aa100 assignment 1. octavian versus plutarch on anthony

Assignment 01 Compare and contrast the ways in which the passage below attempts top discredit Anthony with the ways this is done in the speech attributed to Octavian die ( in reading 1.1 of book 1. Chapter 1.) It is very obvious when reading both passages that whilst Plutarch and Octavian had similar but also differing opinions about Mark Anthony and his relationship with Cleopatra, they are both guilty of putting their own negative spin on the situation. They both use different approaches to the subject but the end result is the same. Anthony is portrayed as a man who has lost his way and in doing so, has sunk to the lowest levels of society .The one thing they both agree on, is that Cleopatra had a very negative effect on Anthony†¦show more content†¦He cites several cases where Anthony disregards his fellow roman man e.g. on one occasion Octavian discovered the contents of Anthony’s will to his disgust. he had left orders that his body should be carried in state through the forum but then sent to Egypt to be with Cleopatra this was seen as being a huge insult to the roman empire. He also cites several while he was sitting on the tribunal administering juice to kings and tetrarchs, he would receive love letters written on tablets of onyx or crystal and starts to read then aloud. Plutarch makes it very clear that Anthony should have not allowed himself to behave like a love stuck puppy but stood up to Cleopatra and behave like a man of honour. When we compare Octavian’s passage, his thoughts are quite different. He believes Anthony was a man bewitched. He argues that no man in his right mind would behave in such a scandalous way .without thought or caring for his fellow noblemen. He say she is either blind or accursed and so being enslaved by her he plunges into war with all its attendant dangers which he has accepted for her sake against his country and fellow noblemen. Looking at both passages we see the similarities but also see the differences...it is a great example of the problems we have trying to make sense of ancient history. Ancient historians never collected facts or proof.

A Study On Brigham Young University - 1055 Words

Brigham Young University Brigham Young University, which was founded in 1875, is a church-affiliated college located in Provo, Utah. Brigham Young University, commonly referred to as BYU, strives to offer academically challenging science and liberal arts degrees while cultivating a faith-based environment. Brigham Young University is owned and operated by The Church of Jesus Christ of Latter-day Saints (LDS). In this academically rigorous and spiritually centered setting, students experience intensive secular learning and personal growth. While the University is open to all students, Brigham Young University’s school demographics is 98.5 per Latter-day Saint, or Mormon. Brigham Young University is gaining respect for their distance†¦show more content†¦http://www.washingtontimes.com/news/2014/aug/12/cody-hoffman-starred-rare-non-mormon-byu-joining-r/?page=all Brigham Young University Accreditation Details -The Northwest Commission on Colleges and Universities. -American Psychological Association, Commission on Accreditation Brigham Young University Application Requirements Certain application requirements for Brigham Young University are unique. The basic application includes standard parts, such as educational history, but ethnicity and religious affiliation is mandatory. An ecclesiastical endorsement from a church official is required on all student applications. Applicants must agree to follow BYU’s exclusive Honor Code and Dress and Grooming Standards. Then, applicants must meet with local church leaders, which includes a bishop and a stake presidency member. Non-LDS applicants are allowed to meet with any upper level LDS leader to receive the ecclesiastical endorsement. LDS-applicants must show proof of successfully completing four years of seminary, which are daily religious classes attended during high school. Brigham Young University’s admission review process is very comprehensive. First, they consider the ecclesiastical endorsement because adherence to the Honor Code and the Dress and Grooming Standards is of absolute importance. Next, they review the student’s academic record and external accomplishments.

Shakespeare’s Othello Free Essays

Iago’s character is manipulative and treacherous as can be read in the famous quote, â€Å"Iago is most honest† (Shakespeare II. iii. 7). We will write a custom essay sample on Shakespeare’s Othello or any similar topic only for you Order Now He is fond of implanting malice in even the most mundane, casual encounters. For instance, Iago plans to make a mountain out of the molehill that Cassio was able to briefly, hold hands with Desdemona while on board the ship. Iago is also chauvinistic for the most part of the play and appears to have a dislike for women in general as revealed by his frequent barrages of insults towards Emilia and Desdemona. Iago’s general detest for women may come from the fact that he suspects Othello of having an affair with his wife. His thoughts are revealed in the play and there is constant revelation that he wants his revenge â€Å"wife for wife†. This reveals a concealed lust for Desdemona born out of his baseless jealousy. Iago continues his pursuit to ruin the relationship of Othello and Desdemona, as is witnessed in Iago’s speeches to Othello,Look to her, Moor, if thou hast eyes to see: She has deceived her father, and may thee†¦Ã¢â‚¬â€œMy life upon her faith! Honest Iago† (Shakespeare I, iii 333-5). He also has a plan to lure Cassio into performing actions that would dishonor him and possibly cause Othello to rethink his promotion of Cassio, as Iago states of himself in this matter, â€Å"Were I the Moor, I would not be Iago: In following him, I follow but myself†¦ But I will wear my heart upon my sleeve For daws to peck at: I am not what I am† (Shakespeare I, I 63-71). Iago succeeds in this endeavor by subtly causing a commotion which causes Cassio to lose his composure and accidentally stab Montano, the governor. This costs Cassio his position as lieutenant. While alone with Othello, Iago implies the possibility that Desdemona is having an affair with Cassio. Iago manages to persuade Othello to doubt Desdemona’s loyalty and love for him. He tells Othello to closely examine his wife’s actions when she is with Cassio. These are just among the many webs of lies and deceit that he manages weave in his attempts to settle scores with Othello and Cassio. Othello’s first gift to Desdemona was a handkerchief. This supposedly trivial object later becomes the piece of evidence that Iago uses to destroy Othello’s marriage. One evening, as Desdemona and Emilia inform Othello that dinner is ready, Othello complains of a headache. Desdemona promptly offers her handkerchief to bind his head to relieve the pain. Othello comments that the handkerchief is too small and pushes it away. Desdemona unknowingly loses grip of the handkerchief as she and Othello walk out of the room. Emilia picks up the handkerchief, remembering that Iago had asked her a number of times to steal it, she is delighted at the prospect of surprising her husband. At the same time as Iago was to plant Desdemona’s handkerchief in Cassio’s room, Othello who discovers his plot is infuriated and exclaims that he’d rather witness deception first hand than assume infidelity without conclusive evidence. At this point, Iago, ever the manipulator, manages to get his way again by fabricating another story that Cassio once called out Desdemona’s name in his sleep and that Cassio acted as if he were kissing Desdemona. Iago reinforced his claim by claiming to have seen Cassio wipe his beard with the handkerchief. This enrages Othello and he vows to seek revenge on Cassio and Desdemona for the alleged infidelity. Once again, Iago succeeds and even manages to get promoted to lieutenant. In the play, Desdemona’s handkerchief is the symbol of faithfulness and later in the play the symbol of truth. All the speculations around Desdemona’s alleged relationship with Cassio has created a lot of trouble for Othello and Desdemona. Othello has become very unhappy and has begun mistreating Desdemona. One evening after dinner, Othello goes on a walk with Lodovico and sends Desdemona to bed. As Desdemona gets ready, she and Emilia contemplate on how different her life would be like if she had not met Othello. Desdemona sings the â€Å"Willow† song, a song that she learned from her mother’s maid who sang the same song when the man she love left her. The â€Å"Willow† song is the symbol of acceptance of her fate that the man whom she loved had left her. Before telling Emilia about the story behind the â€Å" Willow† song, she had remarked on the attractiveness of Lodovico. She also This suggests that after the bad things that have happened between Desdemona and her husband, committing adultery had somehow entered her mind. She saw adultery as an option to distract her from the pain that her husband is neglecting and mistreating her. Iago has persuaded Roderigo to go after Cassio with the web of lies that he had weaved about Cassio and Desdemona’s alleged affair. Iago had once again managed to convince Roderigo with his lies to the point that Roderigo longed to kill Cassio. Roderigo stabbed Cassio in a brothel. When Othello hears Cassio’s cries of murder, Othello thinks that it is Iago who stabbed Cassio. Othello is still unaware of Iago’s deception and he believed that Iago stabbed Cassio to carry out his revenge. This tragedy wrongly convinces Othello of the validity of Desdemona’s alleged unfaithfulness. He returns to the bedroom to kill her. Othello returns to the bedroom where Desdemona is sleeping soundly. He leans to give her one last kiss before he kills her. Desdemona awakens from the kiss and is frightened when Othello tells her to prepare to be killed. Othello tells her that he had discovered her affair with Cassio who had just been killed by Iago. Before she could explain her side of the story, she breaks down in tears to weep for Cassio. This angers Othello all the more and begins to smother his wife. Emilia rushes to inform Othello that Cassio has killed Roderigo. When Othello admits that he has killed his wife and that Emilia keep silent about it. Emilia, afraid and confused calls for help. Montano, Graziano and Iago arrive at the scene. Little by little, Emilia uncovers her husband’s deceitfulness. Iago sensing the impending exposure of his evil deeds makes an attempt to silence Emilia with his sword. Iago succeeds at stabbing his wife. Othello disbelievingly realizes his terrible mistake of not trusting his wife and killing her out of blind rage. Realizing that his life is now worthless without Desdemona, he takes his own life. Othello and Desdemona are the unfortunate victims of Iago’s irrational jealousy and treachery. Even Iago’s wife Emilia was not spared of the tragedy. Before Iago becomes conscious of the gravity of his actions, lives have been lost, too much harm has been done to the point that it is beyond repair. How to cite Shakespeare’s Othello, Papers

Taste of Nepal for Development and Implementation -myassignmenthelp

Question: Discuss about theTaste of Nepal for Development and Implementation. Answer: In this individual assignment of taste of Nepal, this paper would address three critical areas that include: a lesson plan, strategies used to engage various adult learning styles and a reflective analysis. However, to in developing a lesson plan, I prefer using the ADDIE lesson plan method. Besides, ADDIE lesson plan has five phases or stages that include: Analysis, designing, development, implementation and evaluation. Analysis Phase Instructional Goals The group is required to demonstrate competently their understanding of Taste of Nepal. Instructional Analysis The group should explain what they mean by Taste of Nepal. The group should be asked to explain some of the food items they associate with Nepal and explain their satisfaction with the foodstuffs. Further, the group should respond to this question: What could be the influence of culture on Taste of Nepal? List Nepal food issues like: Geographical location- what are the exact locations of the taste of Nepal found? Religion- Does religion have an impact on the consumption of Nepal foods? Culture-What is the role of culture on foodstuffs in Nepal? Economic benefits- what are the economic benefits of taste of Nepal? Learner Analysis Find out if the Group members already know what taste of Nepal exactly means. Also, analyze if the students can explain some issues surrounds the consumption of taste of Nepal. Learning Objectives/Lesson Outcomes Group members should be able to explain what taste of Nepal entails. By the end of the lesson, students should be able to explain their experience on the research on taste of Nepal. By the end of the lesson group members should be able to look in totality, the economic benefits, cultural influences and geographic location for the taste of Nepal. The students will have more confidence in their research, and knowledge of taste of Nepal. Design Phase Assessment/ Content of Session Group members are required to create about 20 slides for PowerPoint presentation to address the following: What is the taste of Nepal? Identify examples of Nepal foods Explain some food names like Mo Mo in Nepal What are some types of Mo Mo? Also prepare the Momo recipe. DEVELOPMENT PHASE Teaching Methods The following teaching methods include: Learners-centered method In this teaching method the teacher or instructor would have to act as both a learner and teacher. The taste of Nepal is a group assignment and the learners are the ones who have information regarding the foodstuffs they researched on and also observed their preparation. It is then important that the teacher sometimes listens to group presentation and to some extent guide the students on their presentation. The discussion method This should be a lively lesson or presentation and it is important to make it discussion. With the guide of the teacher/instructor the students should discuss taste of Nepal. The demonstration method The presentation must demonstrate some of the photos of these foodstuffs. Being food, demonstrating them would aid visual teaching. The demonstration, discussion and learners-centered methods must meet the learning objectives as mentioned in above. IMPLEMENTATION PHASE Preparing the learners Learners should be organized in a group of three people. Having a small number in the presentation makes it easy for all the students to contribute. All group members must participate in the research and preparation of the presentation. Arrange for group class presentation The class presentation at maximum should take 30 minutes. Students must be able to utilize their time properly and use a few minutes to conduct their presentations accurately and objectively. Learning Resources The students would use a project to help them carry out their presentation. The students should have a laptop, because the notes for presentation cannot be allowed to be on paper. The students should also play some videos to enhance visual learning. Evaluation Phase Use questionnaire for evaluation to ask the following questions: Did you understand taste of Nepal? Was visual aid material enough for the exercises? Did you access some materials to get deeper understanding of Taste of Nepal? Do you remember all types of Mo Mo? What is the reaction to the lesson? What skills do you think you have gained following this class presentation? What is your experience in this small group activity? Reflection Onion Model From the course material, it is apparent that several learning styles are employed to succeed a learning process (Duff, 2014, p.167).In equal measure; there are also some learning theories that are applied to the course material to succeed the learning process. The learning process in this case can be examined using the onion model. On the outside of the layer of the onion model, describes observable learning (Klanja-Mili?evi?, et, al. 2017, p.26). On this outside layer, the learners observe things or processes in their environment as one way of learning. Ideally, the outside layer simply asserts that people learn when observing things and indeed the Taste of Nepal is also hinged on observable learning. We observed how the different types of Mo Mo are prepared and hence we got firsthand experience on how its prepared. On the second layer of the onion model, it deals with social interaction theory. Social interaction theory explains the language development which is shaped up by the social interaction possibly between a child that is developing and their adults that are linguistically competent (Ramzan, 2014, P.102). In this learning process, our teacher who is linguistically competent improved our communication skills, which we then applied to succeed our face to face discussion and class presentation. Also on Taste of Nepal research, we used a language that is understandable in socio-cultural context, and that is why we used the local food names like Mo Mo. The middle layer of the onion model represents the theories that deal with the processes of information. The processing of information is equally hinged on the learning style. A learning style determines how information is processed by learners, and that is to suggest that as an instructor it is important to apply a learning style theory that can help the students process the information with ease (Knoll et al, 2017, P.548). Lastly, the onion innermost layer discusses the personality models of the students and how their personalities impact the preferences they have for learning. Ideally, the personality of a learner has an express influence over the preferences for learning can have. For example, if the student is someone who is not used to reading text, then as an instructor it is essential to use a learning style that is visual-based. Hence, depending on the personality of the students a teacher should be able to know the exact approach they can use to teach the students successfully. Perhaps, it is this onion innermost layer that encouraged our instructor to use class presentation as opposed to facilitate our understanding of Taste of Nepal. Learning Theories Learning theories are just principles that help learners to access, retain and remember what they learned. Learning aims at imparting knowledge and that knowledge must be retained, as a result, the learning theories explain how retention of knowledge. Behaviorist theory This learning theory explains the relationship that exists between the stimuli and response. This kind of theory justifies why people respond to stimuli in their environment and thus as learning takes place an instructor needs to see how they can apply this theory (Pritchard, 2013, p.78). Using this theory, the instructor should be able to analyze the responses their learners have to the stimuli. Ideally, the behaviorist theory justifies that learning is based on behaviors and as learning goes on, the behavior is shaped up. Using this theory, as our presentation continued, the students could react to some of the food pictures and their reaction was simply a response in relation to the stimulus created by the food pictures we displayed during the presentation. Cognitive theory The information must be processed, and it is the mind that is involved in the information processing. The information processing determines how a learner understands as well as retains the information (Pritchard, 2013, P.70). Learning involves the exchange of information, and the objective of learning is the retention of such information. Basically, the point is that learning can be said to have occurred when information is easily processed and retained perhaps for future use. Thus, as a group we researched together and exchanged information through discussion and that is why every member competently presented on the Taste of Nepal. The instructor should, therefore, strive to help their students to retain information in order to achieve the learning outcomes they expected at the end of their lesson (O'Donnell, 2014, p.89). Kolb Experiential learning cycle Kolb identifies four critical parts of a learning cycle as shown below. Following this cycle, in our presentation, there was a concrete experience. We did the research together, and we exchanged the ideas face to face, hence making our learning experience objective and enjoyable. On the reflective observation part, as a group we reflected on how our research was and how we made our contributions to as a one united group (Kolb, 2014). On the abstract conceptualization phase, we conceptualized the recipes for various types of Mo Mo so that we could carry out the presentation well. We had a deep understanding of the Taste of Nepal and that is why we could not read notes on the PowerPoint all the time, but did explain some sections off-head. Lastly, active experimentation is the last step left for use and we look forward to preparing some of the Taste of Nepal foods to complete the learning process. Learning Styles Visual learning style- this kind of learning style is very important in the sense that it aids visual teaching. Pictures must be used and that makes learning more interesting than simply using notes only (Stocker, et. al, 2014, P.69). In the Taste Nepal class presentation, there was apparent use of visuals and we used them to facilitate understanding. This learning style can be incorporated in the behaviorist theory because it aims at getting responses learners have towards stimuli. Also, verbal learning styles are critical in any learning process, hence a teacher should encourage proper use of language whether written or spoken (Young, et. al, 2014, P. 548). Using this learning style, we carried out an in-depth research; thereafter we prepared a PPT, which we then used to guide our presentation. Ideally, the learning styles and theories determine strategies a teacher can employ to relay certain information to their students. In the deep vs. surface strategy, it is the teacher to decide whether they should apply deep or surface strategy. However, students prefer surface strategy, but in a presentation like the taste of Nepal, deep strategy was applied to allow us to have a deep understanding of the food preferences in the Nepal. Teaching strategies for adult learning Teaching adults to some extent is a daunting task and therefore teaching strategies should be applied carefully. One of the teaching strategies relevant to teaching adult learners is giving immediate feedback. Adult learners should be able to get an immediate feedback from the instructor in the event they seek clarification on some issues (Mitchell, 2014, p. 35). Delaying the feedback to some large extent makes teaching ineffective; hence an instructor should be able to give some immediate feedback for learning to be more interactive. Using this immediate feedback strategy, our teacher commended our class presentation and encouraged us to prepare some of the Nepal foods so that he could also taste it. Use of exploration should be encouraged by all means. Young learners prefer being taught, but for adult learners sometimes they like exploring certain topics on their own with minimal guidance from the teacher (Mitchell, 2014, p. 35). Hence, to succeed adult learning it is critical that a teacher or instructor considers using exploration so that adult learners in their small groups discuss exclusively some topics. For instance, the taste of Nepal is an example of exploration and it is evident that as a group we were able to explore this topic exclusively without necessarily being taught by our teacher. Also, making assignments convenient is a strategy that can be applied to teach adult learners, who probably have some other responsibilities elsewhere unlike young learners. The Taste of Nepal, was a convenient assignment, we were given enough time to research, before we did the classroom presentation. Teaching Technique In finality, to succeed teaching, an instructor should encourage learners to prepare for a lesson before they come to class. Adult learners are not like young ones, therefore they ought to familiarize themselves with some learning material or topics before they even come to class, hence flipped classroom technique is one of the teaching techniques applied on the Taste of Nepal (Orlich, 2016, p.98). For a class presentation like the Taste of Nepal, we prepared ourselves adequately to avoid making mistakes during the presentation. Finally, self-learning and online research should be fundamentally encouraged. Adult learners do not necessarily require to be guided on how they should learn (Orlich, 2016, p.98). A group like the one presenting Taste of Nepal ideally is an example of self-learning. The students take their time in their own groups to discuss issues face to face and in the end, learning would be successful. References Sergis, S., Papageorgiou, E., Zervas, P., Sampson, D.G. and Pelliccione, L., 2017. Evaluation of Lesson Plan Authoring Tools Based on an Educational Design Representation Model for Lesson Plans. InHandbook on Digital Learning for K-12 Schools(pp. 173-189). Springer International Publishing. Muruganantham, G., 2015. Developing of E-content Package by using ADDIE model.International Journal of Applied Research,1(3), pp.52-54. Al-Bulushi, A.H. and Ismail, S.S., 2017. Developing an Online Pre-service Student Teaching System Using ADDIE Approach in a Middle Eastern University.Theory and Practice in Language Studies,7(2), p.96. Duff, A., 2014. Learning styles and approaches in accounting education.Routledge companion to accounting education, pp.163-188. Klanja-Mili?evi?, A., Vesin, B., Ivanovi?, M., Budimac, Z. and Jain, L.C., 2017. Personalization Based on Learning Styles. InE-Learning Systems(pp. 27-36). Springer International Publishing. Ramzan, M., Usmani, N.K. and Arain, A.A., 2014. Effect of Thinking and Learning Styles on Students' Academic Achievement.Journal of Educational Research,17(1), p.102. Knoll, A.R., Otani, H., Skeel, R.L. and Van Horn, K.R., 2017. Learning style, judgements of learning, and learning of verbal and visual information.British Journal of Psychology,108(3), pp.544-563. Pritchard, A., 2013.Ways of learning: Learning theories and learning styles in the classroom. Routledge. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Stocker, M., Burmester, M. and Allen, M., 2014. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.BMC medical education,14(1), p.69. Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83.Medical Teacher,35(11), pp.e1561-e1572. O'Donnell, A.M. and King, A. eds., 2014.Cognitive perspectives on peer learning. Routledge. Young, J.Q., Van Merrienboer, J., Durning, S. and Ten Cate, O., 2014. Cognitive load theory: Implications for medical education: AMEE guide no. 86.Medical teacher,36(5), pp.371-384. Mitchell, D., 2014.What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Orlich, D.C., Harder, R.J., Trevisan, M.S., Brown, A.H. and Miller, D.E., 2016.Teaching strategies: A guide to effective instruction. Cengage Learning.

Analyzing the Racial Policing Debate Essays - Crime Prevention

Analyzing the Racial Policing Debate Essays - Crime Prevention Analyzing the Racial Policing Debate Immanuel Masai 1 st Period Strongest Argument Heather Mac Donald's strongest argument to the argument th at policing is biased was, the reason people of color encounter the police often is because they are responding to the outcry of the community therefore the police are not being biased on whom they police but rather just doing what they are called to do by the people. The reason this make sense is , she provides data to prove that people of color commit more crimes than white people. Ms. Mac Donald's argument is also logical and does not take a genius to see that there is a clear correlation between the two (crime and police presence). Gloria Browne-Marshall's strongest argument was, when you back track policing and how it became to be you could see that it came to be when white people who owned slaved need to retrieve runaways. Therefore, when policing began in the United States its aim was to enforce the law (which itself biased towards people of color) on people of color. Time progressed and as policing became part of the government's way to enforce the law and it carried over time its bias against people of color and that bias is still present today. Logical Fallacious There was one logical fallacious that I noticed between these two was by Heather Mac Donald; Mrs. Ma c Donald said that if police are forced to stop arresting and policing in general people of color there will be an uptick in crime . The reason for this is that people of color commit a majority of the country' s crimes and as a result, there will be anarchy. What I Noticed When you pay attention to Mrs. Mac Donald , you can notice that she offers a large amount of data for her evidence and when she seeks to answer a question, she retreats to a source and proceeds to answer the question from there. Whereas Mrs. Brown-Marshall she used a mixture of experience and history to answer/rebuttal; first she states an experience or historical episode then proceeds to answer. What I can infer about Mrs. Mac Donald based on the patterns I saw was that she has not had that many encounter with bias policing because she always cited data and never once did she mention about being a victim of but she did mention experiences of others. On the other hand, Mrs. Browne-Marshall has experienced the biased that was being debated because towards the end she states that she had been a victim of bias policing. Furthermore, Mrs. Browne-Marshall had a bit of an emotional connection to the subject whereas Mrs. Mac Donald had more of an apathetic connection towards the subject. Heather Mac Donald Gloria Browne-Marshall Ethos (credibility ) : Heather Mac Donald is the Thomas W. Smith Fellow at the Manhattan Institute and a contributing editor of City Journal Ethos : Professor of Constitutional Law and Civil Rights Attorney Pathos (Emotion) : There is a large number of white people who have been victims of police shootings Pathos : People see the color of skin and make decisions based on that. I see students outside of the university who are just being young but when police enter the scene, they see young hooligans. Logos (Logic) : Police have to go where the trouble is and most of the times in minority areas Blacks die at 6x the rate of whites and Hispanics combined Blacks commit 75% of shootings Every time police are called to a scene it is usually into a minority area As long as crime and victimization remains unevenly, balanced police and civilian contact will be too. Policing is data driven; police will go where there is a need. Policing is responsive to what the people in the community want them to do. Policing is influence by the people Logos : There are various groups ranging from the UN to Federal Courts that have said policing is racially biased Police make judgement calls that can result in a bias The perception of police is what creates a bias; someone can be loud but when you place a color on

Identity And Unity Among The Colonies essays

Identity And Unity Among The Colonies essays The American Revolution was an event that could only have happened under certain crucial circumstances. Britains taxation of the colonies as a way of paying their war debts reinforced an emerging sense of American identity and helped to precipitate the American Revolution. Resistance to the crown became more and more common as the years went by, and these minor inconveniences eventually led to the birth of a new nation. By the eve of the Revolution, the colonists had established a deep sense of identity, and although numerous Americans were united against Britain, many remained loyal to the crown. The unique identity of the American colonies became more obvious to everyone as the events leading up to the Revolution took place. Edmund Burke, an English statesman, refers to the American colonies as a great and growing people spread over a vast quarter of the globe. This shows the American identity being drafted; being molded not only from the colonists, but from the observations of foreign people. The colonies distance from Britain also affected their identity. The colonies were far enough away that England had little or no influence of American society. This allowed them to grow as a separate nation secluded from Britains societies and cultures. Another example of the emerging American identity comes from a French settler named Hector St. John Crvecoeur who states that an American is either an European, or the descendant of an European, hence that strange mixture of blood which you will find in no other country. This is showing how America contains a unique people with unique customs and beliefs. Crvecoeur goes on to say that an American becomes an American by being received in the broad lap of our great Alma Mater. This again reinforces the unique identity of Americans, and mentions an Alma Mater, implying a unique culture in the colonies. ...

Terry Cannon, MBA Case Study Example | Topics and Well Written Essays - 500 words

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Urban Transportation Problems Assignment Example | Topics and Well Written Essays - 1750 words

Urban Transportation Problems - Assignment Example ch activities close to each other and to residences, so that the shorter trip changes from what should have been an external trip by motor vehicle, to an internal walk, bike, or transit trip (Feldman, Ewing & Walters, 2010). Because the mixed use configuration is essentially internal and encourages pedestrian and non-automobile transportation methods, the forecasting of traffic patterns through trip generation and traffic projection utilised by practitioners tended to be similar to each other. The Institute of Transportation Engineers (ITE) have formulated a method by which trip generation can be performed. Feldman, Ewing and Walters (2010) describe the procedure in the following steps: The estimated figures are then multiplied by a set of per-unit trip generation rates that ITE has developed, to get a preliminary estimate of the number of vehicle trips that are generated by the site; The initial estimates of generated trips are then lowered by a certain percentage, based on lookup tables by the ITE. The reduction represents the internal capture of trips in the mixed use development. The share of internal trips as shown in the look-up table is multiplied by the total number of trips for each of the different uses, to arrive at a first estimate of internal trips for each use. For each pair of uses (production and attraction, or source and destination use) are reconciled, so that the number of internal trips produced by one use is equal to the number of trips attracted by the other use. The lower of the two estimates of internal trips is the limitation of the number of internal trips created by the other use (Feldman, Ewing & Walters, 2010). The traditional trip generation method developed by the ITE has some advantages when applied to mixed-use development areas. First, the process appears to be objective, because if two different analysts worked on the same data, they will arrive at the same result. The steps used for calculation are specific and do not

An analysis and commentary Essay Example | Topics and Well Written Essays - 250 words

An analysis and commentary - Essay Example The main cause for Scotland splitting ways with Britain is the unfair treatment they have regularly received from the queen, bankruptcy of the nation, and isolation. The number of Scottish people wanting independence in the last 40 years has sharply increased. 40 years ago, the number who proposed was only 25%. This number has risen lately according to recent polls conducted around Scotland to nearly half the electorate. These numbers can only predict that the Scottish people are craving to regain their identity, at least politically. If Scotland votes â€Å"yes,† this would affirm the need and the power of political identities. Scots will have a country of their own. In my opinion, Scotland separating from England will help to realize the identity of Scotland as a nation and seclude itself from the unfair treatment from England. This article is particularly relevant to political identity since the concerns of Scotland are primarily based on political identity. Macintyre, James. â€Å"From Devolution to Independence.† The New York Times, 2012. Web 9 March 2012.

The Myth Of The Clash Of Civilizations

The Myth Of The Clash Of Civilizations It is a lecture by Edward saids, held in the University of Massachusetts, it is about clash of civilization and how people think about it. He is mainly responding back to what Samuel Huntingtons and Bernard Lewis said about the clash of civilization. Edward had his MA in 1960 and a doctorate from Harvard University in 1964. The most important work of him was the Orientalism, which was a part of postcolonial studies. In this video, Said argues that Lewis and Huntingtons had the wrong idea and thoughts about the clash of civilization. In this lecture, Edward is responding back to what Huntington and Lewis said about clash of civilization and he critic their ideas. Huntington believes that in the future, there will be clash between countries; this clash will be mainly a clash of religions. Huntington said that the West should be strong and keep others weak. It is clear here that he wants the West to attack other countries and occupy them by using force against them, which consider colonization. In his argument, he focused on the Islamic religion and he says that it is the main reason of the clash. He said that Islam is anti-Western, and Muslims are using violence against non-Muslim and the government and other Muslim organizations are encouraging violence against them. Moreover, Huntingtons ideas and thoughts were mainly based on what Lewis Bernard said in his book Islam and the West. He compares religion not to a religion but to geographical political countries suggesting that Muslims and Arabs are backward uncivilized people and they are savage without any manner; according to the Western culture. According to what he said, the West will find an excuse to attack and invade other countries, just what the UK did to India and they called it, we want to bring advancement and teach them how to be modernized just like the West, but instant they take over their country and stayed there for two centuries. Taking whatever they want from there and do whatever they want. Edward criticism is more on the fact that Huntington book is for the policy makers in the US, thus is a main danger when the policy maker takes what Huntington said seriously; these people will misunderstand the views of the Muslim world. Lewis and his book Islam and the West shows that the all the problem around the world is because of the Muslims and to solve this problem they have to deal with them. Lewis mentioned that there are billions of Muslims in the West and they want to take over the country and he called it rage on the West (Lewis, 1993). What he meant is that before they take over our country lets invade them first. As we say in Arabic, lunch on him before he dine on you. This excuse is really baseless. He just wants to start a religious war. He also saied that Islam is not modernize and never speared between church and state. Bernard must know one thing that in Islam the State rules are made by the religion rules, which can not be separated from each other. One example of that is when the US had the economic crisis, all the banks got affected and most of them did not have any money, but because Muslim banks used the Islamic rules in the banks they have not been affected like the Western banks. And about modernize, Islam is modernize but they can not see it, because to the West it is not matching the Western standers. As the West see it, you have to be like them to be modernize which is wrong. In his book Islam and the West, He wrote: It should be clear that we are facing a mood and a movement in Islam for transcending, the level of issues and polices and the government that pursue them. This is no less than a clash of civilization. The perhaps irrational, but surely historic receptions, of an ancient rival against our Judeo-Christian heritage, our secular present, and the world-wide expression of both, it is crucially important that we, on our side, should not be provoked into equally historic, but also equally irrational reaction against our arrival. (p.78). It is clear from Lewis statement that he is saying that clash is religion and it is between Islam and Christianity. And Islam is spreading all over the world and they the West must do something to stop it. He thinks the Western religion is more superior than the others and it should not be equalized with other religions. What he is trying to say that in the past Islam used violence to spread all over the world and now after more than 1200 years they are trying to do the same thing with the West. Lewis also said in his book that Islam can not understand other civilization, which is wrong. Muslim people travelled around the world before Marco Polo did. They went to Spain and China. They lived over there and took from their knowledge and become a part of them. Islam can understand any civilization but their always be a limit what to take and what not to take from other civilizations. Saieds belief that there is no part of Islam, which is fundamentally against the West. Over the last decade, we have seen numerous cowardly attacks on Western countries, for example, the Swedish-Iraqi attack in Stockholm and the 9/11 attacks. The US governments do not have any clear evidence that the attacks were done my Muslims. Do not believe the idea that Muslim extremists are driven by a justifiable rage, they are driven by the political issues that they are having from the West. It is never related to the religion. Islam and Western cultures are inherently different, and this is why we have conflict. Moreover, that does not mean Edward is anti-Western. He was very critical about some of the ways Western hegemonic thought has used to describe Arab societies and to design political relations with this part of the world. He is not bias because he was educated by British, on British-Egyptian Christian schools. Furthermore, Said mentioned that, some civilization that has power and technology advancement gave to them self the right to colonize other in the name of Nobel idea, which is to civilize them but in fact, they want something else. Competing imperial power invent their own theory of cultural destiny in order to justify their action aboard. I just want to know who gave them the right to judge on people and the way they live. You can not change something that is related to culture. Examples of these countries, USA, Germany, and UK. Which the real purpose is to have more power, conquest, and unrestraint self pride. The West believes that each raise has a special destiny or job to do. For Example, the Chinese raise is to serve, the black raise must be the labor, because they are strong and they can work hard. Here we can see that the West had the wrong idea about people, they thing that they are the superior raise because they are white and other people are below them so they must serve them. Edward said that for a country to have it truly independent. They must speak their own Language, Which he meant nationalism. You have to be proud of your language and used it to have truly independence. For instance, in India conquers party, only by supporting Indian language the political independence can accrue. Only by supporting their word against the West, they will be able to stand on their feet. Edward said that the Culture and civilization is spread then each other. The core of Islam is to be separated from everything else, and the core of the West is to be separated from all the other. Also that, it is not a clash of civilization, but clash of definition. Defining the culture is hard; each culture defines its enemy. People are fighting over us vs. them, ideas of good and evil, belonging or not belonging. Islam like the West is not a single or uniform thing(Edward,1998). Islam is different in Indonesia, different in Egypt. For example, in Egypt, there is a conflict in the Isl amic movements. In the lecture, Saied has quoted from Aime Cesasre, which he wrote: But the work of man is only just beginning, and it remains to conquer all the violence entrenched in the recesses of our passion and no race possesses the monopoly of beauty, of intelligence, of force. And there is a place for all at rendezvous of victory. (p.48). Cesasre meant that there are no boundaries or block between cultures. Anyone can take whatever he wants form other culture. And there is no standers for civilization or beauty or intelligence. Every people or culture has their own stander, which differs from one culture to another and all of them are right. At the end of the lecture Edward discussed the Palestinian Israelian conflict and how it is a good example of colonization. The Israelian uses the excuse that plastain is the promise land for them, so they keep killing people and force them to leave their houses. It seems this clash between them is related to religion but in fact, they just want a place to live and a country. Edward said that you can not victimize others because you were victim yourself, there has to be limit. It is not a reason to invade other people and take over their country. Additionally, Edward said it was a clash of ignorance. That Huntington had a monolithic view of Islam and he over generalized the situation and did not understand the complexity of the conflicts and the people involved in them. He is touching on the growing influence of those who advocate tensions and clashes, and subsequently benefit from this sort of contaminated atmosphere to prepare the people, particularly of the USA, to engage in war, such as the case now. The media à ¯Ã‚ »Ã‚ ¿has become nothing more than a blowing horn for such a paradigm of tension and hate. The West mainly sees Islam through distorted,à ¯Ã‚ »Ã‚ ¿ Orientalist, lenses. Also, correlation alone is not sufficient to prove that what you said must mean there is a cultural clash. There could be a clash in some areas, but this is created by powerful people to make Islam seem threatening so regions, like Iran, can be dominated for oil. More people should be aware, that it is never about religion. He covers the topic s of how Muslim/Arab people have more to do than to think about the West with hatred, how Huntington is not a student of Arab/Muslim cultures but wants to prolong and depend the conflict. Saidà ¯Ã‚ »Ã‚ ¿ observes how the French used the notion of a civilizing mission to justify brute force against the nations whose land and resources they wanted. This imperialist mission gives rise to wars of national liberation among the colonized. What Huntington and Lewis predicted that in the future there would be a clash between religions and that what happened, but it is not true. People think that nowadays there is a clash between religions. When US invaded Iraq, people thought that it is a Holy War and because they think Muslims are behind the 9/11 attacks. What happened is that US invaded Iraq for a political issues, which was that Saddam had a mass distraction weapons but they did not find anything over there. It was mainly about oil and recourses. US media are showing to people that US are in a religious war in Iraq and they are trying to bring freedom and democracy to Iraqi people. I cannot understand how the 9/11 attacks is related to Iraq. They just wanted an excuse to invade Iraq in the name of freedom. West media showed the stereo type of Muslim and how they are angry all the time, they just misrepresent the Islam. What Edward said is completely true there is no clash between religions, but the US government want s the people to think that what is happening. As I see it, the history is repeating itself. When the British went to Africa, they said we are here for a Nobel cause, but in reality they are here to take over the country. The same scenario is happening in Iraq, but in this case, their excuse is religion, which is completely wrong. To solve this dilemma, the West should solve their political issues with the East and not to connected with the religion. Another Example is the current crises that US facing with North Korea. North Korea has a clash with the West and they are not Muslims. This support my point that the clash is not about religion, it is about politics. I found another articles which discusses the clash of civilizations, In Rami G. Khouri article rescuing Europes failed middle east policy he is saying that the Europes policy is failing in Middle East. So they dont add anything to solve this problem and their policy dont have the power to change anything and solve this issue. Morover, Khouri thinks that they cant change anything because the Europes are following what US and Israel policy. Without saying their own opinion. So they become with Israel in this conflict between East representing by Palestine and West which is representing by Israel in this conflict. His advice for Europe is to stop following US and Israel policy. Because it will lead to a clash between the East and Europe, like the West and the East. Furthermore, he wrote an article Rewinding the reel to root causes and he said that the root for the conflict between East and West is the Israel- Palestinian conflict. If the root of the conflict between East and West is the Israel- Palestinian conflict, what do you think if you see some countries like America or Europe countries, which support Israel? They will feel same as Samuel Huntington idea that the clash between East and West is about religion. All the people who study the history and read about the crusades will know that the conflict between the Israel and Palestine will take him back in time of the crusades period because the two situations are same in a lot of sides. The Israelian are doing the same thing that Crusades had done, which is invading the country and killing people and turn it to a religious war. But in the other hand, Amartya Sen in her article What clash of civilization? Why religious identity isnt destiny? strongly disagree with Samuel Huntington argument, because she think that Huntington make civilization too simple and equalite with religion. Amartya think that human has so many aspects that make him what he is. You should not judge on a book based on its cover. What she meant that there is another reasons of clash which is not related to religion. Kofi Annan mentioned in his article Annan says politics, not religion, at heart of Muslim-West divide. He thinks that there is no relation between politics and religion and he believes that the religion is not the root for any conflict in this world. I agree with him the root of conflict is related to the political issues that the country have against each other. It was never about religion. I agree with him that the Israel- Palestine conflict is the root of the conflict between East and West and this conflict is the main cause of the clash between the two sides. Moreover, Mohsin Hamid and his article why do they hate us he says that Muslims hates West because of the America policy. In this point I might agree with Mohsin Hamid, because Muslims sees that America foreign policy is always unfair with Muslims in different issues and different places all over the world. Muslims dont have any problem with America, if their policies change not with what Muslims want, but with the justice even if it was against the interests of Muslims. Therefore, this is another point that supports my argument that the clash is about politics not religion. Another Article wrote by John L. Esposito, which is Its the policy stupid. Its an interesting article, because John L. Esposito think that the root of the problem started from America policy. Because they did a lot of mistakes in their foreign policy toward the East and when they try to solve their first mistakes, they made new mistakes, which made the situation even worse than before. Another political issue, which is not related to religion. In Fawaz Gerges article which is titled America and political Islam. He believes that there is no clash between civilization and the clash is between benefits. Any Western countries who are against the west will be Terror. I agree with him that it is really a clash of benefits and interests. We see that some countries policy change from day to day. They change their policy because their interest change and they change their allies depending on their interests. For example, Saddam was a friend of the US government, but when the interests changed they just removed him. An article wrote by Edward said which is Imperial Perspectives. He is saying that after World War 2 the US goal is to control the oil supply in the Middle East and make sure that Israel is the dominate power in the Middle East. He said that US claim to educate people and liberate them but in reality they just want to control and rule. The US want to see Arabs and Muslim in the way they like, not with the way Arabs and Muslims are which an imperialist perspective is. He also said that US think Arabs and Muslims are anit-democratic and anti-Semitic. These are enough reasons for US to invade another country in the name of democracy and freedom. All in all, The west uses the clash of civilizations myth as a means of western intervention and expansion, and that western culture is dominant, which presents a Eurocentric dichotomy. What Huntington and Lewis predicted came true but in reality, the US government uses the religion as an excuse to invade other countries. What Edward said it is true that the clash is not about religion. US media want people to think that it is about religion, which will make their job easier. In the past when a powerful country invade another country their excuse was to modernize and educate them, now they are using the democracy and freedom excuse to invade other countries. Different excuses but they have the same goal, which is to colonize.

Private Gun Ownership Should NOT be Banned Essay -- gun control laws

Would you choose to own a gun if your life depended on it? America has defended itself with guns since December 13, 1631 when the National Guard was born. We are a country that defends what we love. What do we defend ourselves with? Guns of course. Guns and America were discovered around the same time. Guns will forever be a part of America. Without guns the American Revolution would not have been won (Boehm). There have been some times in American history where guns have caused the loss of innocent Americans lives due to an unstable person, but there have also been multiple times where guns have defended each and every American’s freedom. Most people don’t think about a day-to-day basis and how guns can be beneficial to our lives. Private gun ownership should not be banned because guns provide protection, people are responsible for killing people, without guns, criminals will find other ways to kill, and it is our American right to own guns to protect ourselv es. Without guns, people would be running crazy in the streets. We all want to have that warm, fuzzy feeling of protection. Protection is now the top reason Americans own guns (Personal). Those who are against guns usually say there’s other ways to protect yourself such as calling 911 or the local police (Justice). Although that is true, it is an unrealistic way of protection. Police usually arrive after a crime is committed or when it is too late (Why). The first person to encounter a criminal with a gun is the victim and if the victim is armed, they can protect themselves on the spot and not have to hid or wait for the police to arrive. We call the police because they are armed with a firearm and can protect you. If used for protection, guns will save ... ... n.d. Web. 11 Dec. 2013. "Personal Safety Top Reason Americans Own Guns Today." Personal Safety Top Reason Americans Own Guns Today. N.p., n.d. Web. 11 Dec. 2013. "Statistics Prove: More Guns, Less Crime." Infowars Statistics Prove More Guns Less Crime Comments. N.p., n.d. Web. 11 Dec. 2013. "What Are the Gun Laws in Iowa?" About.com Crime / Punishment. N.p., n.d. Web. 11 Dec. 2013. "Why Own a Gun? Protection Is Now Top Reason." Pew Research Center for the People and the Press RSS. N.p., n.d. Web. 11 Dec. 2013. "Adam Lanza Wouldn't Have Been Stopped by Stricter Gun Control Laws." PolicyMic. N.p., n.d. Web. 11 Dec. 2013. "Justice Stevens: You Have the 'Constitutional Right' to Call 911, Not to Own a Gun | Outdoor Life." Outdoor Life. N.p., n.d. Web. 11 Dec. 2013. "Refuting Anti-Gun Control Arguments." The Progressive Cynic. N.p., n.d. Web. 11 Dec. 2013.