Was Us Justified in Using the Atomic Bomb in Japan free essay sample

Over the history of the United States, people have been debating over the issue of US using the atomic bomb on Japan. Some may feel that United States was justified and others might feel that US was not justified. The usage of atomic bomb in Japan might seem wrong today, but it was the best option during the war. The United States was justified in using the atomic bombs against Japan in World War II. Some may feel that the United States was justified in using atomic bombs against Japan. The US was obligated to use the atomic bomb, because, after the Potsdam Conference in July, US asked the Japanese to surrender in early August. Japanese said â€Å"no† and that they would never surrender. This left Truman with two very difficult decisions; one: keep fighting or two: use the atomic bomb to end the war. Truman chose the usage of atomic bomb on Japan to end the war quickly, by doing this, he saved tenth of thousands of American soldiers lives. We will write a custom essay sample on Was Us Justified in Using the Atomic Bomb in Japan? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According the Truman’s Decision to Drop the Bomb; four cities were recommended as targets: Hiroshima, Kokura, Niigata, and Nagasaki. The bombs were dropped on Hiroshima and Nagasaki, because of fewer populations. The atomic barely got the Japanese to surrender. Us dropped two, then only with the intervention of the Emperor and even then, there was an attempted coup to prevent surrender. If US have hadn’t used the bomb, the war could have lasted for decades. Others may feel that the United States was not justified in using atomic bombs against Japan. The drop of the bombs on Hiroshima and Nagasaki killed hundreds of thousands of people. It was unnecessary for United States to use 2 bombs on Japan, because Japan was already largely defeated. According The Ordeal of Hiroshima; it states that: people were having a normal, joyful and beautiful day then suddenly all gone in flash of light. The doctor describes how the city was in peace in one minute and how it was incinerating in the other. People were in agony as well as him. US killed innocents of people, they have committed a war crime and they have to be trialed for this. Not only people were killed my explosion, they were also killed by radiations. The US had no idea what the bomb could do before they dropped it. The bombs have been affecting the new born babies up to today. It was not right and it was not necessary. The United States was justified in using atomic weapons against Japan. It as either drop the bombs, kill a few thousand people or not drop the bomb, the war lingers on and more people die than the bombs killed. WW2 had to stop and this made it happen. Neither country could afford any more warring on the other, this was a costly expense. True the US killed innocent people, but if they didnt, more would have died at the hands of the Japanese and of the Americans. The bombs not only made sense, they save d lives. The war had to end because the Japanese soldiers were fighting inhumanely; they were fighting with the system of kamikaze. Over the history of the United States, people have been debating over the issue of US using the atomic bomb on Japan. Some may feel that United States was justified and others might feel that US was not justified. Supporters might say that US had dropped atomic bomb to end the war quickly and to save lives. Opponents might say that the usage of bomb killed millions of innocent civilians, it was unnecessary to even use the bomb, because Japan was weakened already. The United States was justified in using atomic bomb, because Japan was given a choice to surrender and they refused.

Coach Carter Essays

Coach Carter Essays Coach Carter Paper Coach Carter Paper Coach Carter was a great leader and coach, who encouraged is team and pushed them to be the best they could possibly become. Many of the characters are seen in a negative light at the beginning of the film however as the film progresses Coach Carter leadership style show how he influence his students in overcoming adversity and transform them to be become winners on and off the field. Some of the main themes in this film is the importance of leadership, unity, discipline, and education. Leadership Movie Coach Carter (2005) Film Transformational leadership is a process that changes and transform people. It is concerned with emotions, values, ethics, standards, and long-term goals. It includes assessing followers motives, satisfying their needs, and treating them as full human beings. Transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them. It is a process that often incorporates charismatic and visionary leadership. (Morehouse Sixth Edition 2013). This relates to Coach Carter because at the start of the film one of his student, Time Cruz was so adamant not to follow the rules of Coach Carter which leads him dropping out the basketball team. However later on within e film o see Cruz wanting to come back to join the team and to prove to Coach Carter that he has changed and will do anything to prove to coach carter to get back on the basketball team. This shows that transformational leadership theory was used as Coach Carter had the power to influence Cruz enough for him to want to change and to become more than just a good basketball player but also academically. Transformational leadership theory is built up from four main factors; idealized influence, inspirational motivation, intellectual stimulation and individual consideration. Idealized influence it is the emotional component of leadership (Antiskid 2012). Idealized influence describes leaders who act as strong role models for followers. They can be trusted and respected by most people they work with which allows that leader to be trustworthy to make big decisions for who they are currently leading. Inspirational motivation leaders are individuals who communicate high committed to and a part of the shared vision in the organization. Team spirit is enhanced by this type of leadership which will lead to positive attitudes which helps to achieving goals. Intellectual stimulation is where the leader oho encourage innovation and creativity through challenging the normal beliefs or views of a group. An example of this type of leadership is they like to promote critical thinking and problem solving within the individuals they are working with to allow a better outcome on what they are focusing on. Individual consideration is where the leader is very considerate with the individuals they are working with by advising them as well as coaching them. They encourage the individuals to allow them to reach their goals. Effective transformational adhering results in performances that exceed organizational expectations. Figure 9. 3 illustrates the additive effect of transformational leadership because managers must pull together the components to reach performance beyond expectations (Morehouse, 2013). Motivational Leadership Motivation can be defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act. A motivational leader will have the ability to motivate the team and make the team want to behave in a certain way and do certain things as the outcome will give them satisfaction. Coach Carter uses motivational goals, for example he puts a ban on the gym and they have to achieve good grades in school before they are able to play basketball again. Motivational leaders must be committed to the social good of the organization. The social good is a broad term that can refers to the leaders willingness to take on the responsibility of trying to advance the overall human good and value of the organization. Coach Carter has these three aspects of motivation (willingness, dominance, and social good) he display those behavior throughout the movie. Trait Approach to Leadership Trait approach to leadership can be related closely to the personality traits mentioned on the what is leadership page. Original research on Trait theories (Stodgily, 1948; Mann 1 959) and trait approach often started with a list of leadership qualities which were seen as necessary for a successful leadership. This pie chart shows the Key Traits associated with leadership. When research into trait theories was carried out in the sasss it was believed that leadership traits could only be inherited and not taught (Goodwin, 2006). This theory was criticized by the sasss as it was noted that these same leadership traits were shared by a wider group of individuals who were not in leadership roles. Research continued to be carried out on trait approach despite some criticism. Gardner (1989) suggested that one individual with certain leadership qualities that can lead in one situation is able to lead in a different situation too. Again, this was criticized for minimizing the impact of the situation (Sadler 1997 in Doyle and Smith, 2001 ) and for the example of leadership qualities suggests, some were seen as behaviors and skills rather than qualities (Doyle and Smith, 2001). It is difficult to link trait approaches to specific examples of leaders as many leaders have some or all of the traits that are reckon sized. Coach Carter falls into this category. Coach Carter is intelligent he is well educated but he also has previous experience and knowledge of coaching basketball teams. Throughout the film coach carter shows integrity through upholding his believes and values even when doubted by other such as the head teacher, Other staff members, certain team members and even the whole local community. Coach Carter also shows signs of other traits, self-esteem, extroversion, conscientious and open o experience. Therefore it is arguable that Coach Carter leadership style also uses trait approach. These are behaviors and skills rather than qualities therefore it is dependent on how the individual uses these behaviors to determine whether they are an effective leader. Many individuals have these traits however it does not mean that every one of them will be a leader (Morehouse, 2010). Coach carter has these traits and he use them in the way that makes his leadership style successful. Authentic leadership has an explicit moral dimension. Underlying both the racial and theoretical approaches is the idea that authenticity requires leaders to do what is right and good for their followers and society. Authentic leaders understand their own values, place followers needs above their own, and work with followers to align their interests in order to create a greater common good. Morehouse 2013). For example, Coach Carter stops basketball practice because of the teams bad academic performance, one of his player Time Cruz Quits the team for a second time, eventually going back to work for Runny. Late one night, Runny (Times Cousin) is shot and killed on he sidewalk while Cruz is walking back to him after greeting his friends from the team. Cruz ends up at Carters house that night, apologizing for his behavior and begging him to allow him back on the team. So Carter lets Cruz back on the team, saving him from a future like his cousins. The actions Time has done shows that he now realizes that his Actions can heavily result on his future and this is a major sign of change. One of the best scene and speech was Coach Carter addressing to the board and Time Cruz to Coach Carter. [To the people in attendance at the board hearing] You really need to insider the message youre sending this boys by ending the lockout. Its the same message that we as a culture send to our professional athletes; and that is that they are above the law. If these boys cannot honor the Simple rules of a basketball contract, how long do you think it will be before theyre out there breaking the law? Played ball here at Richmond High 30 years ago. It was the same thing then; some of my teammates went to prison, some of them even ended up dead. If you vote to end the lockout, you wont have to terminate me; Ill quit. Coach Ken Carter. By the end of the film the hearted of Time Cruz is now shown in a positive light. Time Cruz speech to Coach Carter as he was walking out the gym. Time decides to tell him what his deepest fear was (throughout the film the Coach has been asking Time what is his deepest fear) Time Cruz replies: Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that most frightens us. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people wont feel insecure around you. We are all meant to shine as hillier do. Its not just in some of us; it is in everyone. And as we let our own lights shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. Sir I just want say thank you You saved my life. He phrases a quoted from Marianne Williamson in her book, Return to Love. From Time Cruz point of view since returning back to the team he has left the drug trade for good. At the end of the movie it states that he was successful of getting a scholarship and he attended Humboldt State University where he plays settable as a starting guard. This movie was inspiring and motivational. It show leadership style, leadership traits, and leadership principles. It was enlighten to see a group of teenage misfits are turned around into positive and life affirming men who go on to do great things with their lives despite people constantly telling them that theyre nothing. One of the most important lessons from this movie is that when you start believing in yourself and your team and telling them positive things like you can succeed or as in the movie you can go to college Hat it opens the door on personal growth. For example: Dont let circumstances define the destiny of yourself or your team. In this leadership movie Coach Carters boss, the principle, denies that even half of the boys will graduate from high-school and yet they do and many went onto college. When your own leaders start telling you that success cannot happen, you should feel confident to challenge them respectfully and show with your results that transformation can happen and goals can be met. Secondly, your team will never be perfect, believe in who you have. No one is what you want them to be but leadership is about rising above peoples nakedness and building on what they do have to see them succeed. In conclusion Coach Carter displays a combination of leadership styles in the movie. Transformational leadership is thoroughly demonstrated throughout the movie. Transformational leadership is the ability of a leader to get people to do more than they originally expected to do in support of large scale innovation and change. By inspiring the team, Coach Carter envisioned each players can achieve far more than they could ever imagine. As a team he had made them suffer and triumph together. Carter had a positive influence on en another and most importantly he encouraged everyone to work at their full potential. Not only as basketball players, by maintaining a GAP of 2. 3 or greater, it had set an opportunity for senior players to graduate as well as further their academics and basketball career to a college degree. Challenging the team to take greater ownership for their work, and understanding the strengths and weaknesses of followers were few of the many things he was able to accomplish. The study concluded that there are positive benefits of transformational leadership in social work.

Biography of Alphonse Mucha, Czech Art Nouveau Artist

Biography of Alphonse Mucha, Czech Art Nouveau Artist Alphonse Mucha (July 24, 1860–July 14, 1939) was a Czech illustrator and painter. He is best-remembered for his Art Nouveau posters of plays staged in Paris featuring Sarah Bernhardt, one of the greatest actors of all time. Late in his career, he created the 20 monumental paintings that are known as the Slav Epic depicting the history of Slavic people. Fast Facts: Alphonse Mucha Occupation: ArtistBorn: July 24, 1860 in Ivancice, Austria-HungaryDied: July 14, 1939 in Prague, CzechoslovakiaEducation: Munich Academy of Fine ArtsSelected Works: Sarah Bernhardt theater posters, La Plume magazine covers, The Slav Epic (1910-1928)Notable Quote: Art exists only to communicate a spiritual message. Early Life Born to a working-class family in southern Moravia, then a part of the Austro-Hungarian Empire and now part of the Czech Republic, Alphonse Mucha demonstrated a talent for drawing as a young boy. At the time, access to paper was considered a luxury, but a local shop owner who was impressed with Muchas talent provided it for free. In 1878, Alphonse Mucha applied to attend the Academy of Fine Arts in Prague, but he was unsuccessful. In 1880, at age 19, he traveled to Vienna and found work as an apprentice scenery painter in local theaters. Unfortunately, the Ringtheater, one of Muchas companys key clients, burned in 1881, and Mucha found himself jobless. He traveled back to Moravia and met Count Khuen Belasi who became the young artists patron. With funding from Count Khuen, Alphonse Mucha enrolled in the Munich Academy of Fine Arts. Art Student and Parisian Success Mucha moved to Paris in 1888. He enrolled first in the Academie Julian and then in the Academie Colarossi. After meeting many other struggling artists including Czech illustrator Ludek Marold, Alphonse Mucha began working as a magazine illustrator. The magazine work brought in regular income. Alphonse Mucha became friends with the artist Paul Gauguin, and, for a time, they shared a studio. He also grew close to the Swedish playwright August Strindberg. In addition to his magazine illustration work, Mucha began providing pictures for books. Work With Sarah Bernhardt In late 1894, Alphonse Mucha was in the right place at the right time. Sarah Bernhardt, one of the worlds most famous actors, contacted the publishing house Lemercier to create a poster for her latest play Gismonda. Mucha was at the publishing house when the manager Maurice de Brunhoff received the call. Because he was available and said he could complete the work in two weeks, Brunhoff asked Mucha to create a new poster. The result was a more than life-size rendering of Sarah Bernhardt in the lead role in the play. Sarah Bernhardt in La Plume magazine. Buyenlarge / Getty Images The poster caused a sensation on the streets of Paris. Sarah Bernhardt ordered four thousand copies of it, and she signed Alphonse Mucha to a six-year contract. With his work displayed all over Paris, Mucha was suddenly famous. He became the designer of the official posters of each Bernhardt play. Enjoying the sudden increase in income, Mucha moved to a three-bedroom apartment with a large studio. Art Nouveau Success as a poster designer for Sarah Bernhardt brought Alphonse Mucha many other illustration commissions. He created a wide range of advertising posters for products from baby food to bicycles. He also provided cover illustrations for the magazine La Plume, a famous artistic and literary review published in Paris. His style featured women in lavish natural surroundings often swathed in flowers and other organic forms. Alphonse Mucha was a central artist in the emerging Art Nouveau style. Art nouveau advertisement for Waverley Cycles. Corbis Historical / Getty Images The Paris Universal Exposition of 1900 included a massive showcase of Art Nouveau. The work of many French designers in the style appeared, and many of the buildings constructed for the exposition included Art Nouveau design. Alphonse Mucha applied to the Austro-Hungarian government to create murals for the Bosnia and Herzegovina pavilion at the expo. After the government rejected his plan to create paintings depicting the suffering of the Slavic peoples of the area under foreign powers, he created a more upbeat salute to traditions of the Balkan region that included Bosnia and Herzegovina. In addition to his murals, Muchas work appeared in many other parts of the exposition. He created displays for jeweler Georges Fouquet and perfume maker Houbigant. His drawings were featured in the Austrian pavilion. Pleased with Muchas work, Austro-Hungarian emperor Franz Joseph I knighted him. He also earned the Legion of Honor from the French government. After the exposition, Georges Fouquet hired Mucha to design his new shop in Paris. It opened in 1901 featuring Art Nouveau-inspired decoration. The Slav Epic While continuing his work on illustrations in the first decade of the twentieth century, Alphonse Mucha did not give up on creating murals depicting the suffering of the Slavic people. He traveled to the U.S. in 1904 hoping to find funding for his project. He returned to Paris two months later, but, in 1906, he went back to the U.S. and stayed for three years. During the stay in the U.S., Mucha earned income as an instructor including a stint as a visiting professor at the Art Institute of Chicago. However, he did not find the patronage he needed and returned to Europe in 1909. Fortune shined on Mucha in February 2010. While in Chicago, he met Charles Richard Crane, heir to a fortune from his father who sold plumbing parts. Nearly a year after Mucha returned to Europe, Crane finally agreed to fund the creation of what became known as the Slav Epic. He also agreed to gift the finished pieces to the Prague government upon completion. Panel of Master Jan Hus Preaching at the Bethlehem Chapel (. Hulton Fine Art Collection / Getty Images Mucha worked on the 20 paintings that make up the Slav Epic for 18 years from 1910 through 1928. He worked through World War I and the proclamation of the new Republic of Czechoslovakia. The completed set of paintings was shown once during Muchas lifetime in 1928. They were then rolled up and put into storage. They survived World War II and were placed on public display in 1963. They were moved to the National Gallerys Veletzni Palace in Prague, the Czech Republic in 2012. Personal Life and Legacy Alphonse Mucha married Maria Chytilova in 1906 in Prague just before traveling to the U.S. Their daughter Jaroslava was born in New York in 1909. She also gave birth to a son Jiri in Prague in 1915. Jaroslava worked as an artist, and Jiri worked to promote his fathers art and serve as an authority on Alphonse Muchas biography. In early 1939, the German army arrested and interrogated 78-year-old Alphonse Mucha after they occupied Czechoslovakia. He died of pneumonia on July 14, 1939, less than two months before the start of World War II. He is buried in Prague. Although during his lifetime, Alphonse Mucha fought efforts to tie him directly to Art Nouveau, his images are part of the definition of the style. By the time of his death, he took the greatest pride in his historical paintings. Muchas work was out of style at the time of his death, but it is very popular and well-respected today. Source Husslein-Arco, Agnes. Alphonse Mucha. Prestel, 2014.

The Effects of M&A on SMEs Lending ( methodology and procedure ) Assignment

The Effects of M&A on SMEs Lending ( methodology and procedure ) - Assignment Example ful since the researcher will choose the participants based on experiences, department positions, and academic qualification thus gaining more insight about the issue under investigation. The study targets healthy adults either working as professionals in banks or operating a business. The researcher will use questionnaires to gather information from participants since the study targets literate people. In addition, the researcher will conduct evaluation of filled questionnaires for accuracy and authenticity since they can be affected by various factors like prejudices, and political climate. Sources must pass either an external criticism; the process of determining the trustworthiness, authenticity, or validity, or internal criticism; the process of determining the accuracy or reliability of the information collected. Firsthand information by event witnesses, for example are classically assumed more accurate and reliable. Lastly, it is important to conduct data synthesis and preparing a report. In this case, synthesis is the selecting, structuring, and analyzing the materials gathered into central concepts and topical themes. Thesis themes are then joined to form a meaningful and contiguous whole. Additionally, the stage of data gathering involves spotting, locat ing, and collecting data on the research topic. The information sources are contained in documents such as records, newspapers, relics, photographs, and interviews with people who have experienced or have knowledge of the research subject. Each data source must be evaluated and assessed for accuracy and authenticity because it can negatively affected by aspects such as economic conditions, prejudice, and political climate. In addition, it is important to pass sources in either external criticism; the process of determining the trustworthiness, authenticity, or validity, or internal criticism; the process of determining the accuracy or reliability of the information collected. The researcher will recruit

Presbyterian Church in the US Essay Example | Topics and Well Written Essays - 1250 words

Presbyterian Church in the US - Essay Example The Presbyterian Church of the United States, or PCUS, separated from the Old School Presbyterianism, or the Presbyterian Church in the United States of America, or PCUSA, during the beginning of the Civil War in the United States in May 1861. This is because the Old School Presbyterian Church declared that loyalty to the United States should be a national duty. The PCUS, however, retained its â€Å"Old School† heritage despite the split, and only changed in the 20th century as a response to the demands of the changing south. Prior to this change and especially during the war, it was known as the Presbyterian Church of the Confederate States of America (â€Å"A Brief History†). All throughout the early 20th century, the issues surrounding the PCUS included talks of unity with the Northern Presbyterians or the PCUSA and the denomination that succeeded it, namely the United Presbyterian Church in the USA, or the UPCUSA. However, the only moment that the PCUS and the UPCUSA worked together was during the Consultation on Church Union in 1962. During this time, the PCUS joined the UPCUSA, the United Church of Christ, the United Methodists and the Episcopalians in carrying out the endeavor (â€Å"A Brief History†). The PCUS further split into three factions during the civil rights movement. The liberal group wanted the church to be directly involved in the promotion of racial desegregation and voting in society. The moderates wanted a church consensus on the matter first. The conservatives, on the other hand, did not want the PCUS to be involved in social issues since the 19th century theologian James Henley Thornwell once stated in the doctrines of the Church that the church courts of the Presbyterian Church should not get involved with social reform issues (â€Å"A Brief History†). The conservatives of the Presbyterian Church then began the institution of the Presbyterian Church in

GA AEMT Drug Cards Essay Example for Free

GA AEMT Drug Cards Essay ACTION: Reverses Hypoxia, Increases arterial oxygen, Increases hemoglobin saturation, Increases tissue oxygenation Indications: Hypoxia or anticipated hypoxia, or in any medical or trauma patient to improve respiratory efficiency. Contraindications: There are no contraindications to oxygen therapy. Dose: Route: Oral DOSAGE: Adult: 1-6 LPM via NC; 10-15 LPM via NRB; 15 LPM via BVM Pediatric: 1-6 LPM via NC; 10-15 LPM via NRB; 15 LPM via BVM Common side effects: Dry or bloody nose, skin irritation from the nasal cannula or face mask Precautions/major interactions: Chronic obstructive pulmonary disease (COPD) and very prolonged administration of high concentrations in the newborn. Drug: Oral Glucose Generic Glutose, Insta-Glucose Class of medication: Monosaccharide Carbohydrate ACTION: After absorption from GI tract, glucose is distributed in the tissues and provides a prompt increase in circulating blood sugar Onset: 10 min Indications: Patients with altered mental status and known history of diabetes mellitus Contraindications: Unconsciousness; known diabetic who has not taken insulin for days; patient who is unable to swallow Dose: Route: Oral DOSAGE/ROUTE:Adult: One tube or packet; repeat based on BGL Pediatric: One tube or packet; repeat based on BGL – minimum age 3 yrs Common side effects: Nausea, may be aspirated by the patient without a gag reflex Precautions/major interactions Assure patient has control of swallowing and airway. Drug: Glucagon Generic: GlucaGen Class of medication: Hormone, antihypoglycemic ACTION: Glucagon is a protein secreted by pancreatic cells that causes a breakdown of stored glycogen into glucose and inhibits the synthesis of glycogen from glucose. Indications: Hypoglycemia without IV access. Contraindications: Hypersensitivity to glucagon or protein compounds. Dose: Route: Intramuscular Adult:1-2mg IM, repeat in 15 minutes if BGL

Mesopotamia Is Great :: World History

Mesopotamia Is Great The "Land Between the Rivers" has been a source of both savage barbarism and great civilizations. Mesopotamian culture reached its peak between ca 3000-550 BCE. Yet, much of Mesopotamian culture goes unnoticed, despite its rich heritage. A vast bulk of the great early civilizations developed in the land known as Mesopotamia. It can, in fact, be proven, without question, that because of Mesopotamia's extensive trade routes, its excellent leaders, and the astronomical growth in technology that occurred, that Mesopotamia was one of the greatest civilizations to have ever existed. For its time, Mesopotamian culture had the greatest trade routes. Its trade network reached from the sands of Egypt to the deserts in India. Most certainly no civilization in the western world at that time had not heard of the great cultures that existed between the Tigris and the Euphrates. Egypt, in itself, had an excellent trade route with its access to the Mediterranean sea. Mesopotamia, however, had trade routes not only in Egypt, but in many other locations to the east as well. All previous trade routes had been confined from village to village. Through its extensive trade route, it can be seen that Mesopotamia was a great civilization. Mesopotamia did not only have trade routes as a testament to its greatness, but a flourishing government as well. As Mesopotamia was racked with barbarian invasions, the rise of some of History's most fearsome and great leaders can be seen. Sargon I, for example, managed to unify one of the largest areas of civilization at that time. Sargon I is also noted having never lost a single war in his entire life. As well, with Mesopotamia, the first system-and indeed the most extensive in that point in time-of codified law. King Hammurabi's aptly titled system of codified law, the Code of Hammurabi, while seemingly harsh in today's view, was heralded as a just and fair law back in its day. History also shows that one of the greatest Ziggurats of all time was created in the land of Mesopotamia.. Nebuchadrezzar II's Hanging Gardens of Bablyon is noted as being one of the greatest marvels of the ancient world. With such a glorious string of leaders, it is obvious to conclude that Mesopotamia w as one of the greatest civilizations ever to have existed. Aside from its string of incredible leaders, History shows that Mesopotamian culture gave birth to some of the greatest technology man has ever developed.

The appreciation and feasibility of higher education

As an emerging field of survey there are many challenges and inquiries that evoke when one declares higher instruction as a field of survey. Some people like Dennis Mileti ( 2003 ) could easy declare that since people talked about Emergency Management as a subject, â€Å" therefore it is. â€Å" Philips ( 2003:2 ) . In specifying higher instruction as a field of survey there are inquiries that will prosecute us for old ages to come as they have for the old ages ago. â€Å" Position documents will be written, perspective challenged, arguments entered in course of study commissions, turf conflicts waged in alumnus councils † Phillips ( 2003:2 ) . The argument is sometimes reduced to the inquiry of whose definition of ‘field of survey ‘ to be used. Philips ( 2003:2 ) suggests that we need to hesitate and analyze the yesteryear while contemplating the hereafter. How far we are with higher instruction as a field of survey and what way is it taking. We need to look back and state where we come from. harmonizing to Goodchild ( neodymium ) the survey of higher instruction has non yet reached adulthood but possesses many of the properties of scholarly field. He contests that programmes designed to fix individuals entry in higher instruction exist in profuseness. He besides states that there are about eight hundred professors who think of themselves as professors on higher instruction. This suggests that these professors would hold easy agreed with Mileti ( 2003 ) in that when people talk of something therefore it is. We need to look at what characterizes higher instruction and higher instruction as a field of survey in peculiar. Although in the past few decennaries there was really small literature sing higher instruction as a field of survey, new research suggests the antonym at the present. Hobbs and Francis ( 1973 ) and Francis and Hobbs ( 197 4 ) were able to that the theoretical research available in the disciplinary diaries was rare in the higher instruction. They besides found that there was small evident usage of periodical literature of the theoretical findings Kellems ( 1975 ( 3 ) , 135-154 ) . Goodchild ( neodymium ) suggests that there is a turning literature that deals with assorted parts of higher instruction sphere. So, this suggests that we are so traveling in a way. Let us utilize this definition of a ‘field of survey ‘ so that we can all be at par. This has no purpose to sabotage or pique anyone ‘s mind. Can we hold that as a field of survey, Higher Education is more embracing on the one manus, and does non hold its ain theoretical foundation, on the other? it relies on academic subjects such a societal scientific disciplines to explicate the educational procedure. Maybe it is because of this basic ground that we have seen less funding in the field of survey than in the academic Fieldss. Thingss have changed now, or they promising to alter or we need to alter things around. In the following subject I want us to look at the lively-hood and the sustainability of the field.Appropriateness and feasibleness of research within higher instruction.What can we look at and make up one's mind that we can take higher instruction as a field of survey? The argument comes back once more. When we look at the clip line of higher instruction we recognise many alterations with clip before 1994 and the state of affairs after 1994. By 1994, there were in south Africa 36 higher instruction Institutions, which were structured along racial and cultural lines and characterised by a crisp differentiation between universities ( 21 ) and technikons ( 15 ) OECD, ( 2008 ) . New lines would be drawn or are being drawn off from those of the yesteryear. Universities are get downing to see the bigger image now. Where all establishments want to go Centres of excellence. Some have chosen to go entrepreneurial university and other practical universities. the inquiry remains, how we become specializers in higher instruction if there is no specialization in higher instruction as a field of survey. How are the lectors prepared to run into the organizational aims? Nzimande, ( 2009:3 ) negotiations about the cardinal characteristics of higher Education and Training System. â€Å" aˆÂ ¦the system of HET will be supported by an institutional base that is both diverse and differentiated every bit good as being conceptualized as an integrated and consistent whole in which meaningful acquisition tracts are developed across institutional and workplace instruction and preparation signifiers. † Nzimande ( 2009:3 ) the people responsible for the development of these acquisition tracts are the higher instruction practicians. This sets out a challenge to all talks at Higher Education Institutions to prosecute in research in order to turn to the challenges that the curate of higher instruction negotiations about in the subject policy development. Other subjects in higher instruction would include but non restricted to higher instruction direction and leading, plan planning and development, research, passage surveies ( workplace to larning topographic point and larning topographic point to workplace ) . I view the followers as possible countries of research in higher instruction. The green paper on Skills development ( 1997 ) aimed to develop an â€Å" incorporate accomplishments development system which promoters economic and employment growing and societal development through a focal point on the instruction preparation and employment services † . if no 1 is making research on higher instruction we may ne'er happen out what this means and hence higher instruction establishments may ne'er be able to supply the service as suggested by the authorities. To simplify the above, in 1997 the above was taken frontward in the accomplishments development act ( 97of 1999 ) which aimed to: Develop accomplishments of the south African workforceaˆÂ ¦ . Encourage employers to utilize the workplace as a acquisition site Increase the degrees of investing in instruction and trainingaˆÂ ¦ Ensure the quality of instruction and preparation in and for the workplace ; To me all of the above I the act am research chances for higher instruction practicians. Lecturer and other higher instruction staff need to understand and hold expertness in the accomplishments needed for the work force. The lone manner we know how to break get new cognition is through research. This would assist the higher instruction establishments in footings of support from the authorities and other stakeholders based on the turnaround or the results of the preparation and sort of instruction they provide. This brings me to the quality of instruction and preparation in and for the work force. We need more people in the readying of lectors for covering with the demands of the work force. Through invention and promotion in engineering we may non keep the old cognition and hope that it will be equal for more old ages to come. The curate besides mentioned ‘quality intercessions ‘ which include among other things the debut of formal makings for talk Sers Nzimande ( 2009: 5 ) formal makings now will non needfully be formal makings in the following 10 old ages to come. We have seen state of affairss where establishments, in their quest to be the tbest, stop up bring forthing one line of work force more than any othrer. For illustration the University of Zululand is bring forthing more instructors than any other making at the present. Does it of all time occur to the leaders that at one phase these instructors will see what many people call a bottle cervix state of affairs, where there will be more pedagogues than the schools really necessitate? The Education white paper 3, and the National program for Higher Education ( NPHE ) in their policy paperss, they articulate increased engagement as one of the ends of Higher Education Transformation in South Africa, which is the accomplishment of equity in the higher instruction system.OECD, 2008. The higher instruction practicians are expected to react to this call and I f they are non prepared through research they will non react suitably. By reacting suitably I mean that engagement would be increased, equity achieved, and the quality of instruction non compromised. Increasing engagement and accomplishing equity in footings of gender, race, ethnicity, and socio-economic position is easy because it is a statistical issue. Covering with big Numberss of pupils besides needs a research base reply. A addition it is the duty showing itself as an chance to higher instruction practicians to venture out ways and agencies of covering with big Numberss in limited resources, for illustration. The other issue here that needs to be addressed is that of background. To reason, I would wish to indicate out to other fellow talks and faculty members that there is a brighter hereafter in higher instruction as a field of survey, and there can be more subjects than what I mentioned here.

Works Of Berthe Morisot And Mary Cassatt English Literature Essay

[ Outline: This is an 8 page essay, written in MLA format, giving a comparing between the plants of impressionist painters Berthe Morisot and Mary Cassatt. The paper starts by giving a brief background of the two painters and so discusses influences of the two female creative persons to society ; pulling from 3 pieces of their plants. The paper relies on 6 beginnings. ] Comparison between the Works of Berthe Morisot and Mary Cassatt Berthe Morisot was born in January 14, 1841 in France and began painting as a immature miss, although Gallic society did non let adult females to fall in official art establishments ( Bumpus 9 ) . In late 1850s, Berthe and her sister travelled to Paris to analyze the plants of art by the Old Masters at Louvre Museum under Joseph Guichard ( Bumpus 9 ) . During their survey of art plants in Paris, they learned how to paint out-of-door scenes through a survey that was guided by landscape painter Jean Baptiste Camille Corot ( Bumpus 9 ) . Berthe Morisot performed the first exhibition of her work in the esteemed state-run art show, viz. , the Salon in 1864 ( The Impressionists ) . In her plants, Berthe Morisot concentrated on topics, such as still lives, landscapes, portrayals and domestic scenes. She besides experimented with several media that included oil drawings, pastels and water-colors ( The Impressionists ) . Berthe and her sister Edna earned regard for their endowment in art circ les. She demonstrated the success and possibilities for adult females creative persons in coming class art motions that marked the terminal of nineteenth century. Mary Cassatt lived between 1844 and 1926. She was born in Pennsylvania as a girl of a well-up existent estate and investing agent ( The Impressionists ) . Mary Cassatt was brought up in conformity with her household ‘s high societal standing ; whereby both the school and the household prepared her for her feminine functions as a married woman and a female parent ( The Impressionists ) . Although adult females were merely viewed as best suited for domestic responsibilities and extremely discouraged from prosecuting callings during her clip, Mary Cassatt enrolled in Pennsylvania Academy of Fine Arts when she was 16 ( The Impressionists ) . She nevertheless left the module due to curriculum ‘s slow gait and unequal class offerings and went to Europe where she studied the plants of Old Masters ( The Impressionists ) . Unlike Berthe Morisot, who had adequate support from her household to prosecute art calling, Mary faced resistance from her household members. However, her hous ehold ‘s opposition did non halt her ; she left for Paris in 1866 to analyze in private in Louvre, where she would analyze and copy chef-d'oeuvres ( The Impressionists ) . She foremost featured in the esteemed Paris Salon, an one-year exhibition run by the Gallic authorities in 1868, when one of her portrayals was selected. Her pictures were accepted by the Paris Salon for exhibitions in 1872, 1873 and 1874, which helped to procure her position as an established creative person. Most of her work concentrated on private lives of adult females and kids, with peculiar accent on strong bond between female parents and kids ( Buettner 14 ) . Comparison and Influences of the Works of Mary Cassatt and Berthe Morisot Both Mary Cassatt and Berthe Morisot waged personal rebellion against the restrictive nature of their societies. Their Acts of the Apostless of rebelliousness were manifested through their pictures in art work dedicated to the Mother and Child, such as Cassatt ‘s or Morisot ‘s Le Berceau. Both creative persons employed the topographic point of adult females at place as their primary capable affair and abetment. This is clearly portrayed in their plants that carry subjects such as ‘Modernity and the Spaces of Femininity ‘ , Vision and Difference: Femininity: Feminism and the Histories of Art ( Pollock 122 ) . Harmonizing to Pollock, the limitations placed upon these two female creative persons influenced the capable affair of their plants ( 123 ) . During nineteenth century, adult females encountered rough societal limitations which were accompanied by small regard from their work, pitiless unfavorable judgment and emotional torment ; they were viewed as domestic retainers and placed in places as their sphere for exerting authorization. In add-on, raising kids and housekeeping were viewed as feminine duties and to the full left to adult females ( Pollock 123 ) . Furthermore, adult females were chiefly defined by their maternal capablenesss and maternity within the parametric quantities of patriarchal household was a virtuous norm for respectable adult female ( Pollock 123 ) . During this impressionist epoch, instruction was advocated for all adult females and merely justified as a tool that could better enable adult females to carry through their responsibilities and duties as married wom ans and female parents ( Bumpus 10 ) . Education of females was embraced as a method of cultivating adult females and assisting them to win in their topographic point at place. However, Mary Cassatt and Berthe Morisot did non hold with these rules of the society ; they strongly opposed them, through their committedness to win in their callings and through topics portrayed in their plants of art. Berthe Morisot and Mary Cassatt were extremely educated and trained female creative persons, subjected to high criterions of work. Mary Cassatt became celebrated for her portrayals, concentrating on adult females in day-to-day domestic scenes, particularly female parents with their kids, although her portrayals were unconventional in their direct and honorable nature ( Buettner 15 ) . Her consistent aim was to accomplish truth, non mawkishness or love affair ; force, non sugariness. Her picture manner evolved from Impressionism to more consecutive forward and simpler attack, with the 1886 exhibition being the last 1 for impressionists after which she later stopped placing herself with the peculiar motion in school ( The Impressionists ) . Her experimentation with different techniques led her to pulling inspiration from Nipponese maestro graphic artists and she exhibited a series of coloured prints, including adult females bathing and the Hairdo in 1891. In Mary Cassatt ‘s Helene of Septeuil, 1890 ( Buetter 18 ) , the spectator observes a scene of a dreamy kid and female parent about fall ining. The female parent ‘s rose-colored cheeks uncover how dog-tired she is ( Buetter 18 ) . In add-on, the adult female ‘s pursed lips portray the weary emphasis of day-to-day life. This piece of work conveys the message that since many adult females had merely late taken up responsibilities of raising up their ain kids from the nurses, they were non prepared for the boring undertaking. Mary Cassatt ‘s Helene of Septeuil depicts the typical day-to-day swot for a adult female in the nineteenth century. Although the adult female in the portrayal tries to set on a happy show for the populace, her tense musculuss betray her as the kid feigns partial involvement in his battle to be free the female parent ‘s apparels is apparent and uncomplimentary ( Buetter 18 ) . The haphazard visual aspect of her hair depicts the small c lip she has for dressing and titling her hair as she is occupied with many family jobs besides taking attention of her kid and there is no 1 to help her. In crisp contrast, the apparels of her kid are pristine, they cleanly match the straw chapeau on the kid ‘s caput ; the close propinquity of female parent and kid shows that although the two are physically connected, they are worlds apart psychologically. Furthermore, with the female parent ‘s exhaustion she has no clip to link closely or emotionally with her kid, a kid whose presence has merely late been acknowledged. It can be observed that Cassatt valued the familiarity between female parents and kids of the lower category. She preferred to utilize rural adult females in her portrayals because they held their kids with an easiness and familiarity, unknown to upper category female parents ( Buettner 16. ) However, the overarching message of Cassatt ‘s work is an astringent announcement against the society in which she lived and it ‘s subjugation against adult females. This piece of work shows how profoundly the society has trampled the spirit of a adult female. Using this portrayal, Mary Cassatt efforts to open eyes of the society to see the unfairnesss committed against adult females at this clip, including the pinioning adult females to their places and households. The adult female ‘s troubled bosom needs to be comforted by easing the many family jobs that the society has placed on her. This calls for a extremist alteration ; hence the outgrowth of many adult females ‘s motions that campaigned for adult females ‘s rights and societal alteration within the society ; towards the terminal of nineteenth century. As a philosophy impressionist and a member of the haute middle class, Berthe Morisot painted what she experienced on day-to-day footing ( Bumpus 10 ) . Just like the impressionist Mary Cassatt, her pictures reflect the cultural limitations of gender and category in the nineteenth century. She focused on domestic life and concentrated on portrayals in which she could use experiences of personal friends, theoretical accounts and household ; she avoided nakedness in her plants every bit good as urban and street scenes ( Bumpus 10 ) . Berthe Morisot took a conservative attack to her plants of art, which are chiefly characterized by an confidant ambiance. Large free motion coppice shots gave her painting a crystalline iridescent quality. Picture Showing Mary Cassatt ‘s Helene of Septeuil The Berthe Morisot ‘s In the Dining Room, 1886 ( Pollock 125 ) . A adult female is seen trapped in a place scene, devoid of emotion. The adult female is surrounded by pots and pans as she tries to execute her conversational family responsibilities ( Pollock 125 ) . The immature adult female ‘s is nothingness of emotion as she absent-mindedly stirs a commixture bowl, unmindful of its contents ( Pollock 125 ) . The Berthe Morisot ‘s In the Dining Room portrays a perfect kitchen scene whereby the immature adult female appears to hold been overwhelmed by kitchen responsibilities. The scene in this portrayal leaves viewing audiences oppugning themselves about the secrets that lie beyond the adult female ‘s clean stare. The artistic scenes and topic of this piece of work can be attributed to limitations set on female creative persons during that clip. the portrayal shows how female creative persons of 19th century were invariably reminded that their topographic poin t is in the kitchen, despite their aspiration and desire to prosecute callings ; hence they had to be continually surrounded by pots and pans all their lives ; a state of affairs that leaves the adult female in deep idea ; possibly chew overing the following move or wondering if she would of all time be free from the bondage imposed upon her by the society. These images foretell a greater political motion in hereafter, where adult females would run for their rights and freedoms and achieve a permanent alteration. Picture Showing Berthe Morisot ‘s In the Dining Room In Berthe Morisot ‘s Nursing, The painting the surface seems to picture the familiarity between the kid and the female parent. However, the truth is that the kid is Morisot ‘s girl Julie. Morisot has ironically used her girl ‘s nanny as the female parent theoretical account for the miss ( White 220 ) . Following the scene, one may reason that In the 1800s, the cult of true muliebrity started taking form to reaffirm a adult female ‘s topographic point at place. Society started leting upper category adult females to nurse their kids, alternatively of engaging services of a kid nurse ( Buettner 15 ) . Although this tendency did non last long, it stirred a het argument on properness of pattern raged during Morisot and Cassatt ‘s clip. Change that followed refering kids ‘s upbringing may be attributed Rousseau ‘s Emile of 1762. Although trefoils of the clip approved of kids ‘s nursing for a period of clip after birth in order to guarantee a healthier childhood, Wet-nurses became foster female parents for kids of lower and in-between categories, doing it possible for such female parents to hold clip to work ( Buettner 18 ) . Consequently, there were legion nursing clinics in France during this clip ( Buettner 18 ) . Morisot and Cassatt began to size up the psychological relationship between female parent and kid ( Buettner 15 ) . This influenced their plants ; hence the portrayal Nursing. The portrayal depicts a society where female parents would be happier if they have person to help them in family jobs ; particularly in conveying up the kids. It besides shows a fruitful relationship between the nurse and the kid ; with an environment of composure. On one manus, the nurse is happy because by conveying up the kid, she earns a life. On the other manus, the kid ‘s female parent ; although physically and emotionally separated from the kid, she enjoys her freedom from family jobs. A image Showing Berthe Morisot ‘s Nursing Decision The art works of Berthe Morisot and Mary Cassatt were non simply pieces picturing adult females and kids as mercantile establishment for their maternal inherent aptitudes toward kids but there were deep rooted messages conveyed in the plants ; hidden in their word pictures of the Mother and the Child. These messages related to perceptual experiences of the creative persons about lives of adult females in 19th century. They used their plants to turn to societal unfairnesss imposed upon adult females by society during that clip. Their pictures gave a voice to the society and to a coevals of adult females who have suffered subjugation and affliction ; physically, emotionally and psychologically. Motions of adult females rights militants and other political motions emerged to contend societal unfairnesss experienced and convey a merely society.

Force Definition and Examples (Science)

Force Definition and Examples (Science) Force is an important concept in physics: Force Definition In science, force is the push or pull on an object with mass that causes it to change velocity (to accelerate). Force represents as a vector, which means it has both magnitude and direction. In equations and diagrams, a force is usually denoted by the symbol F. An example is an equation from Newtons second law: F m ·a where F force, m mass, and a acceleration. Units of Force The SI unit of force is the Newton (N). Other units of force include the dyne, kilogram-force (kilopond), poundal, and pound-force. Galileo Galilei and Sir Isaac Newton described how force works mathematically. Galileos two-part presentation of the inclined-plane experiment (1638) established two mathematical relationships of naturally-accelerated motion under his definition, strongly influencing how we measure force to this day. Newtons Laws of Motion (1687) predict the action of forces under normal conditions as well as in response to change, thus laying the foundation for classical mechanics. Examples of Forces In nature, the fundamental forces are gravity, the weak nuclear force, the strong nuclear force, electromagnetic force, and residual force. The strong force is what holds protons and neutrons together in the atomic nucleus. The electromagnetic force is responsible for the attraction of opposite electric charge, repulsion of like electric charges, and the pull of magnets. Non-fundamental forces are also encountered in everyday life. The normal force acts in a direction normal to the surface interaction between objects. Friction is a force that opposes motion on surfaces. Other examples of non-fundamental forces include the elastic force, tension, and frame-dependent forces, such as centrifugal force and the Coriolis force.

Definition and Examples of Display Question

Definition and Examples of Display Question A display question is a type of rhetorical question to which the questioner already knows the answer. Also called a  known information question. Different from erotesis questions, display questions are often used for instructional purposes. Theyre used to determine if students are able to display their knowledge of factual content. Examples and Observations So as I have just demonstrated, children, he was saying now, grass is very nice to sit on, but be careful because it can tickle. Now,  can anyone tell me  the name of this handsome creature over here?Is it a rhino, sir? said a girl called Caroline.Very close, Caroline, said Alan Taylor kindly. Actually, it is known as an ant. Now who can tell me- (Andy Stanton,  Mr. Gum and the Cherry Tree. Egmont, 2010)In 1930, the Republican-controlled House of Representatives, in an effort to alleviate the effects of theanyone? anyone?- the Great Depression, passed theanyone? anyone? The tariff bill? The Hawley-Smoot Tariff Act? Which, anyone? Raised or lowered? Raised tariffs in an effort to collect more revenue for the federal government. Did it work? Anyone? Anyone know the effects? It did not work, and the United States sank deeper into the Great Depression. Today we have a similar debate over this. Anyone know what this is? Class? Anyone? Anyone? Anyone seen this before?(Ben Stein as th e economics teacher in Ferris Buellers Day Off, 1986) The [drivers education] class was taught by an old and embittered veteran of the New York City public school system who had the looks and the attitude of, come to think of it, me these days. His form of instruction was Socratic, relentlessly so.What is the purpose of the steering wheel? he asked.The elderly Jewish ladies looked at their shoes. The Chinese stared into space. The black guys continued slanging each other.What is the purpose of the steering wheel? the teacher asked again and got the same response. . . .And so it went for a month and a half. The teacher asked a painfully simple question. Nobody said anything. The teacher repeated the painfully simple question. Nobody said anything.(P.J. ORourke, Driving Like Crazy. Atlantic Monthly Press, 2009) The Purpose of Display Questions Something that the media interview and the classroom interaction have in common is the use of display questions. . . . The purpose of a display question is to put knowledge or information on public display. In the classroom, this is an important way of transmitting and testing knowledge for teachers and students. In these display question situations such as classrooms and quizzes, the questioner follows up the answer by stating whether it is the correct one or not. However, in media interviews, . . . the follow up is very often left to the listener or viewer.(Anne OKeeffe, Michael McCarthy, and Ronald Carter, From Corpus to Classroom: Language Use and Language Teaching. Cambridge University Press, 2007) The Lighter Side of Display Questions Texas Ranger: The teacher asked me what was the capital of North Carolina. I said Washington, D.C.Cal Naughton, Jr.: Bingo.Ricky Bobby: Nice.Texas Ranger: She said, No, youre wrong. I said, You got a lumpy butt. She got mad at me and yelled at me and I pissed in my pants and I never did change my pee-pants all day. Im still sitting in my dirty pee-pants.Cal Naughton, Jr.: I wet my bed until I was nineteen. Theres no shame in that.(Talladega Nights: The Ballad of Ricky Bobby, 2006)

Textual analysis Essay Example | Topics and Well Written Essays - 1250 words

Textual analysis - Essay Example This narrative is a remarkable tale, and with her discerning language and word use, Chopin provides importance to the audience with every particular expression. Even though it is presented in a quite short description on the beginning of the narrative, one apparently becomes acquainted with the life of Louise Mallard and with her as a symbol, a great deal about the status of women in the time of Chopin. The Story of an Hour is one of the most concise works of Kate Chopin, but perhaps her most revolutionary literary creation: â€Å"It was an attack on marriage, on one person’s dominance over another in ‘that blind persistence which men and women believe they have a right to impose a private will upon a fellow creature. A kind intention or a cruel intention made the act seem no less a crime.’ The demand of self-sacrifice was the crime† (Kahle 2010, 11). Louise Mallard, the major character, was suffering from a heart disease. This description is the first one given to the audience about Louise; her first name was introduced after this particular description. It provided her a particular image, a fragile, flimsy, and weak individual. Her sister informed her, in ‘veiled hints that revealed in half concealing’ (Chopin & Knights 2000, 259) of the death of her husband in a railroad accident. The mention of the ‘veiled hints’ imply that t he Victorian society did not recognize women having the ability to handle such terrible news and the cruel truth. And the response of Louise was a deviation to Victorian norms: she remained composed, yet â€Å"she wept at once† (Chopin & Knights 2000, 273) and immediately escaped to her room. Instead of anguish an unexplainable happiness flooded her because of her newly found freedom, liberated from the authority and repression of her husband. She repeatedly utters, â€Å"Free! Body and soul free!† (Chopin & Knights 2000, 260) Her sudden bliss represented