter. Through the letters which was edited after her death by Ellie Fitzgerald it is shown the way how Flannery searching for a God. Flannery was a Roman Catholics on the south, but her stories are about Protestants who are searching for the Truth. She wants to show a grace in every main character, devotion to the Christ and to force her characters to suffer, go through the pain and violent to reach grace. In Revelation we have met with a main character Mrs. Turpin who is very faithful to the Christ not to a God. Here Flannery O’Connor reminds about herself in this character. Because she believed in Incarnation doctrine which Church taught that God become a human and converts to a Jesus. Mrs.  Turpin always talking with Jesus asking questions, arguing with him about problems that has appeared in her life. The main character in this story not a true believer, she is just talking that she is so good and very religious person, but she is not. She doesn’t have this gift called faith in her heart; probably she lost faith as she loose her appetite. Mrs. Turpin doesn’t realize is how much religion cost and she understands that is better to believe than no to believe. Flannery was worry about the thought that people do not understand how religion is important and how it’s worth. Mrs. Turpin character is the figure of a person that Flannery O’Connor don’t wanted to be. Mrs. Turpin is a self-righteous, very shallow thinking person she doesn’t look into people’s inner world she is judging them by their race and the way they look alike. Mrs. Turpin is egocentric which is not allowed in any of religions how she can convince herself in true believing if she is thinking she is better than every person in this waiting room. Such things as: is it better to be a white trash or a Negro woman will never came to her narrow mind if she would be a true believer. Mrs. Turpin has been wrestling with grace, Flannery O’Connor believed that we all does she puts her characters into the situations which allows them to fight for grace she thought grace change us and to wrestle with grace means that you don’t want to change yourself in order to became a true believer. Here it is a scene in the story when Mrs. Turpin sitting in the waiting room and hears a song she doesn’t catch every word but she caught the spirit of this song, which makes her thoughts sober. She starts to think that she is very helpful women and it doesn’t matter which race or social class she would placed to it is rather to be kind and ugly woman than to be rich and not a good woman. Through the story it is shown the way Mrs. Turpin changing her mind, her thoughts became sober it seems like she is transforms as the story goes. But still Mrs. Turpin thinking she is better than everyone she is towering over everyone and she is a decent believer and she is showing to visitors in the waiting room the way how grateful to a Jesus she is for everything that she has. And exactly at this moment the book stroke her by an ugly girl and Flannery O’Connor uses this moment as a moment of violence to forward her character into a way religious people supposed to be to reach a grace. This ugly girl called Mr. Turpin a wart hog which was very offending to her she is a clean and goes to church regularly and this is what redeems her. This moment is a breaking point in the story that makes Mr. Turpin to think about her inner world and not to lie to her. These words are message from the God she received to reach revelation. She is judging people and she will be judged by a God as others. The last scene in the story reveals this judgment, when Mrs. Turpin imagine heaven scene where she saw whole companies in heaven. She didn’t expect it; she thought she and people from her social class deserve to be in heaven but not a white trash or black people and freaks. This is a new class Mr. Turpin highlight during the story and includes in this class the ugly girl who attacked her. All this social classes that were divided into groups by Mrs. Turpin were tumbled into heaven. White trash, black people in white robes, freaks leaping like frogs and bringing up the end of the procession was a tribe of people to whom Mrs. Turpin concern herself and her husband Claud. Mrs. Turpin was kind of a woman who knows exactly what she thinks who sees a lot and understands nothing; she was a good religious woman who has never tried to look deeper into religion aspects. At the end of the story it is eternal time giving to Mrs. Turpin to think about her mistakes and her attitudes to religion to people and finally find grace and to receive revelation from God. Flannery O’Connor’s characters go through short and harsh lifecycle as a challenge and searching for revelation. She was a white crown in front of thousands of Protestants who wants to show through her short stories the Truth that her characters are searching for during their short life in the stories. Her rare inherited decease lupus misunderstanding from the Protestant society, loneliness the fact that she was never married, her spiritual life all this facts goes through her veins to the pen and expressed as a basement for writing her stories.

Everything You Need to Know About Sandstone

Everything You Need to Know About Sandstone Sandstone, simply put, is sand cemented together into rock - this is easy to tell just by looking closely at a specimen. But beyond that simple definition lies an interesting makeup of sediment, matrix,  and cement that can (with investigation) reveal a great deal of valuable geologic information. Sandstone Basics Sandstone is a type of rock made from sediment - a sedimentary rock. The sediment particles are clasts, or pieces, of minerals and fragments of rock, thus sandstone is a clastic sedimentary rock. It is composed mostly of sand  particles, which are of medium size; therefore, sandstone is a medium-grained clastic sedimentary rock. More precisely, sand is between 1/16 millimeter and 2 mm in size (silt is finer and gravel is coarser). The sand grains that makeup sandstone are aptly referred to as framework grains. Sandstone may include finer and coarser material and still be called sandstone, but if it includes more than 30 percent grains of gravel, cobble or boulder size its classified instead as conglomerate or breccia (together these are called rudites). Sandstone has two different kinds of material in it besides the sediment particles: matrix and cement. Matrix is the fine-grained stuff (silt and clay size) that was in the sediment along with the sand whereas cement is the mineral matter, introduced later, that binds the sediment into rock. Sandstone with a lot of matrix is called poorly sorted. If matrix amounts to more than 10 percent of the rock, it is called a wacke (wacky). A well-sorted sandstone (little matrix) with little cement is called an arenite. Another way to look at it is that wacke is dirty and arenite is clean. You may notice that none of this discussion mentions any particular minerals, just a certain particle size. But in fact, minerals make up an important part of sandstones geologic story. Minerals of Sandstone Sandstone is formally defined strictly by particle size, but rocks made of carbonate minerals dont qualify as sandstone. Carbonate rocks are called limestone and given a whole separate classification, so sandstone really signifies a silicate-rich rock. (A medium-grained clastic carbonate rock, or limestone sandstone, is called calcarenite.) This division makes sense because limestone is made in clean ocean water, whereas silicate rocks are made from sediment eroded off the continents. Mature continental sediment consists of a handful of surface minerals, and sandstone, therefore, is usually almost all quartz. Other minerals- clays, hematite, ilmenite, feldspar, amphibole, and mica- and small rock fragments (lithics) as well as organic carbon (bitumen) add color and character to the clastic fraction or the matrix. A sandstone with at least 25 percent feldspar is called arkose. A sandstone made of volcanic particles is called tuff.​ The cement in sandstone is usually one of three materials: silica (chemically the same as quartz), calcium carbonate or iron oxide. These may infiltrate the matrix and bind it together, or they may fill the spaces where there is no matrix. Depending on the mix of matrix and cement, sandstone may have a wide range of color from nearly white to nearly black, with gray, brown, red, pink and buff in between. How Sandstone Forms Sandstone forms where sand is laid down and buried. Usually, this happens offshore from river deltas, but desert dunes and beaches can leave sandstone beds in the geologic record too. The famous red rocks of the Grand Canyon, for instance, formed in a desert setting. Fossils can be found in sandstone, although the energetic environments where sand beds form dont always favor preservation. Grand Canyon National Park. Dean Fikar / Getty Images   When sand is deeply buried, the pressure of burial and slightly higher temperatures allow minerals to dissolve or deform and become mobile. The grains become more tightly knit together, and the sediments are squeezed into a smaller volume. This is the time when cementing material moves into the sediment, carried there by fluids charged with dissolved minerals. Oxidizing conditions lead to red colors from iron oxides while reducing conditions lead to darker and grayer colors. What Sandstone Says The sand grains in sandstone give information about the past: The presence of feldspar and lithic grains means that the sediment is close to the mountains where it arose.Detailed studies of sandstone give insight into its provenance- the kind of countryside that produced the sand.The degree to which the grains are rounded is a sign of how far they were transported.A frosted surface is generally a sign that sand was transported by wind- that, in turn, means a sandy desert setting. Various features in sandstone are signs of the past environment: Ripples can indicate the local water currents or wind directions.Load structures, sole marks, rip-up clasts, and similar features are fossil footprints of ancient currents.Liesegang bands are signs of chemical action after burial of the sand. The layers, or bedding, in sandstone are also signs of the past environment: Turbidite sequences point to a marine setting.Crossbedding (truncated, tilted sandstone layering) is a rich source of information on currents.Interbeds of shale or conglomerate may indicate episodes of different climate. More About Sandstone Noppawat Tom Charoensinphon / Getty Images As a landscaping and building stone, sandstone is full of character, with warm colors. It can also be quite durable. The majority of sandstone quarried today is used as flagstones. Unlike commercial granite, commercial sandstone is the same as what the geologists say it is. Sandstone is the official state rock of Nevada. Magnificent sandstone outcrops in the state can be seen at Valley of Fire State Park.   With a great deal of heat and pressure, sandstones turn to the metamorphic rocks quartzite or gneiss, tough rocks with tightly packed mineral grains.

Warning from Our Writers Do Not Make These Mistakes in Writing

Warning from Our Writers Do Not Make These Mistakes in Writing This article is a continuation of  Top 10 Mistakes Made During Essay Writing (Part 1) 6. Thinking a Citation Speaks for Itself When the student does find an ideal source to pepper into their essay, they should not expect the source’s content itself to support a claim. Even if it is fairly obvious to the reader why the source was used in a certain case and how it evidences the paper’s thesis statement, it should be explained and made sense of for the reader’s sake. The writer should keep mindful to always contextualize a source, explaining why it is important and how it confirms the point being made. For example, if they are arguing Edgar Allen Poe’s use of an unreliable narrator in his â€Å"The Tell-Tale Heart,† the writer will probably want to illustrate how the narrator was mentally ill. In this case, they may then use this passage from the text: â€Å"If still, you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. †¦ First of all, I dismembered the corpse. I cut off the head and the arms and the legs. I then took up three planks from the flooring of the chamber, and deposited all between the scantlings.† Using this passage, the student can’t expect it to speak for itself. They must explain that normal, healthy people, first of all, don’t kill people. Even more convincing, this narrator is insane but tries to convince the reader otherwise, that he of a normal mental condition. But he is most certainly not. There is no way possible he can be trusted as a narrator. Regardless of the source (or how its context is) being used, the writer must always explain its placement and inclusion and why it is important and pertinent in defending their argument. You should definitely find time to read these articles too: How to Write a Five-Paragraph Essay Essay Format Types of Essay Top Essay Writing Service Top 10 Essay Writing Mistakes 7. Not Using Linking and Transitional Words and Phrases An academic paper is deemed ineffective if it fails to communicate a message. When it comes to communication, keywords and phrases are used in an essay to indicate a change in the flow of the text; also, they are used to bridge certain thoughts and sentences and examples. Whenever the focus of an essay transitions from one evidencing point of an argument, or thought, to another, and a second, new point is being an examined, the reader needs to be informed right before as it happens. Without being so, they are prevented from successfully navigating through the story’s argument, and will not be successfully following each point being explained and examine, one by one. It is the student’s responsibility to have the reader to know exactly what they are attempting to convey and be able to follow their argument through to the end. To indicate a change in topic or point, a transitional word or phrase can be employed. Just like keywords in conversation, the purpose of these particular words is to communicate effectively and illustrate a transition in thought:  Firstly, first of all, secondly, thirdly, next, subsequently, lastly, conclusively, in conclusion, and finally. Linking words and phrases (like  on the contrary, however, as a result, in comparison, this suggests that, including, most importantly and although) bridge together certain items in a sentence or paragraph. Since the middle, body paragraphs in most academic essays are meant to defend a point, or an overall theme of the paper, to generally expand on each point, one at a time, linking words and phrases are generally used in a single paragraph to connect sentences and thoughts that validate a single point that is being examined in an essay. These types of words and phrases are generally used for when a writer needs to expand on just ONE point evidencing their thesis. When a writer fails to communicate these specific types of changes, explanations, transitions, they risk missing the opportunity to convey something important to their reader, and the objective of their assignment will be compromised, resulting in a bad grade. 8. Writing With Too Much Ego †¦ and Not to Simply Communicate a Thought Writing effectively at the college level is not about sounding smart on paper, writing intellectually – using big words, esoteric words, and phrases and references. It’s about using everyday language to make the case for something, and not using the BIG word, the small word, but the  RIGHT WORD. It is essential to produce an essay that is written in simple language and that conveys an intricate thought or span of thoughts. Think succinct, direct language like Hemingway, not flowery, literary prose with Fitzgerald. Whenever the writer scribbles with conviction, thereby choosing to discuss a passionate subject at length, they will, almost innately, make a good case for something. 9. Not Including a Title A good title, which the reader will come across first before reading an essay, is a must-have element to any writing assignment. Not only does a title help the reader to avoid a low grade on the assignment –  because it really is a requirement to most if not all writing assignments  Ã¢â‚¬â€œ a title is another way of enticing the reader to consider something, a sort of appetizer to the entrà ©e. Also, since the reader first glances at the title before they read the essay itself entirely, it serves the very important function of letting the reader know what is to follow. Again, the better a reader has kept abreast of the argument being made, the more likely they are to be convinced of that argument. 10. Not Rereading the Essay for Flow and to Find Mistakes Long before a student even considers handing in their writing assignment for evaluation, they should reread their completed essay several times. They are looking to make sure that it is void of proofreading and grammar mistakes, and that a solid case has been made to defend their thesis, for whatever subject. It also is beneficial, before turning a written assignment into one’s professor, to have a friend or writing tutor, or even one’s professor, first reading and verbally evaluating the assignment. The pre-submission checklist can be found here

Terrorism Causes, Motivations and Reccomendations Essay

Terrorism Causes, Motivations and Reccomendations - Essay Example 81). Terrorist entails any plan to raise unnecessary fears and exert economic social and economic control. Being a global issue, the understanding of the main motivators and causes of the attack is critical and necessary as it can help in offering an effective solution to the problem. Therefore, the attack in Floola can be squarely associated with existing cordial relationship of Floola with United States of America as well as wayward individual beliefs and religious extremism. Moreover, adequate understanding of individual, groups/ national issues as well as international stages can aid in reducing the ever increasing terrorism impacts. Terrorism: Causes and Motivations In the analysis of terrorist attacks in Floola, it is complex to draw a line between the causes, motivations, and reasons behind these attacks. The four facets of terrorism are intertwined and it may be hard to distinguish. The motivations and causes of terrorist attacks in Floola can be studied in three main stages, international, national or group level as well as individual level (Yaqub, 2005, p. 67). Individual Causes Referring to the theory of frustration-aggression, terrorist aggressions are driven by the existing discrepancies between human demands and fulfillment of the demands. In most cases, terrorist groups address their unfulfilled demands through such activities as physical and psychological violence. The attack in Floola may be influenced by a need to fulfill unmet needs and for identity purposes. Conventionally, terrorists are absolutely loyal to their sponsoring networks and willing to commit crimes of any nature to protect their religion, language, native homeland, and group membership. Mostly, families affiliated to terrorist networks are held hostage to affirm their commitment to the group. Therefore, the attack in Floola can as well be associated with an attempt to protect the Muslim religion in the country. Additionally, terrorist group leaders are often driven by extremist political ambitions. A good number of terrorists or terrorism sponsors have made prosperous transition from terrorist group leaders to political leaders. These leaders are well educated and have prosperous families and intra-global investments networks. As a result, these leaders may have used their political powers, flourishing business connections and intelligence to motivate terrorist attack in Floola. National or Group Level Terrorism Specified groups, national institutions and social systems play a critical role in provoking terrorist activities. Frustrations caused by increasing basic need deprivations at individual level can lead to creation of criminal organizations (Shchedrovitsky, 2005, p. 89). The emergence of modern terrorist attacks can historically be likened to the emergence of liberal states. This is due to the fact that, most of the anarchist terrorists are mostly associated with â€Å"Propaganda of the Deed†. Terrorism in Floola can be taken as advocacy act ivities for propagating anarchist message to the general public by creating terror on the people and the government to create a socio-political insecurity in the country. Religious beliefs also play an exceptionally essential role in the promotion, motivation, legitimization and increasing the intensity of criminal activities in the world. In the case of Floola, religious beliefs may have contributed and legitimized the attack through imposition of religious ideologies,

US foreign policy Essay Example | Topics and Well Written Essays - 1000 words

US foreign policy - Essay Example This includes the search for peace and democracy where there is conflict and tyrannism. Most of these dealings have been good and the US deserves praise for this. However, a thorough examination of these actions reveals that the US and its foreign policy are guided by illusions. Dallek (78) lists them as, the power to transform the world from lawless and hostile to peaceful one/misguided faith in universalism, the need to shun appeasement or conciliatory talks with enemies and the belief in the effectiveness of military power to contain opponents. These illusions, especially its love affair with universalism, have made it almost impossible for the US to rethink and come up with productive ways of dealing with their foreign problems. This problem can be attributed the universal imperialist nature in the people who helped to shape the US foreign policy. Take Wilson and Bush for example. They both had similar perceptions of foreign nations as evidenced by their policies towards other countries. Evidence of universal imperialism among US leaders begun in 1918 with Wilson’s peace program, a rationalisation for its participation in war to terminate all wars and make the western part of the globe safe for democracy. Hellwig (261) explains that the Mexican revolution of 1910 unleashed great turbulence in North America and the US response, especially the response of President Wilson is subject to much studies and criticism. Wilson saw that the best way of dealing with Mexico was to invade them. He sent General Pershing and 10,000 US troops into the Mexico to fight and capture Mexico. Wilson was a strong defender of pacifism and America’s and this motivated the US involvement in the World War I. His foreign policy towards Mexico was based on an altruistic desire to impart on other nations the benefits of constitutional democracy. To others, this