Human and Animal Interrelationships from Domestication to Present Term Paper - 2

Human and Animal Interrelationships from Domestication to Present - Term Paper Example Also, Romans relied on various provinces they had acquired after wars for agriculture yet most of their focus was on Italy which was quite suitable for a wide variety of crops (Jhonston 55-56). Also, many Romans during the era were fond of purchasing Italian crops. Furthermore, land ownership was the means to constitute a part of the aristocracy in Rome; the more land a person acquired to higher his esteem in society and politics was. Even the brave soldiers were allocated land as rewards for their services. Land was also the sole factor behind slave labor since men were enslaved to work of these fields. Thus, agriculture was the dominant factor behind every aspect of Roman life and the paper aims at exploring how the Romans farmed to understand their values more. In order to understand how the Romans farmed, it is significant to study the phases in which these Romans evolved. Back in the 5th Century, there were small pieces of land owned by families in Rome. However, by that time the technique of crop rotation had become popular and Romans were indulged in estates to further enhance their wealth. Furthermore, the interactions amongst Romans and other advanced nations like Greece had improved already which also contributed towards perfecting the agricultural techniques to reap better crops. During the early empire era, the agricultural practices in Rome were at its peak and there was immense efficiency in the crops yield. Studies indicate that farms in Rome can be classified in three different forms. Smalls farms constituted an area of 18-108 iugera while medium range farms were around 80 to 500 iugera in size. However, large estates constituted an area as large as 500 iugera (Jhonston 33-34). Thus, those peasants who owned small sized farms didn’t have the technology or the resources to earn a living via their lands. The wealthy land owners saw it as an opportunity and bought lands from the

Determinants of Effective Leadership

Determinants of Effective Leadership Leadership is the behavior of an individual when he/she is directing the activities of a group towards a shared goal. A leader is seen as someone who sets the paths in an effort to influence people to adhere to those paths. Leadership is an action and not just a position. It can be shown via different people in various situations. A person is not born to be a leader but cultured through the upbringing and environment. A leaders personal characteristics are also vital for the developments and motivations of the organizations. True leaders such as the teachers who illustrated that leadership is an action (teaching and leading the students) and not a position. Touching the lives and affecting the outcome of many different expectations, a teacher is the epitome of a leader. A leader has his or her own style of motivating the people in the organizations. A leader must find the best skills in order to provide directions, motivations and purposes. Effective leaders are flexible. Organizational Leadership Model The effective leadership influence is not the same for everyone. It depends on their ranks in the organization and abilities which are required in leaders. The three basic leadership roles identified: initiation, speech, and management. 1. Initiation Initiation refers to planned decision making on policy formulation or structural change. These vital decisions are the determinants of the organizations culture and mission. 2. Speech Strategic decisions and methods designed for implementation within the establishment. It includes adjusting or adding on to the present structure towards new policy demands. 3. Management Management is putting into practice the policies and measures that are available to maintain the operations of the organization efficiently. These three kinds of Leadership are naturally executed at diverse ranks in the company with different abilities and skills. The top level management would initiate new policies that involve a change in the businesss structure or understanding the companys mission. An understanding of the entire organization, culture, mission, vision and how it correlates with the external parties is mandatory for these top level individuals. They represent the organization and what the business stands for. Understanding the policy decisions and practicing them to the existing organization via utterance or speech is usually made by the intermediate-level managers. They must uphold a two-way point of reference by taking orders from the above management and adapting them for the lower groups of people in the organization. Type of Leadership Process Typical Organizational Level Cognitive (Knowledge) Affective (Emotion) Initiation: Change, creation and elimination of structure Top echelons System perspective Charisma Speech: supplementing and piecing out of structure Intermediate levels: pivotal roles Subsystem perspective: two-way orientation Integration of primary and secondary relations: human relation skills Management: use of existing structure Lower levels Technical knowledge and understanding of system of rules Concern with equity in use of rewards and sanctions EXHIBIT 16.1 Three Leadership Patterns, Their Location in the Organization, and Their Skill Requirements  [2]   The companys policies and procedures will be administered by the Lower-level supervisors. These personnel must possess both the technical knowledge and a clear perception of the organizations rules in order to be successful. They have to continually deal with issues such equity, rewards and punishments in leading others. Leadership plays a crucial role in an organization since it always makes the difference between effective and ineffective organizations. Leadership is when a person manipulates others to perform a task at their own will which they would not normally do. Leadership is a vital process to an organization and it can be deliberated on three different stages; i.e. the individual, group and organization. Analysis at the individual stage: the leadership studies have paid attention on the successful leader personalities. Behaviors of both formal and informal leaders are focused at the group level. The effectiveness of an organization is decided by the relations between the leader, follower and circumstances. The studies have caused an emergence of situational theories or contingency theories of leadership. In Search for Leadership An organized search for leadership qualities first began after the turn of the century. The requirements in selecting and training efficient leaders were emphasized during the World War I and the quarter century between World War l and World War II; numerous studies were made to examine the personal characteristics of good leaders. These studies are usually referred as characteristic studies since the primary goal was to classify the traits and personal characteristics of successful leaders. The diverse methods used to study these leadership traits could possibly be the reason in the irregularities of the results. The manner of studies was not consistent in identifying the leaders. A majority of the studies was in comparing efficient with inefficient leaders or leaders with non-leaders. Some were identified by external observers, others selected by the group by way of recommendation or voting, nominated by observers such as teachers while some were chosen because they are in a leadership status such as student-body president or team captain. The studies were also conflicting in the way they deliberated on the traits. Some traits were measured by mental tests; others relied on viewers to spot the traits they have seen while some depended on the persons to report their own personality traits. The trait studies were quite unsatisfactory as a whole especially since they had hoped to cultivate a measure of leadership that predicted leader effectiveness accurately. The spotlight on the leadership research moved because of the flimsy results, to contingency studies which investigated more than just traits of a leader. Numerous traits formed an important divergence in leadership effectiveness and they interrelated with other conditional variables to stimulate the effectiveness of the leader. Physical Behaviors Physical factors such as height, weight, physique, energy, health, and appearance are also examined in the studies. It was concluded that there is a relationship between the above features and leadership. Apparently leaders have the tendency to be taller, heavier, better fitness, greater physique, higher energy output and more attractive in appearance. For example, executives in insurance companies were taller than policyholders, bishops were taller than clergymen, university presidents were taller than college presidents, sales managers were taller than sales representatives and railway presidents were taller than station agents. However, these types of results were not always reliable and consistent. The results neither are too weak in general and not consistent to be effective in selecting leaders nor are they helpful for training functions since not much can be made to alter most of these physical traits. Intellect It was generally agreed that leaders are more intellectual than non-leaders and the relationship was shown in the various studies. The relationship could probably begin from the reality that leadership functions largely depend upon careful problem solving. All three leadership roles initiation, speech and management necessitate great mental ability. In general, it is safe to assume that leaders are more intelligent than non-leaders but the relationships are small. Many other variables other than intellect inspire leadership effectiveness. It was also suggested that leaders should not be too intelligent than the group because associates who are notably brilliant than others are rarely chosen as leaders since the other members tend to snub them. Individuals with high IQs are inclined to have different sets of vocabulary, networks and aspirations that would create communication and inter-relations problems. Leaders do extremely well generally at school/college/university and score better grades. It is important for effective leadership to know how to do things. Thus general and practical knowledge are essential. Some studies have revealed the positive relationship between general knowledge and leaderships ability. Characteristic Traits Only a partial of the characteristic traits seem to be related to leadership and most are not especially convincing. It was suggested that the average leader is more used to social displays, greater initiative, persistent, knows how to get things done, self-confident, displays greater cooperativeness and adaptability, and possesses greater verbal skills to facilitate communication.  [3]  Leaders were found to be more emotionally mature than non-leaders in the personality integration or emotional adjustment. It can be concluded that personal characteristics are related to leadership. Effective leadership does not depend on a mixture of personality traits only because situational variables are also important since they always decide whether a character was associated with effective leadership either positively or negatively. Leadership must be considered as an interface of three variables: leaders characteristics, subordinates and nature of the task. Many styles of leadership were defined as a result of the studies of leaders behaviors. One of the earlier studies compared three leadership styles: authoritarian democratic and laissez-faire. The finest researches on the styles of leadership are made together at the same time; i.e. The Ohio State University and the University of Michigan. The researchers acknowledged two leader behaviors that were similar although the investigations were conducted separately. These two dimensions of leadership have been to form an instrument, called the Managerial Grid  [4]  , that has been used for research and training. Authoritarian, Democratic, and Laissez-faire  [5]  Leadership The diverse political systems in the United States and Germany before World War II inspired studies of leadership which evaluated the effects of three leadership styles: authoritarian, democratic, and laissez faire. In the democratic leadership style, decisions were made by vote of majority; equal participation encouraged; criticism and punishment minimal. In the autocratic leader, the leader made all the decisions and others must follow the set procedures strictly. In the laissez-faire leader, there was minimal actual leadership and others were permitted to work and play as usual without proper directives. Initiating Structure and Consideration The two leadership factors were initiating structure and consideration in which consisted of leadership behaviors associated with organizing and defining the work, the work relationships, and the goals. A leader who has structure assigned people to do specific jobs, expected workers to follow set routines and meet deadlines. The consideration factor is showing friendship, mutual trust, warmth and concern for subordinates. Production-Centered and Employee-Centered Leader Behaviors Production centered behaviors were akin to initiating structure in which leaders would establish targets, gave directives, checked on operations and planned the group Employees work. Centered behaviors were similar to the considerations dimension in which the leader would develop a caring personal relationship with the subordinates and encouraged a two-way communication with them. The relationship between production-centered and employee centered behaviors are found to be independent scopes of leadership. A leader with strong production orientation does not mean that he is disinterested in the employees. Managerial Grid  [6]   A conceptual framework combining a concern for task accomplishment and a concern for people was created by Robert Blake and Jane Mouton called the Managerial Grid. Blake and Mouton assumed that the most effective leadership style is demonstrating both concern for production and concern for people. There are leaders primarily more concerned with accomplishing the production and task not concerned about people. This person wants the job done and schedule followed at all costs. There is also individual who is not concerned whether the group produces anything but concerned more about the members personal needs, interests and inter-personal relationships. An ideal leader wants to meet schedules and get the job done but at the same time is highly concerned about the feelings and interests of the group members. The Managerial Grid  [7]  is popular among managers. It is used extensively as part of a training program to assess their leadership style. However, the effectiveness of the Managerial Grid is not consistently supported. The burden of the situation, expectations of other group members and nature of the work performed interact in complicated ways that call for a variety of leadership styles. The leadership style is not always the most effective. SITUATIONAL LEADERSHIP The effectiveness of the different leadership styles must be combined with different organizational factors to assess their effect effectiveness. Paul Hersey and Ken Blanchard developed a situational leadership model that combined three variables: (1) the amount of guidance and direction (task behavior) a leader gives; (2) the amount of emotional support (relationship behavior) a leader provides; (3) the readiness level (maturity) that follows, exhibit in performing a specific task or function Four potential leadership styles are created by combining different amounts of task and relationship behaviors. S1: Telling Give instructions and supervise performance closely. Suited for followers who are unwilling but of low maturity. S2: Selling Decide and provide opportunity for explanation. Appropriate for followers who are not able but willing. S3: Participating Sharing ideas in making decisions. Suited for followers who are able but not willing. S4: Delegating Responsibility handed over for decisions and performance. Appropriate for groups who are able and willing. Contingency Theory of Leadership The interaction of the leadership style and the situation. Fiedlers major contributions consist of: (l) identifying the leadership orientation of the leader and developing a way to measure it; and (2) identifying three situational factors influencing leadership and developing a method of measuring them. Leader Orientation Leaders were identified as either relationship-oriented or task-oriented. Relationship-oriented: look at others as coworkers and see close interpersonal relations as a requirement for accomplishing the task. Task-oriented: show a strong emotional reaction against people with whom they have difficulty working. Situational favorableness (1) whether the relationships between the leader and the members are good or bad; (2) the task is relatively well planned or not; and (3) the leaders authority is relatively strong or weak. The second most important situational variable was the task structure which was evaluated by judges who examined four aspects of the task structure. Clarity: which the requirements of the job are clearly stated, Multiplicity: which the problems encounter can be solved. Verifiability: which the correctness of the decisions can be ascertained. Specificity: which there are generally more solutions involved in performing the task. Group effectiveness Relationship-oriented leaders excel in situations of intermediate favorableness where concern for the group members is apparently a necessary prerequisite for motivating them to perform well. In these situations, people want to have leaders who care about them. Task-oriented leaders however are more effective when the situation is either very favorable or very unfavorable. impossible situation. Path-Goal Model Directive leadership: subordinates are told what to expected and specific guidance, standards, and schedules of work provided. Supportive leadership: subordinates are treated equally and concern for their well- being, status, and personal needs; develop pleasant interpersonal relationships among the group members. Achievement-oriented leadership: challenging goals are set and subordinates are expected to perform at their highest level, improvement in performance always. Participative leadership: subordinates are consulted on suggestions and ideas in making decisions. Situational factors Situational factors-the characteristics of the follower and environmental factors. Three characteristics of the followers have been identified as significant variables determining the appropriate leadership style: (1). Locus of control: Internal believe their rewards are based on their own effort. External believe their rewards are controlled by external forces. (2). Authoritarianism: an individuals willingness to accept the influence of others. (3). Abilities: The followers ability and experience influence a leader whether they are able to work with an achievement oriented leader or a supportive leader who patiently encourage and instruct them. The path-goal model identifies three environmental factors moderating the effects of leadership styles: the nature of the task, the formal authority system within the organization; and the group norms and dynamics. These environmental factors can influence the effectiveness of different leadership styles in a variety of ways. Normative Decision-Making Model of Leadership The normative decision-making model is a contingency theory of leadership. It does not assume any leadership style as appropriate for all situations. Leaders must develop a range of leadership styles and take on the style that is most appropriate to the situation. Leaders need to know when to consult others and when consultation is a waste of time. Although the leader may serve as the chairman of the group, the leader is simply one of the groups and does not try to influence the group to adopt a particular solution. Criteria for selecting a leadership style. The criteria used for assessing the efficiency of a leadership style: quality and acceptance. The quality of the decision refers to its accuracy and the extent to which it will achieve some objective. The quality of decisions depends on accurate and relevant information Conferring with other group members often provides additional information. Diagnostic decision rules. Managers choose the most autocratic of the styles to save time and minimize costs. If the aim was to further the subordinates personal development, the participative style is selected. In some strategies, the manager decides alone. At times, the manager makes the decision alone after consulting with the subordinates as an advisory group. Comparing the leadership models. All situational leadership models contribute to our understanding of the leadership by emphasizing the effect of external factors on a particular leadership style. Different leadership styles suggest styles that are determined by various situational factors. The models focus on different methods: different situational factors and different criteria for selecting the best style: task-oriented versus relationship-oriented. The four leadership styles: directive, supportive, participative, and achievement-oriented The normative decision-making model identifies three leadership styles: autocratic, consultative, and participative. The situational factors influencing the effectiveness of leadership are quite different in each of the models. An important reason for some of this difference is that the normative decision- making model equates leadership with making decisions and looks at only this function of leadership. In addition, the models use rather different criteria for evaluating the effectiveness of leadership. DETERMINANTS OF LEADERSHIP EFFECTIVENESS Although deciding what makes an effective leader seems as if it should be a simple decision, however, individuals who are in the positions of leadership are faced with the practical question of deciding which leadership pattern to adopt. Choosing a Leadership Style One of the most popular models for selecting an appropriate leadership style is one that describes a variety of leadership styles along a continuum from highly autocratic to highly participative at the other. The forces in the situation include the culture of the organization. The successful leader is one who is aware of the situational forces and responds accordingly. Effective leaders must understand themselves, the group, company and social environment. Strategies for Improving Leadership Leaders capacity to reward the behavior of followers should not be overlooked and the ability of the followers responds otherwise. For example, organizations reward managers according to the performance of their group. As a result, the managers of high- performing groups are highly rewarded by the organization. Leaders who were more considerate created greater satisfaction among their subordinates; at the same time, changes in the behavior of the leaders could be caused by the performance of the subordinates. Constraints on leader behavior. Leaders have limited opportunities to influence others. Leadership effectiveness is inhibited by a variety of factors. For example the extent managerial decisions are pre-planned due to structure, technological specifications, laws and the absence of available alternatives. Leadership can also be forced by a variety of organizational factors limiting the leaders capability to either communicate with or to reinforce the behavior of the subordinates. The constraints imposed on leaders include external factors organizational policies, group factors, and individual skills and abilities. External factors. Leaders are constrained in what they can do because of various economic realities and a host of state and federal laws. Leaders who have unskilled followers will have difficulty leading irrespective of their leadership style. The availability of skilled followers is subjected to the external labor market. Organizational policies. The organization may limit a leaders effectiveness by hampering the amount of communication between leaders and followers and restricting the leaders ability to reward or punish followers. Group factors. Created by the dynamics of the group. If the group is highly unified and determined, it can limit the leaders ability to influence the group. Individual skills and abilities. The leaders own skills and abilities may act as constraints since leaders can only possess so much expertise, energy, and power. Some situations may simply require greater skills and abilities than the leader may possibly hope to possess. Substitutes for leadership. While some situations constrain leaders other situations make leadership unnecessary. These variables are referred to as substitute variables because they substitute for leadership either by making the leaders behavior unnecessary or by neutralizing the leaders ability to influence subordinates. Leadership is an extremely important function. It has an enormous influence on the value of groups and organizations. The complexity of the situation, however, may prevent us from knowing in advance which will be the most effective leadership behaviors. SUMMARY 1. Leadership refers to increasing influence which occur when an individual manipulates others to do tasks voluntarily which they would not do otherwise. The basic leadership roles include initiation of policy and structure, speech, and management. A need for leadership within organizations stems from the incompleteness of the organization design and the dynamic nature of the internal and external environments. 2. The studies of leadership were mainly studies on traits that tried to identify the characteristics of effective leaders. The studies focused mainly on physical traits, intellect and characteristic. The results were usually weak and inconsistent although some personal characteristics were always related to leadership. Most studies concluded that the characteristics of the subordinate and the nature of the task were as important as the characteristics of the leader in determining success. 3. Another approach to studying leadership set on leader behaviors; i.e. how leaders actually behave. One of the studies compared three leadership styles: authoritarian, democratic and laissez-faire. Although democratic leadership produced the greatest satisfaction, autocratic leadership had the highest levels of productivity. 4. Research conducted simultaneously at two universities identified two similar leadership behaviors. At The Ohio State University the researchers labeled these two leader behaviors initiating structure and consideration. At the University of Michigan the same two factors were labeled production-centered and employee-centered leader behaviors. These two leader behaviors appear to identify leadership functions essential to the effectiveness of a group. The two Factors have been used to form a matrix called the Managerial Grid which places a concern for production on one side of the grid and concern for people on the other. The research evidence does not support this conclusion consistently. 5. The unsuccessful research to identify leadership traits or universally superior leader behaviors caused an emergence of development of four situational theories of leadership. The theories suggest that the most effective leadership style depends upon situational variables particularly the characteristics of the group and the nature of the task. 6. A situational leadership model that matched different combinations of task behavior and relationship behavior with the maturity of the followers. As the followers increase, the appropriate leadership style is telling, selling, participating, and finally for highly mature followers, delegating. 7. The most appropriate leadership style was determined by assessing three situational variables: whether the relationships between the leader and the members were good or poor, the task was structured or unstructured, and the power position of the leader was strong or weak. When these three situational variables created an extremely favorable or extremely unfavorable situation, the most effective leadership style was a task-oriented leader. However, where there were intermediate levels of favorableness, a leader with a high concern for interpersonal relationships was more effective in these situations. 8. The path goal model theory is derived from expectancy theory. It suggests that effective leaders must clarify the target paths and increase its attractiveness for followers. Four distinct leadership styles are proposed in the model: directive, supportive achievement-oriented and participative leadership styles. The style most appropriate depends upon two types of situational factors: the characteristics of the follower and characteristics of the environment. Three of the most important follower characteristics include the locus of control, authoritarianism, and personal abilities. The three environmental factors include the nature of the task, the formal authority system within the organization, and the group norms and dynamics. 9. The three leadership styles include autocratic decision making, consultative decision making, and group decision making. The decision titles determining which style is most appropriate include such questions as whether the leader has adequate information to make the decision alone, whether the subordinates will accept the goals of the organization, whether subordinates will accept the decision if they do not participate in making it, and whether the decision will produce a controversial solution. 10. The influence of the group upon the leader should not be overlooked. The relationship between the leader and the group implies a reciprocal influence. Groups have the capacity to influence the behavior of their leaders by responding selectively to specific leader behaviors. The influence of a leader can also be constrained by several external factors, such as organizational policies, group norms, and individual skills and abilities. Other variables have been found to neutralize or substitute for the influence of a leader, such as the skills and abilities of followers and the nature of the task itself. POSITIONING ON LEADERSHIP CRISIS There are many leadership theories. Arthur G. Jago (1982)  [8]  had proposed a framework that organizes leadership theories based on each theorys focus and approach. Focus refers to whether the leadership is seen as a set of traits or actions. There is a universal formula of traits or behavior for an effective leader. However, effective leadership also depends on specific situations. The kinds of behaviors that leaders can actually perform in a group. The two leader behaviors that have been consistently observed including task-related activities, called initiating structure or production-centered activities, and interpersonal relations activities, sometimes called consideration or employee-centered activities. The incremental influence that one individual exerts upon another and that causes the second person to change his or her behavior voluntarily. Three leadership roles include origination of the structure by top-level managers, interpolation or adapting the structure by middle-level managers and administration or implementation of the policies and procedures by lower-level supervisors. I concur with A. Ange on the presence of leadership crisis but I also foresee the resolutions taken and are still being taken to resolve the problem. Many organizations are spending money in sending their employees to be groomed and trained for future growth of the company whereby they are exposed to different methods of management and how to be great leaders. Leaders are born to leaders but in some circumstances, situations and environments also play a huge role in creating a leader. Leaders come and go and new ones are always on the threshold to take over the empty space. The qualities of the leaders and their leadership styles vary but they are vital in the development and motivation processes of the organizations. There is

Terrorists and Personal Weapons :: Terrorism

Terrorists and Personal Weapons Personal weapons fired at short ranges are the primary weapons of terrorists as well as the police officer or soldier fighting against them. One of the most important facets of personal weapons is that they have changed little since the 1940s. They have not been affected by the technological revolutions of nuclear, electronic and aerodynamic guidance and control systems. The weapons may be smaller and lighter with more advanced sights, but the ranges and rates of fire have changed little. The most significant change in personal weapons is most likely the controlled burst. The controlled burst is a system of sustained fire where bullets are fired in short, fast groupings of three. These three round bursts conserve ammunition and also give more effective fire for normal use. Another important development with the ammunition is the creation and use of caseless ammunition, which eliminates the need to eject a cartridge. Plastic ammunition has been designed primarily for training but could be effective for terrorists. If a gun made up completely of non-metallic parts, then plastic bullets would be desirable in evading detection at airports. While some terrorists employ the use of assault rifles, light-machine guns, sub-machine guns and even shotguns, the pistol is still the most popular. Revolvers and self-loading pistols are used because of their size and ease of concealment. Pistols can be carried in a pocket or a hip or shoulder holster, leaving both hands free until it becomes necessary to draw the gun. Armor-piercing missiles are used increasingly on attacks of both armored vehicles and the walls of buildings. They have had little success against vehicles, however, because they do not usually achieve a clean hit at the right angle in the right place, which is essential for effectiveness. Arab terrorists use the hand-held surface-to-surface Russian RPG 7 missile most commonly, and oftentimes these weapons have been largely provided to Arab governments who then can pass them on to terrorists. Terrorists can also use mortars in their attacks. Improvised mortars are extremely easy to make but can be inaccurate and unreliable, and so accidents are unavoidable. Most suitable for terrorist use are light mortars. A popular light mortar is the British 51mm Mortar, which weighs 6.25 kilograms and (its bomb weighs only 0.9kg). It has a range of 800 meters and a projected error of 2%. The use of anti-aircraft missiles by guerrillas to shoot down helicopters and other aircraft has increased.

Goblin Market by Christina Rosetti Essay

Goblin Market by Christina Rosetti I believe this poem tells a story, a story about temptation and lust, about the desire to obtain something the narrator clearly is not meant to take or have. It has similarities to the Story in the bible about the Garden of Eden. Adam and Eve have been told â€Å"You are free to eat from any tree in the garden; but you must not eat from the tree of the knowledge of good and evil, for if you eat you will surely die. † When I read the poem by Christina Rosetti it makes me think about that story because of the opening lines â€Å"I ate and ate my fill, Yet my mouth waters still;† The narrator, like Adam and Eve, felt discontented with what they were getting. They were always going to want more, never satisfied. There are subtle hints that the narrator should not be eating the fruit, but this makes the fruit taste better and more appealing. The words that have been used are double edged for example â€Å"Cherries worth getting† On it own this sounds innocent and appears to be about fruit! The double meaning here, I believe, suggests that something or someone is desired. Wanting to taste but not being quite sure; this also links with virginity, ‘untouched’ and this is where the lust comes in I think the words Christina Rosetti has chosen are extremely clever because you have to read the poem time and time again to get the true meaning; this keeps the reader interested for longer. Every time you look at this poem you find something else you didn’t notice before. I feel that to try and pull out the striking words would not be of benefit, as they are all seemingly striking and without the rest of the poem attached they would not appear as exceptional; I believe this would not be doing justice to the poem. For example the word â€Å"Pellucid† to me is very striking but alone, without the rest of the sentence, it makes no sense and the feeling is not the same. The line â€Å"Pellucid grapes without one seed† To me has much more of an effect and shows a lot more about the narrator’s emotions. I think the tone of this poem is unpredictable as there are different meanings. When you first read this poem and you see that it is about fruit, one may start to feel that the narrator is babbling, as it does not make a great deal of sense. For example â€Å"To-morrow night I will buy some more; and kissed her†. This, in the context of fruit, seems out of place and somewhat irrelevant. It is only when you read the poem again, this time realising that it is not quite as ‘innocent’ as it first seemed, that the tone changes; it becomes more exciting and profound. I would say that the mood of the poem changes when the realisation of the poem’s true meaning sinks in. While the poem just seems to be about fruit I found the persona offered no excitement or anticipation. This changes quite dramatically when you realise that the poem is actually quite unconventional as it is hinting at a sexual relationship between two women. For example â€Å"Cheek to cheek and breast to breast Locked together in one nest† At this point the voice then seems to become playfully mischievous. There are a lot of similes in this poem, for instance â€Å"Like two pigeons in one nest† I think Christina Rosetti wanted the reader to really visualise what was going on; also I feel that she used simile to create a feeling of anticipation, using a familiar image of closeness. â€Å"Like two flakes of newly fallen snow† Is very clearly talking about two people who are having a sexual relationship, but also telling us that it is the first time and in actual fact they are both virgins. Snow, when it has just fallen, is untouched and perfect in everyway thus symbolising purity. â€Å"Not a bat flapped to and fro Round their nest† Is an example of the use of metaphor in this poem. People do not sleep in a nest and yet these two people are being likened to animals. This I believe creates a feeling of peacefulness, nothing moving. This is representing that they have reached a climax and they are now enjoying the serenity of the moment. An illustration of the use of personification in this poem is â€Å"Wind sang to them a lullaby† The wind of course cannot sing but the image is used to create a peaceful atmosphere. I image it would be really calming and relaxing to have the wind singing a lullaby. Alliteration is not strongly used in this poem I could only find one example which is â€Å"And sugar sweet their sap† I feel this is to heighten the readers’ experience, making them almost taste the sugariness, thus allowing the reader to really get in touch with what is happening in the poem. This poem uses a lot of run on lines an there are only two full stops in the poem. I think this increases the anticipation as well as the feeling of expectation as you can never see how it is going to end. The metre is quite smooth and sinuous and it is used by the narrator to keep the sequence of events told in the poem flowing. The tempo and manner of the poem, as I said earlier, changes when you realise its true meaning. I feel that this happens to keep the suspense. This poem has a sporadic rhyming style because some lines rhyme and others don’t but I feel that this is in keeping with the rest of the poem’s style as it is all rather unconventional.

Ethical Dilema Essay

In this paper, I will discuss the ethical dilemma faced by a nurse who is caring for an eight month old patient, who reports with his mother to the emergency room with a suspicious fracture. The mother provides a plausible story, and the physician knows the family and does not suspect abuse. I will discuss the action I would take in order to provide the appropriate care for this patient. As a registered professional nurse, I feel the only approach to the case is to report the injury to Department of Family and Child’s Services (DFACS) for their investigation. When a report is made, DFACS will complete an investigation and make the ultimate decision if abuse or neglect was the cause of the injury. Each nurse has a duty to report all suspicious injuries to DFACS, regardless of her feelings on abuse or neglect. This is true even when the physician knows the family or does not suspect abuse. The nurse is responsible for her own actions. In order to provide the best quality of care for this patient, I would take the statement from the parent about how the patient was injured, and then talk to the physician to gather the physical finding, which may include x-ray reports after this information is gathered, I would report the case to the local DFACS. Anytime there is a suspicious injury regardless of the plausibility of the story, or if the physician knows the patient and does not suspect the parent, the DFACS case must be reported. The nurse in this situation has a duty to report this injury and let child services decide if the patient is in danger. I would perform a complete examination of the patient and communicate with the physician, in addition to noting any other signs of abuse, along with paying close attention for indicators of abuse. Indicators of abuse can warn healthcare providers to pay closer attention to situations that may indicate abuse or neglect and someti mes there are not indicators even though the child may be abused (Henderson, 2013). Three indicators of abuse or maltreatment include physical, child behavioral and parent behavioral indicators (Henderson, 2013). These indicators should not be considered in isolation but should be considered along with the child’s condition in the context with overall physical appearance and behavior; however, it is conceivable that a single indicator may be consistent with abuse or neglect (Henderson, 2013). Considerations of abuse are raised by injuries to both sides of the body and/or to soft tissues, injuries with a specific pattern or injuries that do not fit the explanation, delays in  presentation for care, and/or untreated injuries in multiple stages of healing (Henderson, 2013). It would be helpful to check the patient’s record for previous unexplained injuries or history of frequent visits to the emergency room or physician’s office. Any burns or patterns of bruising during the examination would warrant further investigation. Other signs of physical abuse I would monitor for include signs of pain where there is not visible injury and lack of reaction to pain. I would also note any emotional signs of physical abuse, which include passive, withdrawn or emotionless behavior, and fear when seeing parents. Any symptoms noted on exam should include this in the report to DFACS. Since the physical signs of abuse are often visible, most cases of abuse are recognized by a healthcare provider (Padera, 2009). These signs may be noted at routine appointments or while providing acute care. The ethical principle of non-maleficence and beneficence are addressed with this case. The ethical principle of non-maleficence helps to ensure that healthcare providers do not harm to their patients. If I did not report this case to DFACS for investigation and the abuse continued causing any harm to the patient, this would be an ethical violation of non-maleficence on the part of the nurse. The ethical principle of beneficence ensures that health care provider’s actions benefit the patient. By choosing to report this case to DFACS, my actions would benefit the patient and help ensure that the patient was no longer being abused. As a nurse, if I did not report this to DFACS for investigation, I would be in violation of the nurse practice act, and I could be held liable if the patient suffer more injuries or death at the hand of an abuser. My report of child abuse or neglect is confidential and immune from civil or criminal liability as long as the report is made in â€Å"good faith† and â€Å"without malice† (https://www.oag.state.tx.us/victims/childabuse.shtml). Provided these two conditions are met, as a nurse, I am immune from liability if they are asked to participate in any judicial proceedings resulting from the report (https://www.oag.state.tx.us/victims/childabuse.shtml). In conclusion, mandatory reporting can produce unanticipated and unwanted consequences (Buppert & Klein, 2008). Nurses may be concerned about reporting suspected abuse especially, when the investigation is completed, no abuse or risk to the patient is found (Buppert & Klein, 2008). Boards of Nursing rarely  discipline nurses for failure to report and nurses are covered with their nurse practice act when they make reports in â€Å"good† faith (Buppert & Klein, 2008). Given this information there is no reason not to report this mother to DFACS for investigation. References: Buppert, C. & Klein, T. (2008). Dilemmas in Mandatory Reporting for Nurses. Medscape. P. 4- 16. Henderson, K. L. (2013). Mandated reporting of child abuse: Considerations and guidelines for mental health counselors. Journal of Mental Health Counseling, 35(4), 296-309. Padera, Connie. (2009). Nursing, Child Abuse, and the Law. 7(37). P. 122-126. When you suspect child abuse or neglect: A general guide. Retrieved from https://www.oag. state.tx.us/victims/childabuse.shtml

How to Cheat on the ACT

How to Cheat on the ACT SAT / ACT Prep Online Guides and Tips Disclaimer: we are not going to tell you how to cheat on the ACT. What we will tell you about are things you can get in trouble for, along with high-profile cheating scandals that have happened recently and in past years. We do not advocate cheating by any means! Let's take a look at some of these scandals, as well as make sure you're aware of all the rules and regulations of test day so you don't inadvertently jeopardize your scores or chance of college admissions. South Korea and Hong Kong:The Case of the Leaked Test The most recent cheating scandal around the ACT involves the June , 2016 administration of the test in South Korea and Hong Kong(or what was supposed to be the June administration). Officials heard that test materials had beenleaked in advance of the test. ACT, Inc's official statement was this: "ACT has just received credible evidence that test materials intended for administration in these regions have been compromised." The result? ACT, Inccanceled the test altogether, doing so only hours before students were supposed to take the test. About 5,500 students at 56 different test centers were unable to take the test they had registered for. While these students will get refunds, they don't get the chance to reschedule their June test. Instead, they'll have to wait until the next official ACT test date in September. At this point, it's unclear who got their hands on ACT test materials or how they did it. While the ACT has never been canceled abroad before, the SAT has been canceled or investigated several times over the past few years in both South Korea and Hong Kong. It seems that test centers take advantage of time zone differences to obtain information from students taking tests in the U.S. Unfortunately, it was the test-takers in South Korea and Hong Kong who suffered from this underhanded activity and were unable to take the ACT at all on their scheduled June test date. New York: The Case of False Identities Cheating scandals around the ACT haven't just happened overseas. In fact, thelargest and most high profile scandal to date happened in 20 on Long Island, New York. Over 20 arrests were made in this case where students paid other students (most of them already in college) to take the test in their place. They paid students up to $3,600, and these students used fake IDs to enter the testing center. When these cases of false identity were discovered, the perpetrators were charged with scheming to defraud in the first degree, criminal impersonation in the second degree, and falsifying business records in the first degree. None of these students ultimately faced jail time, but their names and this case will forever be on the public record. Apparently, this kind of identity swapping had been going on for years. As for the aftermath of this scandal? Now all students have to upload a photo of themselves when they register for the ACT. Would you be tempted to pay money if it meant a perfect scorer would take the ACT for you? Kentucky: The Case of Too Many Practice Tests In 2014, the principal and other school officials at Louisville Male High School came under investigation for heavy assistance of students taking the ACT. Because the ACT is used in many states as a high school standardized exam, it's a high stakes test for schools and administrators, as well as students. Several students reported that school officials gave substantial help during their test. Administrators let students take multiple practice tests with the real questions, before entering their real answers for the real test. Furthermore, officials helped students with questions they struggled with and even gave them answers, giving Louisville students an unfair advantage on the actual ACT. Even worse, students reported administrators telling them to keep hush about the cheating in interviews.In the end, the principal was fired from the school, and the school was required to institute new behaviors to prevent this cheating from happening in the future. Michigan: The Case of Calculator Misconduct Similar suspicions swirled around Fremont High School in Michigan in 2014. College Board received an anonymous tip about improper calculator use that indicated that school officials had uploaded far too much information on students' calculators, almost like having a "cheat sheet" while taking the ACT. Ultimately the ACT decided that while their actions gave students an unfair advantage, they had found a loophole in the rules and were not technically cheating. Students scores were eventually released, but they were withheld for a long time while the investigation was underway. While these cases of cheating on the ACT made the news, most cases are less high profile. Instead, they occur because a student or test proctor reports unusual behavior on test day. Let's take a look at the more common causes of ACT scores being withheld or canceled. Don't do this. What Else You Can Be Disqualified From the ACT For The basic signs of cheating - likelooking at someone else's test paper, talking, using inappropriate materials, or causing any disturbances - are all prohibited while taking the ACT. Since it is strictly timed, students cannot look back or ahead in the test booklet. They cannot flip through it or work on a different section than the one currently being timed, nor can they continue to write or fill in answers after time has been called. Once time has been called, that's it - absolutely no more filling in the bubble sheet or adding one last sentence to your essay. Otherwise your test proctor could take your test booklet and ask you to leave the testing center. Once your test has been scored, there may be a few unusual trends that alert scorers to possible signs of cheating. For example, huge fluctuations in your scores could prompt an investigation - if you improve by a great number of points between your first and second test administration, for example, or show large inconsistencies between similar sections. They may ask you to provide a testimonial on your behalf, but could withhold your scores indefinitely or have you retake the test. Another cause for concern is if your answers resemble that of a nearby student too closely. One Boston student was shocked to have her scores withheld, because her answers looked almost identical to a student she sat near. While very rare, these kinds of investigations begin after the tests have been scored and analyzed. So if your scores are withheld, what are the consequences? Consequences of Cheating on the ACT In the high profile New York case, which involved fake IDs and exchanges of large sums of money, actual charges were filed against students and arrests were made. In less nefarious circumstances, like the ones described above, usually the ACT will cancel your scores and you will have to retake the test. If your score reports have already been sent off to colleges, theACT will notify the colleges that your scores are now invalid. They usually won't provide a specific reason, but instead will say, "The ACT cancels scores for a variety of reasons, including illness of the examinee, mis-timing of the test, disturbances or irregularity at the testing site. It is the ACT policy to treat the ACT's reasoning for canceling a specific score as confidential." Colleges won't necessarily hear that you were accused of cheating, but cancellation of scores is still a big red flag that you don't want to have on your application. The college will likely know if your scores were the only ones to be canceled, thereby ruling out "mis-timing" or "disturbances at the testing site" as a possible explanation. Plus, many months will probably pass by the time you get a final decision from ACT, sign up for and retake the test, and receive and send off your new score reports, causing you to miss important deadlines. If your scores were withheld due to inconsistencies, the ACT may have you retake the test. If you score within three points of your last performance, then you will get to keep those new scores. If not, then your new and improved test scores will be canceled and invalidated. For the most part, students whose scores get withheld and/or cancelled may retake the test, but this can be a huge hassle, both emotionally and in terms of getting everything done in time for your college application deadlines. Relax! The ACT is an important test, but there's no reason to lose your head. What Can You Do Instead of Cheating? Don't cheat on the ACT - prep instead! Nothing is a replacement for preparation and familiarity with the content and format of the tests. Check out our free E-Book for the tips and strategies you need to know to improve your ACT score by 4+ points. To prep most effectively, use high quality materials that will show you all the concepts and question types you will encounter, so you really won't need to know the exact questions beforehand. To avoid raising any suspicions about cheating on the ACT, make sure you're familiar with all the instructions and timing of the test. This is especially crucial if English isn't your first language or you're unsure if you'll absorb the exact instructions once the test has been passed out. By knowing the exact instructions before test day, you can focus your energy and attention on the content, rather than on logistical details. As we mentioned above, the testmakers look at your scores to detect any unusual fluctuations or similarities with a nearby test-taker. To prevent this possibility, make sure you take the test seriously every time you take it. Don't treat any administration as a throw-away, as this could become a problem later on down the line. Instead, try your best every time so your scores are an accurate representation of your skills, abilities, and preparation every time you take the test. Finally, try to keep perspective through the pressures of achievement and competition. Make sure to give yourself breaks and use the coping skills that best work for you to alleviate stress, like meditation, mindfulness, and exercise. Try to see the forest through the trees - in other words, do your best to look at the big picture rather than stressing out about one part of it along the way.By acting with integrity and purpose, you will end up in the college that's the best fit for you. What's Next? Now that you know the behaviors that count as cheating on the ACT, what about the personal belongings that must stay out of the testing center? This article explains everything you need on test day, some little known things that could come in handy, and the things you should just leave home. Are you feeling stressed about the ACT? If you're like any other student, the answer is probably yes. This article suggests some practices for managing your anxiety, clearing your mind, and training your focus for test day. Aimingfor a high ACT score? Read our guide onhow to score a perfect ACT 36, written by our resident perfect scorer. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? 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Henry 2 essays

Henry 2 essays Henry II was the first of eight Plantagenet kings. He neither ignored his island kingdom nor dragged it into continental trouble. Along with Alfred, Edward I, and Elizabeth I, Henry II ranks as one of the best British monarchs. Henry II was born in Le Mans, France in 1133. Geoffrey Plantagenet, Count of Anjou, and Matilda, daughter of Henry I, were his parents. Henrys younger brothers were Geoffrey and William (Bingham 22; Tabuteau 185). Henrys father gave Henry the best education possible at that time. Peter of Saintes, who was a well-known poet, was Henrys first tutor. Adelard of Bath also taught Henry. William of Conches and Henrys other previous tutors instilled in Henry the appreciation for literature. Soon after Henry IIs education, he became Duke of Normandy. With the death of his father, Henry II became the Count of Anjou at age eighteen. Once he became Count of Anjou, Henry married Eleanor of Aquitaine on May 18, 1152, in the Cathedral of Poitiers. Their children were William, Henry, Matilda, Richard, Geoffrey, Eleanor, Joan, and John (Bingham 22; Henry 835-836; Tabuteau 185). Once Stephen, who was a well-known king, died, Henry II became lord of all land between the Pyrenees and Scotland (Henry 835). Henry had to deal with problems as soon as he became king. Once the Danish kingdoms established themselves in Ireland, the Danish colonists were at war with Irish people and the Irish people were at war with themselves. King Henry II realized he needed to stop all the chaos with a conquest of Ireland. In a few months, every part of Ireland except Connaught was under King Henry IIs control. The regions that the British controlled slowly dwindled away and soon vanished (Larned 114-115). Even though Henry II was a king, he did not resemble a king. He had a freckled face, gray eyes, and tawny hair. He also had a very short temper. At times, King Henry II would ...

Philosophical Quotes on Food

Philosophical Quotes on Food Philosophy of food is an emerging branch in philosophy. Here is a list of quotes that are pertinent to it; if you happen to have additional suggestions, please do send them along! Quotes on Food Jean Anthelme Brillat-Savarin: Tell me what you eat, and I shall tell you what you are.Ludwig Feuerbach: Man is what he eats.Immanuel Kant: As regards the agreeable, every one concedes that his judgment, which he bases on a private feeling, and in which he declares that an object pleases him, is restricted merely to himself personally. Thus he does not take it amiss if, when he says that Canary-wine is agreeable, another corrects the expression and reminds him that he ought to say: ‘It is agreeable to me’ [ †¦ ] With the agreeable, therefore, the axiom holds true: Everyone has his own taste (that of sense). The beautiful stands on a quite different footing.Plato: Socrates: Do you think that the philosopher ought to care about the pleasures – if they are to be called pleasures – of eating and drinking? – Certainly not, answered Simmias. – And what do you say of the pleasures of love – should he care about them? – By no means. – And will he think much of the other ways of indulging the body – for example, the acquisition of costly raiment, or sandals, or other adornments of the body? [†¦] What do you say? – I should say the true philosopher would despise them. Ludwig Feuerbach: This work, though it deals only with eating and drinking, which are regarded in the eyes of our supernaturalistic mock-culture as the lowest acts, is of the greatest philosophic significance and importance†¦ How former philosophers have broken their heads over the question of the bond between body and soul! Now we know, on scientific grounds, what the masses know from long experience, that eating and drinking hold together body and soul, that the searched-for bond is nutrition.Emmanuel Levinas: Of course we do not live in order to eat, but it is not really true to say that we eat in order to live; we eat because we are hungry. Desire has no further intentions behind it†¦ it is a good will.Hegel: Consequently, the sensuous aspect of art is related only to the two theoretical senses of sight and hearing, while smell, taste, and touch remain excluded.Virginia Woolf: One cannot think well, love well, sleep well, if one has not dined well.Mahatma Gandhi: There are people in the world so hungry, that God cannot appear to them except in the form of bread. George Bernard Shaw: There is no love sincerer than the love of food.Wendell Berry: Eating with the fullest pleasure – pleasure, that is, that does not depend on ignorance – is perhaps the profoundest enactment of our connection with the world. In this pleasure we experience our dependence and our gratitude, for we are living in a mystery, from creatures we did not make and powers we cannot comprehend.Alain de Botton: Forcing people to eat together is an effective way to promote tolerance. Further Online Sources The Philosophy of Food Project website, collecting a list of useful online sources on the topic.The entry on Philosophy of Art at the Britannica Online Encyclopedia.The entry on the definition of art at the Stanford Encyclopedia of Philosophy.The American Society for Aesthetics website, containing news and information on the topic.The British Society of Aesthetics website, which aims to promote study, research and discussion of the fine arts and related types of experience from a philosophical, psychological, sociological, historical, critical and educational standpoint.The British Journal of Aesthetics, one of the leading journals in the field.The Journal of Aesthetics and Art Criticism, one of the leading journals in the field.A collection of philosophers’ perspectives on the philosophy of art.

Causes and Effects of teenage abortion in the USA Research Paper

Causes and Effects of teenage abortion in the USA - Research Paper Example This research will begin with the statement that each year in the United States, approximately 750,000 teenagers between the ages of fourteen and nineteen become pregnant. Of this number, an average 200,000 teenagers a year seek an abortion. As more teenagers find themselves becoming pregnant, more are finding ways to avoid the responsibility of parenthood at such a young age. Unfortunately, not only do the excuses for obtaining abortions continue to rise, but so does the number of young pregnant females obtaining an abortion. As with any physical damage to one’s body, though, abortion comes with its consequences. Pregnant teenage females often seek abortions when their pregnancies are a result of rape or date rape. Rape is the forcing of sexual intercourse by one person on another. More often than not, rape is administered by a complete stranger, though there have been many cases of friends, extended relatives, teachers, and even church officials raping and impregnating young women. Date rape, on the other hand, is rape that is administered usually after the female has been drugged or otherwise made unconscious. This form of rape is often done by someone that the female knows well, like a friend or even a boyfriend. However, there are some men that drug women they do not know while at a party or a gathering and then invite them out to a place where the rape occurs. Date rape generally takes place while the female is spending time with the potential rapist, like on a date, hence its name.... Similar to rape, incest often comes without the consent of the other person. Sexual abuse can also be brought on by a male family member, but the teenager can also face sexual abuse from her boyfriend or a close male friend. The primary factor in both incest and sexual abuse is that the teenager had no say in the engaging of sexual intercourse. Unfortunately, physical violence can also be administered during the process of the abuse, rendering the teenager helpless to get away. There are many reasons that a teenager gets an abortion as a result of incest or sexual abuse. The first reason is simply because the pregnancy was due to incest and the teenager does not want to keep the baby who was fathered by someone that she is related to. The teenager might also abort to avoid revealing that a family member had gotten her pregnant. They want to avoid the shame that comes with such a confession, even though they had no part in what took place; they might also have been threatened to keep it a secret, and might not have a choice of whether or not to abort. Likewise, if the teenager was sexually abused by her boyfriend, she does not want to keep a baby that was created by force with someone that she loved and trusted. Another reason is because many children that are conceived out of incest often have physical deformities or mental illnesses. Teenagers abort for this reason as they do not want the responsibility of raising a baby that might be sick and need special attention and care. Promiscuity Promiscuity is when a person has many sexual relationships, which makes up a large percentage of pregnant teenagers at any given time in the United States. Many of

Critiquing Prior Decisions Made unit 2 Research Paper

Critiquing Prior Decisions Made unit 2 - Research Paper Example This plan has been successful considering that they are one of today’s most successful companies in the tech industry (â€Å"Apple Inc.,† 2011). Organizing. â€Å"Organizing is identifying jobs to be done, hiring people to do them, establishing departments, delegating or pushing authority down to subordinates, establishing a chain of command...and coordinating the work of subordinates† (Dessler & Phillips, 2008, p. 5). The overall management team of Apple was able to create an unparalleled talent base, which can help the company by having a sustainable future despite the absence of its former CEO Steve Jobs (Lam, 2011). Apple’s success in terms of its unique product design and functionality is evidence that the management team was able to hire the right people and use the right resources. Leading. Leading the company’s people and resources can be attained by creating a culture that is acceptable to all and a constant communication pattern (Dessler & Phillips, 2008, p. 5). Apple’s corporate culture is one of its competitive advantages because it incorporated the company’s success factors such as creativity, leadership, and innovation. This culture remained undefeated for a long time, and the company was known as a perfectionist in product design and reliability (Kurtzman, 2010, p. 116). This culture made them unique from their competitors, and they believed that they are the best tech firm in the industry and nothing can beat them. Also, Apple offered several incentives including the â€Å"recognition bonus of 3 to 5 percent of their base salary...[and the giving of] free iPod Shuffle or iPhone...† to motivate their employees (Muller, 2010, p. 4). Controlling. This function is necessary to determine whether the employees have reached the desired goals or necessary changes (Daniels, 1994). The performance of Apple employees is strictly monitored

The Fall of Rome Research Paper Example | Topics and Well Written Essays - 2000 words

The Fall of Rome - Research Paper Example This researcher paper "The Fall of Rome" analyzes the key causes that triggered the fall of Rome. The destructive effect of nomad tribes’ invasions has been discussed as one of the most significant reasons of Rome’s decay. This point of view is adopted by Ward-Perkins who claims a sort of military crisis caused by the invasion of people from Asia to have triggered the fall (Ward-Perkins). Having conquered the territory of the Black Sea region be the beginning of the 3rd century, the unions of Goths launched the military campaign against the Roman Empire. The first battle between Romans and Goths took place in 378 bringing overwhelming defeat to the Roman army and death to the emperor. After a pause lasting about 50 years, the tribes besieged Rome. Although the capital suffered raging hunger and diseases, Roman refused to surrender or accept Alaric’s proposals (Alaric was the head of the Goth army). Unfortunately, despite desperate attempts to hold the line, the e nemy had managed to gain control over Rome – it was for the first time in the history of this glorious empire that barbaric tribes had captured this city. Later, Vandals became the ones to deliver the final blow to the capital of the Western Roman Empire, killing an immense amount of citizens and enslaving the survivors. It is reasonable to add, that the name of this tribe has turned into a common noun for villains and destroyers as a result of the atrocities the conquerors committed in Rome. However, it was Guns who led the Western Roman Empire to the complete collapse.

The Necessity of Coed Classes Essay Example | Topics and Well Written Essays - 500 words

The Necessity of Coed Classes - Essay Example That assumption is not backed by research or study but only on the notion that the opposite sex is a distraction to study. The perceived advantage is even overshadowed by its numerous drawbacks. By making a class exclusive for boys or girls, the students become socially inadequate to relate to the other gender because of their lack of exposure and training on how to deal with the opposite sex. Students will become less confident and they could even become insensitive because their social vocabulary and competence about the opposite sex are inadequate. Social competence is also important because students will have to deal with other people including the opposite sex when they are already in the workplace when they become professionals someday. Education is not only limited to academics. It also includes how to deal with people appropriately. A good education will become useless if the person cannot work or deal with other people. Dealing with other people is particularly important if a person will become professional someday. A businessperson has to deal with clients, suppliers, employees, a doctor to his or her patient, an employee to his or her teammates and so on and so forth. It only meant that it is inevitable that we will be dealing with other people someday and it would be better if the students are trained early by integrating boys and girls in a class. Making a class exclusive to boys or girls makes a student socially inadequate. The structure of gender exclusivity does not inspire confidence among students because of the lack of exposure towards the other gender making their emotional and social vocabulary limited. This will result in a lower self-esteem among students which could be disastrous when they become professionals.

Air pollution in China Essay Example | Topics and Well Written Essays - 1000 words

Air pollution in China - Essay Example country claiming that the country would continue to grow its economy relying on the energy inefficient industries and using the polluting agents (Feng, 1999). However, the studies claim that the cost of pollution would oppose the development a feature that has begun stagnating development endeavors in the country as the discussion below portrays. The introductory paragraph above states that pollution is costly and deters infrastructural development and economic growth in the country. China’s economy has grown within the last few years owing to the rapid industrialization of the country. China is among the largest consumers of fossil fuels in the world with most of the industries in the country running on petroleum products. While industrialization has fostered the economic growth of the country, such endeavors have contributed to different forms of pollution thus culminating in the current state of affairs. Currently, the rate of pollution has reached the highest level deterring visibility owing to fog. Such high levels of pollution have begun affect the country’s economic growth by making the country, a country that was once the leading global investment destination, lose on foreign investors most of who site the health implications of the intense pollution. Industries in China are the leading pollutants. The country has millions of industries that run of fossil fuels thereby emitting large amounts of carbon monoxide and carbon dioxide among other poisonous gases. Cities in the northern parts of the country are more polluted than in any other parts of the country owing to high number of industries in such regions. China for example is the leading exporter of steal globally (Innes & Hassan, 2000). Steel and cement industries are among the companies located in the northern parts of the country. Cement and steel industries in the country contribute to pollution owing to the large-scale evacuation processes they carry out coupled with an equally large-scale

Women throughout American History Essay Example | Topics and Well Written Essays - 1500 words

Women throughout American History - Essay Example Perhaps the most essential, women fought for and to a large extent realized a reassessment of conventional notions of their duties in society. In addition, women in America were perceived to be second class citizens and in a number of occasions to be used and owned by members of the male population. Even though these views still persist in several regions in the world, women have accomplished tremendous progress with regard to equal rights. These civil rights were most notably established in the 19th and 20th centuries with noteworthy laws, for example, the Married Women’s Property Laws enacted during the 19th century and the 19th Amendment. The most significant accomplishment was realized in the 1920 elections when a large number of American women were allowed to exercise their rights to vote for the initial time. It took tremendous efforts of activists and reformers and approximately a century to win this right. Even though the consequences were astounding, the campaign was extremely demanding. Nevertheless, in the final part of 1920, the 19th Amendment of the constitution was formally approved, incorporating American women and for the first time asserting that like men, women, ought to have all rights and responsibilities that is associated with being an American citizen (Hemming and Savage 48). This paper will look at how women have suffered for numerous years, but the efforts they have put in have shown throughout history. From the early periods women have been specifically perceived as an innovative source of human existence. However, historically, women in America have been regarded both as a major source of evil and temptation, and mentally mediocre to their male counterparts. In contrast, the attitude towards members of the female population in the Eastern part of the world was initially extra approving. For instance, in ancient India, women were not denied of individual freedoms or property rights by marriage. Nevertheless, in America, children of the male gender were considered to be of significance than female children. On the other hand, when women were allowed intellectual and individual freedom, they made tremendous realizations. In the middle periods nuns played a significant part in Europe’s religious life. In America, women made significant contributions towards the fight for education for American women (Rosenbloom 37). Emma Willard established the Troy Female Seminary in 1821. This was the foremost American educational institution to give females a college education identical to that offered to men. Also, in 1841, Oberlin College was the institution that gave the bachelor’s degree to the first three women, Mary Caroline Rudd, Elizabeth Smith Prall, Mary Hosford, in America, and in 1862 it gave a degree to Mary Jane Patterson, an African America woman. Women in America were for a long time perceived as biologically inferior to men, delicate, and not able to engage in activities needing intellectual or muscular development. In preindustrial America, domestic activities were left for women and females, leaving what were considered as significant activities, for example, plowing and hunting to men. This did not take notice of activities, for example, taking care of children, washing clothes, and milking cows which needed sustained, burdensome labor. Also, the American community regarded the natural biological responsibility of women as their foremost social responsibility as well. This made middle-class children to learn from their mother’s example that caring for children, cleaning, and cooking was the responsibilities required of her when she became an adult

Air pollution in China Essay Example | Topics and Well Written Essays - 1000 words

Air pollution in China - Essay Example country claiming that the country would continue to grow its economy relying on the energy inefficient industries and using the polluting agents (Feng, 1999). However, the studies claim that the cost of pollution would oppose the development a feature that has begun stagnating development endeavors in the country as the discussion below portrays. The introductory paragraph above states that pollution is costly and deters infrastructural development and economic growth in the country. China’s economy has grown within the last few years owing to the rapid industrialization of the country. China is among the largest consumers of fossil fuels in the world with most of the industries in the country running on petroleum products. While industrialization has fostered the economic growth of the country, such endeavors have contributed to different forms of pollution thus culminating in the current state of affairs. Currently, the rate of pollution has reached the highest level deterring visibility owing to fog. Such high levels of pollution have begun affect the country’s economic growth by making the country, a country that was once the leading global investment destination, lose on foreign investors most of who site the health implications of the intense pollution. Industries in China are the leading pollutants. The country has millions of industries that run of fossil fuels thereby emitting large amounts of carbon monoxide and carbon dioxide among other poisonous gases. Cities in the northern parts of the country are more polluted than in any other parts of the country owing to high number of industries in such regions. China for example is the leading exporter of steal globally (Innes & Hassan, 2000). Steel and cement industries are among the companies located in the northern parts of the country. Cement and steel industries in the country contribute to pollution owing to the large-scale evacuation processes they carry out coupled with an equally large-scale

Professional development plan for a teacher Assignment

Professional development plan for a teacher - Assignment Example This research will begin with the statement that teaching is a complex profession that needs teachers to incorporate both the technological innovation and the art of their art in order to impact studies. However, the people involved in the profession like teachers at times fail to see the complexity hence implemented; the arts have little or no effect. Therefore, technological innovation of teaching demands to know studying theory and how the brain functions. The art of teaching needs teachers to synthesize content, procedure, products, and environmental resources to create engaging studying actions that enhance the success of diverse students. Moreover, teachers must perfect the art and technological innovation of teaching in a world that is recognized by rapid change increased social variety and significant progression and application of information. Such a world needs educational institutions to enhance what is certified, how it is certified, the stage to which students know what is certified, and the components required to coming back up studying among employees and students. According to Sousa & Tomlinson, the Professional Growth and Performance Plan explain a procedure that awards differences among teachers, encourages beneficial change, and provides concrete support for enhancing studying and teaching. Teachers and administrators perform together to evaluation performance on requirements, talk about ways to enhance studying and teaching, and identify professional growth goals... Purpose five and the actions particular that support this goal has been designed for those educators who’s Expert Growth Activities/Plans involves helping other teachers develop professionally (Sousa & Tomlinson, 2011). Some of the places my goals will concentrate on include: 1. Mindset, learning environment and differentiation 2. Curriculum and differentiation 3. Assessment and differentiation 4. Student readiness and differentiation 5. Student interest and differentiation 6. Student learning profile and differentiation 7. Managing a differentiated classroom The general activities I will engage in to realize my goals and develop professionally include: 1. I will enhance my teaching abilities to be able to better support special needs students by staying current with new educational methods through professional development in-services, classes and alternatives. 2. I will support and help teacher entry season teachers to help them become effective unique information teachers by guidance and referring to my information, teaching methods and components used dealing with special needs students. 3. I will obtain the information required to gather information, create components and put into place personalized studying /behavior programs that are appropriate for personal autistic children by dealing with the school system autism specialist and by getting element autism classes. 4. I will enhance my abilities in teaching students so they can enhance higher student studying by getting my Experts Degree in Curriculum Development. 5. I will obtain several methods to enhance and indicate upon my group place teaching to be able to become a

Moral Frameworks of Terrorists

Moral Frameworks of Terrorists This paper discusses, with reference to two examples, whether terrorists can appeal to a consistent moral framework. Terrorism can be, and indeed, most usually is defined in the literature, as a strategy of violence that is designed to promote a desired outcome through instilling fear in the public at large. There are, however, disagreements amongst many academics, from political science, law and human rights analysts, as to the definition of terrorism that should be used in practice, as some academics argue that the motives that fuel some terrorists are politically valid. The definition of terrorism currently in use by the UN is, â€Å"any act†¦intended to cause death or serious bodily harm to civilians or non-combatants with the purpose of intimidating a population or compelling a government or an international organisation to do, or abstain from doing, any act.† (Annan, 2005). Regardless of the particular definition of terrorism that is employed, terrorist acts are generally defined through their violence, the psychological impact of the act, the political goal of the act and the fact that they are usually perpetrated against civilians, or non-combatants. Obviously, as a result of these factors, terrorism is regarded, everywhere, as unlawful and an illegitimate means of achieving the ends that are sought, but as the famous saying goes, â€Å"one man’s terrorism is another man’s freedom fighter†. Recent events have brought this to the fore, with the war in Afghanistan bringing back many memories for the United States government, who supported the Afghan Mujahideen as ‘freedom fighters’ during the United States war with the Soviet Union, but recently, the United States government branding breakaway Afghan groups as terrorists, and launching a war in Afghanistan to stop them in their terrorist acts. Nelson Mandela, ex-Preside nt of South Africa, and Nobel Laureate, was once branded a terrorist and was imprisoned for decades for his terrorist acts; a definition for terrorism, and the word terrorist thus seems to be flexible, depending on the political context and the aims that are trying to be achieved by the people supporting the country in which the terrorist is present. What is certain, however, is that the people committing the stated acts of terrorism wholly believe in what they are fighting to achieve, and, as such, construct some sort of moral framework to justify their actions and their beliefs. This paper is interested in how and why these frameworks are constructed and whether terrorists can ever appeal to a consistent moral framework for their actions. As Bandura (1990) argues, terrorists are able to morally disengage through many psychological routes, and, as such, it is a societal responsibility to ensure civilised conduct through social systems which uphold compassionate behaviour and which denounce, and renounce, cruelty in any form. As Bandura (1990) argues, moral standards do not function as fixed internal regulators of conduct, but rather, self-regulatory mechanisms do not engage until they are activated, and there are many ways in which these regulatory mechanisms can be disengaged, allowing the emergence of different types of conduct with the same moral standards. Bandura (1990) further argues that political diversity and the toleration of public expressions of scepticism create the conditions that allow the emergence of challenges to suspect moral appeals, such that if societies are to safeguard against the occurrence of terrorism, they must establish social safeguards against the misuse of institutional justificatory pow ers for ends which are exploitative and destructive. As such, Bandura (1990) seems to be arguing that it is the fault of the state, which has not ensured a proper, functioning, framework for the non-appearance of terrorism, which allows terrorism to grow, not that terrorists themselves are at fault. This type of argument does not require an appeal to moral consistency or moral frameworks on the part of the terrorist, but rather argues that terrorists are a product of a dysfunctional society, which is responsible for the appearance of terrorists. Further to this, Atram (2006) concludes that suicide terrorism cannot be explained by a single political root cause, such as the presence of foreign military forces or the absence of democracy, as other factors such as psychological motivations, or religious inspirations can also contribute to the desire to undertake terrorist acts. As Atram (2006) argues, any simplistic accounts of terrorism, why it happens and what leads people to become terrorists, are bound to failure as terrorists have underlying moral values and group dynamics which are complex themselves and also intertwined in a complex manner. Only when these root causes are fully understood by decision-makers will organisational and ideological solutions that could defuse the threat of terrorism be found (Atram, 2006). As such, as Atram (2006) argues, terrorists have a consistent moral framework within which they work, allowing them to unilaterally act, in concert, to achieve their ends. There have been many terrorist acts in recent history, including the Munich massacre in 1972, during the Olympic Games, bombing of flights including Pan Am Flight 103 over Lockerbie, gas attacks in Tokyo, bombing campaigns in Ireland by the IRA, the 9/11 attacks on the United States and, following this, the Bali bombings, the London and Madrid bombings. Terrorism is a tactic that has been used for a long time to achieve political ends, but it has recently come to the fore through the massive loss of life in the 9/11 bombings, and the subsequent wars, as this was an attack against the currently most powerful nation on Earth, on home soil, killing thousands of innocents. Terrorism, as a political tool, has therefore come to be used almost as a daily term, in the media, by academics, in family homes, and, indeed, the populace is scared, perhaps by hyper coverage of terrorism in the media, perhaps by the attacks themselves, but, for whatever reason, the populace is scared, and so the ter rorists are winning, under the definitions of terrorism which have been discussed herein. The current paper will discuss two examples of terrorist groups in order to assess the moral framework to which they adhere, to assess whether this framework is consistent, and, if, indeed, it can ever be argued that terrorists can appeal to a consistent moral framework. Colombia has been involved in what is termed an ‘armed struggle’ for the past four decades, since the death of Gaitan in the 1960s, when the FARC and the ELN were founded, ironically, as a call to stop La Violencia which had begun following Gaitan’s death. At this time, these two guerrilla groups campaigned for peace, for free elections and for the return of a leftist government. The FARC and the ELN have, however, in recent decades, become embroiled in the drugs trade, gaining money through the drugs trade in order to fund their ‘war’ on the Colombian government, and their fight for peace in Colombia. In response to this, it is known that the current administration funded paramilitary groups to fight against the guerrillas[1], although the paramilitary groups have themselves become embroiled in the drugs trade and are known to have committed acts of terrorism against civilians and non-combatants, such that there is now a war between the guerrillas an d the paramilitaries. Thus, the situation in Colombia is extremely complex. FARC and ELN guerrillas began with the stated aim of returning Colombia to peace, through the instigation of free elections, seeking a solid political end to La Violencia. Their moral framework was just that: a moral framework through which they were seeking to return Colombia to some semblance of normality. However, as we have seen, and because it is so easy, in a country where it is so difficult to earn a living any other way, the guerrilla groups became embroiled in the drugs trade, and, as such, their moral framework for committing terrorist acts has changed, and indeed, the way in which they commit their terrorist acts has changed, with IRA terrorists training the guerrillas in bombing tactics, and these being used on Colombian military targets, unfortunately to great effect, with the concomitant loss of many lives. Thus, the Colombian case is extremely complex, with guerrilla groups starting out with mainly political aims, b ut with these same groups now largely fighting to retain control of their share of the drugs trade, causing armed combat between members of these guerrilla groups and government-backed paramilitaries whenever they come in to contact. Thus, the FARC and the ELN, although they started out as political terrorists are now seen as groups which use their skills to dominate the drugs trade, through the taking of national territory and the submission of hundreds of thousands of farmers in the regions in which they hold territory. The moral framework that these terrorist groups adhere to has, therefore, firstly, radically changed over the period of activity, and has taken a far less ‘helpful’ turn, in terms of terrorising a whole country and causing problems for Colombia in terms of international relations, economic development and human rights issues. The FARC and ELN, if they adhere to any framework at all, for their actions, certainly cannot argue that this framework is in any way moral and it certainly has not been consistent. As such, for these groups of terrorists, who literally hold a country to ransom, there can be no argument of a consistent moral framework that is in place, and there can be no argum ent for the existence of any consistent moral framework for the human rights abuses they cause and the economic and political havoc they create for Colombia. The next terrorist group we shall look at is the Sendero Luminoso (Shining Path) of Peru, which was formed as a political guerrilla group, in response to Peru’s military dictatorship, with the stated aim of achieving free elections within Peru and placing a communist party in control of Peru, through the Pensamiento Gonzalo ideology (named after the thinking of Guzman, the Shining Path’s leader). The Shining Path took to violent means as a way of achieving its stated aims, and, indeed, is known to be responsible for some of the worst massacres in Peruvian history, with Peru’s human rights record being atrocious, on account of the atrocities committed by the Shining Path. The Shining Path seized control of large areas of Peru, but their communist ideas were never popular with the Peruvian populace, and so their guerrilla war began to lose support and its base began to falter. The Shining Path support fell dramatically following Guzman’s capture in 1992, and the capture of his successor several years later, with its successor movement, Proseguir, having very few supporters and arguing mainly for the release of former Shining Path members. In terms of the moral framework of the Shining Path, their aims were very clear and political in scope, although the situation was complicated as Fujimori, the Peruvian Prime Minister at the time, branded anyone who spoke against the government a terrorist (see Burt, 2006). Even though the Shining Path were obviously terrorists who, it has been proven, were responsible for many civilian deaths, the Shining Path had a consistent moral framework to which they subscribed and which dictated their actions: the installation of communism within Peru. This framework was the reason for the establishment of the group, and was consistent across the time during which the Shining Path was active within Peru. Thus, in this guerrilla group, unlike in the guerrilla groups active in Colombia, the moral framework for the Shining Path’s actions was very clear and fixed, and consistent across the history of the Shining Path. We have therefore discussed two cases, of three guerrilla groups, two in Colombia, one in Peru, two of which (the FARC and the ELN) have evolved in their ideology and moral framework as they moved through time, and one of which (the Shining Path) had a consistent moral framework in place for their actions, which informed, supported and dictated their actions in terms of achieving their stated aims (i.e., the installation of communism within Peru). Thus, terrorists, and terrorist groups, as we have seen in the case of the FARC and ELN, can evolve and change, in terms of their aims and their objectives, and the means used to achieve these aims. As such, their moral frameworks also change and move with the new orientation. Under this analysis, it is implicit that terrorists have a moral conscience, that although this moral conscience allows them to commit acts that are considered terrorist acts by society, they do have a moral conscience, and one that can be called upon to support their objectives and their aims, and which can be used as a way of justifying any terrorist acts that they commit. As we have seen, as Atram (2006) concludes, the emergence of terrorism cannot be explained by a single political root cause, such as the presence of foreign military forces or the absence of democracy, as other factors such as psychological motivations, or religious inspirations can also contribute to the desire to undertake terrorist acts. As Atram (2006) argues, any simplistic accounts of terrorism, why it happens and what leads people to become terrorists, are bound to failure as terrorists have underlying moral values and group dynamics which are complex themselves and also intertwined in a complex manner. On ly when these root causes are fully understood by decision-makers will organisational and ideological solutions that could defuse the threat of terrorism be found (Atram, 2006). As such, as Atram (2006) argues, terrorists have a consistent moral framework within which they work, allowing them to unilaterally act, in concert, to achieve their ends. Thus, the FARC and the ELN, and the Shining Path, although, as we have seen, they have, and continue to, commit terrorist acts, they can call upon a moral framework for these acts, in terms of having justifiable reasons for their objectives and aims, and the way in which these objectives are achieved, such that these acts are perpetuated under what they consider to be a moral framework. That the rest of society does not see this framework as moral, under normal societal definitions of moral, is beyond them, beyond their understanding for, as Bandura (1990) argues, moral standards do not function as fixed internal regulators of conduct, but rather, self-regulatory mechanisms do not engage until they are activated, and there are many ways in which these regulatory mechanisms can be disengaged, allowing the emergence of different types of conduct with the same moral standards. This paper has discussed the issue of whether terrorists can appeal to a consistent moral framework. As we have seen, there are many definitions of terrorism in use in the literature, as there are disagreements as to the definition of terrorism[2], as some academics argue that the motives that fuel some terrorists are politically valid. Indeed, ‘terrorist’ and ‘terrorism’ seem to have been, and be, somewhat flexible terms, depending on the political affiliation of the terrorist/terrorist act; many people would call the acts committed by the Israeli’s against the Palestinians, for example, terrorist acts, but these seem to be supported by the United States government, as Israel is currently one of the highest recipients of United States foreign aid. Similarly, as we have seen, Nelson Mandela, ex-President of South Africa, and Nobel Laureate, was once branded a terrorist and was imprisoned for decades for his terrorist acts; a definition for terrorism, and the word terrorist thus seems to be flexible, depending on the political context and the aims that are trying to be achieved by the people supporting the country in which the terrorist is present. Although the word ‘terrorist’ and the term ‘terrorism’ are open to interpretation, by politicians, and under international law, as we have seen[3], terrorists do subscribe to what they consider to be a moral framework for their objectives, and to support their acts to achieve these objectives. As we have seen from the two examples used here, these moral frameworks can stay static throughout the history of the terrorist group (as with the Shining Path) or can change over time in response to external factors or political events (as with the FARC and the ELN). Thus, the issue of whether terrorists can appeal to a consistent moral framework, I will argue, is valid: indeed, although this framework may be seen as amoral by the rest of society, the terrorist defines their objectives as moral, under a moral framework, which for them is consistent in terms of leading to desired objectives. Whether this framework is consistent across time is a matter for discussion, f or, as we have seen, some terrorist groups find their objectives changing with shifting external circumstances, and, as such, their framework, whilst remaining internally morally consistent, in terms of the objectives, is not externally consistent over time. As Atram (2006) argues, terrorists have a consistent moral framework within which they work, allowing them to unilaterally act, in concert, to achieve their ends: it is this framework which allows them to function, as a unit, in order to achieve their aims and objectives. References Annan, K., 2005. Larger Freedom. Speech given to the United Nations at the Security Council Meeting on 17th March 2005. Atram, S., 2006. The moral logic and growth of suicide terrorism. The Washington Quarterly 29(2), pp.127-147. Bandura, A., 1990. Mechanisms of moral disengagement. In Reich, W. (ed.), Origins of terrorism: psychologies, ideologies, theologies, states of mind (pp.161-191). Cambridge: Cambridge University Press. Burt, J-M., 2006. Quien habla es terrorista: the political use of fear in Fujimori’s Peru. Latin American Research Review 41(3), pp.32-62. Saul, B., 2006. Two justifications for terrorism: a moral legal response. Foreign Policy in Focus, FPIF Policy Report. January 10th 2006. Available from http://www.fpif.org/pdf/papers/0601justifications.pdf Accessed on 30th April 2007. 1 Footnotes [1] As part of their efforts to secure, and retain, money from the United States, through their War on Drugs programme. [2] Although, as we have seen, the definition of terrorism currently in use by the UN is, â€Å"any act†¦intended to cause death or serious bodily harm to civilians or non-combatants with the purpose of intimidating a population or compelling a government or an international organisation to do, or abstain from doing, any act.† (Annan, 2005). This definition is also used by the International Criminal Court, and by most human rights lawyers who are involved in prosecuting terrorist acts. [3] with, as we have seen, for example, the war in Afghanistan bringing back many memories for the United States government, who supported the Afghan Mujahideen as ‘freedom fighters’ during the United States war with the Soviet Union, but recently, the United States government branding breakaway Afghan groups as terrorists, and launching a war in Afghanistan to stop them in their terrorist acts.