Fences vs. Oedipus free essay sample

The Importance of Fatherhood Fatherhood is important and is often taken for granted and not treated with the respect it deserves. In the plays Fences and Oedipus the King, Troy and Oedipus are affected by the lack of fatherhood. In Troy’s case, he fails to be a supportive father to his son, Cory, ultimately distancing himself from his family. As for Oedipus, he is cursed by the gods before his birth, due to his father, Laius, raping and kidnapping a young boy (Weineck). Although the situations of each play are different the need for fathers is very similar. This topic may not seem of much importance but fatherhood can truly affect a child or the actual father. Both of these plays seem to be affected by the past which leads to the fathers putting their problems on the shoulders of their child. Fathers play an important role in a child’s life. We will write a custom essay sample on Fences vs. Oedipus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Not only are they seen as their rock, but also as their protection. This is especially important in a boy’s childhood. This is shown by the relationship of Troy and Cory. Although, Troy is always around in Cory’s youth, he never gives any support for what Cory does. This is proved when Cory has a chance to talk to a college recruiter about football, but Troy claims he has no future in sports and just needs to give it up and go get a job and start making money (Roberts 1046). This incident, along with other questionable actions, lead to the resentment of Troy, not only by Cory, but by the entire family. The other questionable action by Troy was him cheating on his wife with another woman. This event is what totally crushed his relationship with his family, whom now refused to give him any respect. With no respect for Troy, Cory one day makes a comment towards his father, which does not sit well with Troy. This comment soon turns into an argument which, leads to Cory picking up a bat and threatening Troy. Troy then takes the bat from Cory’s hands and knocks him down (Weales). At this point Troy can show his dominance towards Cory but instead tells him to leave (Roberts 1071). This not only shatters the relationship between Troy and Cory but it shows the carelessness of Troy towards his son. Throughout the rest of the play, when Cory is present, the resentment of Troy is shown. Cory even contemplates not attending Troy’s funeral because he was tired of living in the shadow of his father (Roberts 1074). The relationship of a father to his son is essential to not only the son’s maturation process, but also to the father and his livelihood. Troy and Cory make good examples for this, because after Cory left Troy was never the same and in the same light it can be said the Cory learned from his father. He learned how to not be like his father. Before Oedipus the King, we know that King Laius of Thebes commits a crime in which he is punished for raping and kidnapping a child from a different kingdom. For this crime Laius is cursed by the god, Apollo. The curse stated that Laius’s â€Å"first born son would murder his father then marry his mother†. Instead of Laius abstaining from marriage or sex to prevent this curse from occurring, he marries and has a son, Oedipus (Weineck). This stupidity of Laius begins the failure of his fatherhood. Laius has not only compromised his life but he has created a terrible situation for Oedipus when he is grown. This father and son relationship is not direct but the actions and carelessness of Laius ultimately affect Oedipus, which makes his life literally a living hell. Like in Fences Laius is careless about his son, like Troy. Although Oedipus is his father’s murderer, it is unknown if Oedipus intentionally killed Laius. It is actually said that he was defending himself, so it is hard to put any fault on the lack relationship with Laius (Roberts 786). This lack of relationship also can be said to have led to the downfall of Oedipus. This is because when Oedipus find that he has murdered his father and married his mother he exiles himself. It can be said that if Laius had not impregnated Jocasta, or had he killed Oedipus as an infant, this terrible fate would never had happened. Laius could have also raised Oedipus and created a positive relationship between the two which could have prevented this situation. This relationship between Laius and Oedipus was flawed from before the birth of Oedipus resulting in the horrific fate that Oedipus experienced. This flawed relationship can be argued to have had no chance but it can be seen that at the end of the play Oedipus is affected by the knowing of murdering his father. The difference in Oedipus’s relationship with his father compared to normal father/son relationships was that he never really knew he had a relationship with his father, but all along it was his faulty relationship with Laius that cursed Oedipus in the first place. Although these two plays are very different in time periods, the basic buildup of each play is very similar. Father’s and son’s is a way these two plays connected very well. Laius and Troy perform a very careless fatherhood whereas Oedipus and Cory are helpless and cannot defy what their fathers do or have done. Cory, out of respect for his father, cannot do the thing he wanted to do such as, football, and this resulted in the broken relationship between Cory and Troy. This is comparable to Oedipus, in a way, because he was unable to defy the curse of the gods on his father which also leads to a broken relationship with Laius. These plays at first glance have nothing in common but when broken down they truly have a similarity in the importance of a father.

KKK

KKK Piloted by the thoughts of a world with only one superior race, the KKK often uses violence and moves over the law to promote their cause. They have been in the darkness for over one hundred and thirty years and continue to increase in America's society today.The Klan began during the reform period after the civil war in the Southern United States. The southern people had suffered greatly from the effects of the war. Many of them lost their homes and plantations. The people needed a release from the sorrow of everyday life.In 1865, six men from a small town in Tennessee began what has grown to be the largest and most feared "hate group" in the country. The men decided to make a club to help release the stress of the times. The men were all poor and could not afford to make gowns or costumes for the group, so they decided to use linens.Cartoon from 1868 ("'Tis but a change of banners -...They wore the linens and put pillowcases on their heads. They also draped the linen over the horse s they rode. In the beginning, the men wanted to do nothing more than play pranks on people. The Klan members soon realized what they could do with the fear tactics they placed on the towns-people.Word spread across the South about these masked men. Many people loved the idea and wanted to be involved; the Klan quickly grew. A leader was soon needed to control the large group. Their first choice was Southern General Robert E. Lee; he became very ill and could not continue the position. Their next choice was a man named Nathan Bedford Forrest. (www. KuKluxKlan.org/history2.html) Forrest, although he was not as well known as General Lee, was seen as a good leader. He was born in Mississippi and...

Hooked on Credit Cards, Watson Essay Example | Topics and Well Written Essays - 250 words

Hooked on Credit Cards, Watson - Essay Example e was evaluated in terms of requiring strict adherence to grammatical rules that include using formal sentence structures, observing consistency in use of pronouns, and proper citations. Using these comments, Watson improved his arguments by incorporating noted information and revising, as required. One has had several opportunities to write different essays as required from various academic courses. As such, one has also had the chance to improve initial drafts through the use of peers’ feedback, as well as that of the instructor. The revision process is an effective step that helps one in becoming a more focused communicator through addressing the comments noted as seen from another person’s perspectives. With the basic theoretical knowledge gained on effective creative writing techniques, the writer is not expected to comply with all the essential elements and ingredients in one sitting. As such, constructive criticisms that aim to enhance the literary work are taken as effective means for improvement. As emphasized in Fountainhead Press (2009), â€Å"when you embark on revising, you focus your attention on the global characteristics or larger issues of writing—content, organization, and style† (p. 7). As such, the noted weaknesses should appropri ately be addressed and any errors on conformity to content, organization, and writing style must be corrected to ensure that one achieves the goals in writing and likewise, the training could extend addressing needed improvements as applicable to life. Fountainhead Press. (2009). The Writing Process:Drafting, Revising, and Editing. Retrieved August 19, 2012, from fountainheadpress.com:

Password Cracker Research Paper Example | Topics and Well Written Essays - 4000 words

Password Cracker - Research Paper Example All the possible combinations of characters are tested against the encrypted passwords that are obtained in the brute-force dialog, in most of the tools that use brute force technique. We can understand this as a thief cracking a locked cupboard and trying different combinations of numbers. The key space of all possible combinations of passwords is calculated using the following formula: KS = L^(m) + L^(m+1) + L^(m+2) + ........ + L^(M) Let’s say that we want to crack LanManager passwords (LM) using the character set "ABCDEFGHIJKLMNOPQRSTUVWXYZ" of 26 letters. In this case, the brute-force cracker will try the above formula in this way: KS = 26^1 + 26^2 + 26^3 + ...... + 26^7 = 8353082582 8353082582 is the number of different keys that the brute force cracker tool will try. Now let’s suppose that we want to crack the same password but this time the character set is â€Å"ABCDEFGHIJKLMNOPQRSTUVWXYZ0123456789!@#$%^&*()-_+=~`[]{}|\:;"',.?/". Then, using the same formula i n this case, the number of different keys to try rises to 6823331935124. An extensive key search cracking is a very time consuming task. However, if we are using the right character set, password cracking becomes a relatively easy process. Figure 1 shows a dialogue that asks the user to either put in a character set which is predefined or put in a customized character set. The initial password can also be altered to begin a previous attack again. There is another option of â€Å"key rate† that shows the number of keys that the attack attempts every second against all encrypted passwords that are loaded. â€Å"Time left† is the time remaining to complete the key space. "Current password" is the real key which is tested by the program. In the... The findings of this research will provide insight of Brute-force as one of the most powerful techniques to break plain authentications. TechTarget on the web defines brute-force technique as: â€Å"Brute force (also known as brute force cracking) is a trial and error method used by application programs to decode encrypted data such as passwords or Data Encryption Standard (DES) keys, through exhaustive effort (using brute force) rather than employing intellectual strategies.† A brute-force attack is the process of deciphering or decrypting an encrypted text by trying each possible key. The key length of the code and the attacker’s computational power is very important in every brute-force attack. The major shortcoming of brute force technique is that it requires too much time to try username and password combinations. Also, brute force attacks are very noisy meaning that they generate too much of traffic along with leaving some evidence of the attack. All the possible combinations of characters are tested against the encrypted passwords that are obtained in the brute-force dialog, in most of the tools that use brute force technique. We can understand this as a thief cracking a locked cupboard and trying different combinations of numbers. Social engineering technique is the oldest method of cracking a password and is done through simple, rogue manipulation of trusting persons. The need of the hour is to spread user awareness and train the employees so that they are able to protect their networks and critical passwords.

Arab nationalism Research Paper Example | Topics and Well Written Essays - 1750 words

Arab nationalism - Research Paper Example To Schwartz it is the political participation and activity of Wahabism and Saudism that has led to the disparity and turbulence within the Muslims ranks and force must be used against them in order to neutralize the impact and provide Muslims with a better chance of protection of their political inspirations in the desired manner (Mikhail). Adeed Dawisha has taken into account the overall scenario with study and analysis of multiple retrospectives to analyze the situation and causes of Arab Nationalism and the overall effects associated with it. Adeed Dawisha has taken into account the perspective of the Israeli writers as well to assess the overall scenario in a more transparent manner. The writer has tried to assess the situation and phenomenon of Arab Nationalism from the perspective of political face and the factors and elements it incorporated in the social spectrum. The book provides an effective account of the events and the concepts based on the fact and support of the study of multiple social systems and political orders. The book does and the author does not limit itself to the study of Arab and Nationalism as a force, rather takes into account the parallel social systems of the western world as well to analyze the exact situation at hand. Arab Nationalism has a touch and shade of one of the ethnocentric approach that came to forth prior to it. This was in form of the Western cultural and nationalistic movement. Where the policies and manifestos were in line with the agenda of promoting their culture and society. The periods of study and focus in the entire study that seek more attention are the ones during the middle of First World War and the ones that were right before the start of Second World War. The two events were significant on multiple accounts and accords. The first being that of the vulnerable and nearly collapsed state of Ottoman Empire right in the middle of First World War where the Empire and Caliphate was on its last leg and needed a mere kick to come down. The second on account of the Second World War was that of Jewish settlements in that region that were thick and heavy during those days and were an open challenge to the Arab States and it broadly invoked the feeling of extended and hardliner nationalism amongst Muslims for the purpose of defending their values and independence from the challenges faced in multiple forms. Karsh & Efraim(Karsh) have tried to assess and understand the concept of Arab Nationalism and the Pan Arab movement. They have evaluated that the overall movement is based on the concept of oneness, unity and integration of the Muslim nations into one. Densely rich with the natural resources and other territorial and strategic advantages and edge against the other parts of the world, they felt the need for capitalizing on this advantage and making use of their policies and actions in a more collective way that would allow protection of their agendas and manifestos in the desired manner. The study also takes into account the important dimension of the reasons that have contributed towards the stalemate in the achievement of goals in the overall journey of Pan Arab movement. Century long movement is challenged with multiple threats all round. This comes

Barriers for Parent Engagement in Childcare Services

Barriers for Parent Engagement in Childcare Services Critically discuss the barriers that parents may face in engaging with one area of the children’s services. What role can practitioners play in overcoming some of these barriers? Parents and practitioners trying to access help for children with disabilities face many barriers when engaging with children’s services. While changes have happened in society over the past number of years it can still be said that there is always room for improvement in children’s services. This TMA will focus on children with a disability and how parents and practitioners face the barriers of being heard and accessing the help available to them. While children with disabilities have been integrated into mainstream school or given the opportunity within a special need schools, parents still face barriers of the integration of multi-agencies and getting the right help and advice. Over the past few years change has come about from children with special needs been hidden away to now being integrated into mainstream education or special need schools. This has developed as a result of the implantation of new laws and legislation to protect child’s rights e.g. children’s NI order (1995), Education Act (2011), and also the present Ten year strategy for children and young people in Northern Ireland 2006-2016. While this has brought about significant change and better quality of education for special needs children it can be critically argued that parents still face many barriers within the education system. Ashley Walter (2014) identified that children with disabilities have more unmet health needs. This was further seen more from children of rural areas. Parents are not only having to coping with the additional needs of their child’s disability, but also the barriers of seeking help and being heard for their child to receive the right education . As a foster parents for a disabled child I can refer to these parents as I too found the barriers of known what services was available as information is limited. Lambing (2009) supports these parents when his studies identified that parents face the barriers of not knowing how the system works and the support available to access for their child’s needs. It can also be equally argued that parents themselves set the barrier to engage with the services. This may be a result of not coming to terms with their child’s disability being in denial or that they feel ashamed of not being able to cope. I was inspired by the research of Brodhurst (2003) which shows that parents of disabled children have a social barrier in engaging in services. Chin and Philip (2004) support this when talking about Cultural capital, on how parents from different social strata define how their child is raised. It can be seen how parent’s aspirations can influence barriers as they can higher expectations for their child than they are capable of. This is when the role of the practitioner plays an important role to overcoming these barriers. Parents need the support in knowing that there is something wrong as well as learning that engaging with different services will overcome barriers. The integration of children’s services has been set up to reach out to these parents. Guaralnick J M talks about early intervention and its importance to both the child and their family. The development of Sure Start is seen as a crucial early year services. They provide an invaluable network of support and guidance to help overcome some of the integration barriers parents’ face. Cohan (2005) sees that while services change and multi-agencies work together, so too does the relationship with the child change. Parents are therefore faced with the new barriers of how the child will intergraded into this system. This is supported by the research reported in the Journal of developmental and behavioural paediatrics, where parents and providers both perspective in barriers where children with disabilities are unable to integrate into the system due to their complex needs of coping with change and new facilities. It can be critically argued that our system tends to fit the child into the services rather than the service into the child. Can appointments not be carried out in the home or school environment? Has the child condition been taken into consideration especially a child who can’t cope with new places or people? These are some of the many questions and barriers that parents face. As service providers it can critically be said that we have a tendency to l ook at what we think is best for the child rather than listening to child themselves. As a foster parent I too faced these barriers as the child I cared for found difficult is coping with change. When attending appointments it caused stress and anxiety given the many barriers to overcome. Child A had the difficulties of dealing with not only the new surrounding but also the different faces and assessments needs. Then there are the barriers of waiting on decisions. I can say that I found it hard to know the outcomes and faced the barriers of frustration in not knowing what is happen and how Child A needs were being met. It is important as services providers to remember while all areas of development are interlinked each child is an individual. Like Young C talked about in video clip three learning guide 17.2 while the contributing of information is important we have to consider how we gather this information as it can be seen an innovation when professional visit the setting within s hort period to carry out similar assessments. This is the same for parents attending numerous appointments as it becomes frustrating to getting the same feedback and not answers to the services their child needs. Turner (2003) research I feel is important as he talked about the importance for the child’s welfare of having numerous agencies while at the same time having the support of a co-ordinator known as a Key worker to work on their behalf to reduce stress. These methods would help reduce some barriers and provide the support for parents during difficult periods. As stated in the Warnock Report (1978) â€Å"Parents provide valuable if not unique information for professionals who can then decide on the appropriate course of action in the ‘best interest of the child.† Parent’s participation is crucial in the ongoing development of services as they will be there for the children when professional are not. An interesting Journal came to my attention was the Facilitators and barriers for co – ordinated multi-agency services which highlighted that while there is little evidence on the effectiveness of multi-agency it has been found that barriers are reduced of collecting information, clear aims and timelines. While we talk about partnership it is argued that it evolves, grows and develops a style of attitudes and working together, it can be critically argued that this attitude constantly influences relationship within the partnership and the children needs are met. Like Savage J in Video clip 2 Learning guide 17.2 states there is no point in ‘demonising’ agencies who are viewed as not contributing; it should be recognised that they have their own objectives which need to be linked to shared objectives which need to be linked to shared objectives. While this is true the barriers both parents and schools face are of professionals not wanting to over step their role in m aking formal decisions as they don’t feel they have the authority as its beyond their job title. The key to direction of interagency work was set out as a process of consulting the children, young people, and parents using the service. It is to enables the children to comment on their needs and issues directly related to interagency service delivery. While this is the aim barriers are still faced todays parents and practitioners. While the interagency is to help relieve these barriers as a childcare practitioner working in the early years I too face the barriers of been heard. In schools practitioners also have to overcome barriers to help the child as well as building parent’s relationship. As a practitioner we need the parents support as they are the main source of vital information for the child welfare. This can be challenging when a child is unknown to have a special need and is identified within the school. While the UNCRC (1989) legislates the right for children to be educated in mainstream schools both practitioners and parents face the barriers of being heard and having the support needed to allow their children needs met. In my own setting we face the barriers of children not been assessed before school age especially children that present with autism, this therefore leads onto being declined the support needed within the setting. These barriers have an ongoing effect not only on the child but the stress parents face to being heard. Guralnick J M (1991) highlights the importance of early intervention and the benefits it has on the child’s development as well Government DFE (2012) suggesting that poor provision for children and young people with SEND, particularly those with needs such as autism and dyslexia is likely to significantly affect their quality of life. However it does not always happen in practise. In my own voluntary organisation we do not have the support of the education system as we are seen as a pre-school and not a nursery even though the difference is the title. This therefore does not enable us to have the support of early intervention to get children assessed for autism. These children are suffering and barriers are set against the pre-school in providing services and helping parents to get the best start for their child. It can be seen that while new laws and legislation has seen improvements in children’s services it can be seen that the voluntary organisation who focus on the specific needs of the child, know more about children’s needs rather than the local authorities. The voluntary organisations work hands on with parents and children taking strategic partnership forward. It therefore is important that voluntary agencies are not set barriers but be included within partnership with children. Some families will turn to smaller community group for supporting needs resulting from the mistrust of statutory organisations. Voluntary organisations are user lead in that they are focusing on the child as well as the policy. That’s why it’s important that they feed into policy rather than local authorises which don’t work hands on. The sure start organisation has had a great impact in helping parents with barriers they face. Within the organisation they have provided a service where all personal meet under the one complex reducing the barriers for parents whose children have complex needs and find change difficult to cope with. It ca n however be critically said that some organisation only reach out to rural areas and parents outside this catchment area still face the barriers. It could be therefore said that the government need to review their services and enable all users to avail of the services. Voluntary organisations like the pre-schools also need to be included in these services so barriers can be reduced and children assessed at a young age. This would not only have the nature of the partnership been redefined but so too has the concept of childhood on the role of the community strengthened. As DH 2001 research shows that power can over view the resources needed and the children’s needs. In conclusion to this ATM it can be said that Law recognises disabled children as being in need. While many parents and practitioners still face barriers to accessing services for disabled children in need, many barriers can be overcome through multi – agency support services that has a evolve to adopt a ‘holistic’ approach with the child at the centre. Voluntary organisations integrating into government and state holders are contracting these powers, drawing them into policy process would give children and parents an important role in the shaping of government and how finance is distributed. This approach is supported by Tuner (2003) in research carried out with disability and young people for the Welsh Assembly, it was clearly demonstrated that the views of the disabled people and parents was of importance. There has been and will continue a constant shifting of barriers for children, parents and practitioners within the integration of agencies, to ensuring that our children’s wellbeing’s are met. References Barriersto inclusion Joseph Rowntree Foundation Dixon SD (2010) Developmental Behavioral Pediatrics: official Journal of society. Publisher: Wolters Kluwer Health Frost N, (2008) ‘Interagency working with children and families: what works and what makes a difference’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. Guralnick M J, (1991). The Next Decade of Research on the Effectiveness of Early Intervention. Published by University of Washington Hammond L, L, (2013). Integrated services for Aboriginal children and families, New Zealand, Australasian Journal of Early Childhood, Vol. 38 Issue 1 journals.lww.com/jrnldbp/Pages/default.aspx‎ Kimberly P (2014). Barriers and Facilitators of Access to Health and Support Services for Adolescents Living with Disabilities in a Rural Area. Publisher University Honours Program. Lesack, Bearss r, Celano k, Sharp m, William G. (2014) Parent–Child Interaction Therapy and autism spectrum disorder: Adaptations with a child with severedevelopmentaldelays. Publisher: Educational Publishing Foundation. Leverett S, (2008) ‘Parenting, practice and Policy’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. Lewis J (2011) From Sure Start to childrens centres: an analysis of policy change in English early years programmes. Publishers Cambridge University Press Meghan N. MD, D. (2014) Parent and Provider Perspectives on Procedural Care for Children with Autism Spectrum Disorders. Volume 35 issue 3. Publisher: Wolters Kluwer Health Royston S Rodrigues L (2013) Breaking Barriers: How to help children’s centres reach disadvantaged families. Publishers The Children’s Society Sloper P (2004) Facilitators and barriers for coà ¢Ã¢â€š ¬Ã‚ ordinated multià ¢Ã¢â€š ¬Ã‚ agency services, Volume 30 Issue 6. Publisher: Child: care, health and development, 2004 Wiley Online Library Stone B Foley P, (2008) ‘Towards integrated working’ in Collins, Foley P Rixon A (eds), Changing children’s services, The Policy Press, The open University Bristol. www.childrenssociety.org.uk (20 April 2014) www.sagepub.com/upm-data/25240_01_cheminals_ch_01.pdf (29 April 2014) www.foundationyears.org.uk (1May 2014) KE312 Working together for children Activity 17.2 KE312 Working together for children Activity 17.3 Sinead Bartley (Sb35636) TMA5 Page 1

Growth for the Future: Biofuels Essay -- Economics Economy Papers

Growth for the Future: Biofuels The internal combustion engine, so vital for sustaining America's burgeoning economy, is omnipresent in most vehicles from the greatest semis to the smallest economy cars. The combustion engine is also a mode of transportation that is fraught with problems, both costing billions of U.S. dollars to fuel and causing enormous air pollution problems. Iowa, the nation's largest producer of corn and a leading agricultural state, may have the solution to the problems caused by the enormous burden of gasoline and diesel powered engines, biofuel. Biofuels coming out of Iowa include biodiesel, a diesel fuel additive, and ethanol, a gasoline additive. Both are locally produced products that reduce domestic dependence on volatile foreign oil prices, decrease polluting emissions and stimulate the local economy. Every internal combustion engine is built the same. It is composed of a varying number of fuel-saturated gas-filled chambers called cylinders. Each cylinder is expanded and compressed by a piston, driven by a rotating arm called a crankshaft. Every time the piston is pushed into the cylinder, gas inside is compressed to nearly 6 to 10 times atmospheric pressure. At this instant of maximum pressure, the gasoline-saturated air is ignited by a spark and the mixture literally explodes, causing the gas to expand rapidly and force the piston back down, then to come back up again to repeat the process20. When the piston is pushed back down, the crankshaft rotates and performs work which can be harnessed to drive the vehicle. This process, unfortunately, does not capture all of the energy contained in the gasoline, in fact it only uses about one-fifth of the available chemical energy20. Diesel engine... ...hew, "A New Breed of Fuel," Canadian Business. (2002). 14Paulos, Bentham, "Renewable Energy Proposals Are Inadequate, Say Environmental Groups," American Wind Energy Association. (2000). 15Stipp, David, "Why Ethanol Is No Longer a Punch Line," Fortune. (2000). 16Iowa Department of Natural Resources, Energy Bureau, "Switch grass and Other Energy Crops." http://www.sate.ea.us/dnr/energy/pubs/irerg/switchgrass.htm 17Economagic.com, "Unemployment Rate: Iowa." http://www.economagic.com. (2003). 18Iowa Corn, "Where Does America's (Iowa's) Corn Go?" Educational Information. http://www.iowacorn.org/consumption.htm. (2002). 19Renewable Fuels Association, "U.S. Ethanol Industry Today." http://www.ethanolRFA.org. (2002). 20Kraushaar, Jack J. and Ristinen, Robert A., Energy and the Environment, John Wiley and Sons, Inc., New York, 2002), pp. 73-77, 293-299.

Leadership, education and diversity

The ever changing demographics undoubtedly have both current and future Impacts on education system. The Increased diversity can Impact the society either positively or negatively thus knowledge and capacity should be developed for education leadership that is one of the most diversified sectors of the society. It is encountered in various fronts and categories revolving around: organization, individual and program levels. In multicultural settings, mechanisms exist to ensure social Justice without any form of discrimination.In the contemporary world, leadership is viewed s an Interactive social process despite Its complexity. The dynamic leadership approaches require Informed and Inclusive mechanisms to ensure success of the system. Leadership plays a critical role either in practice, theory or research thus it is expected that it influences the lives of a diverse group of people. In a given context like a learning institution or organization, leadership models ought to reflect that the members are both leaders and followers in spite of being distinct (Bishop, 2005).Educators regardless of their racial and cultural associations need to be equipped tit competencies and pedagogies to effectively manage the dynamic population of students. Native teachers have their own cultural affiliations which coupled with unique personal stories, form a basis in creating a general mix of a school's diversity. Teachers can best establish an inclusive and comfortable learning environment if their leaders use engagement strategies that are nonjudgmental. It should be acknowledged that racial, cultural, and economic differences exist and have an impact on the education system.Brown (2004) explains that the transformation learning, adult learning and critical social theories are significant In Increasing installation and action plans In preparing transformation leaders. The theories are closely interrelated with the three the three pedagogical strategies of critical reflection, ra tional discourse, and policy praxis. LEADERSHIP, EDUCATION AND DIVERSITY 3 The other strategy is to establish the need for both personal and professional progress. Brainstorming sessions and retreats by educators and leaders create a climate of constructive discussions and builds mutual trust necessary for solving the crisis.There is sensitivity and respect for diversity coupled with team building capacity in teamwork. Educating all leaders on the essence of integrating a diverse composition of the organization Is necessary for achieving the goals and objectives. From a critical perspective, the insights to be discussed will present effective approaches to address challenges encountered in preparing education leaders dedicated to ensuring social Justice and equity. Factors that form the basis for delimitation such as race, gender, sexual-orientation and dillydally require social justice educational leadership.Leaders should embrace accountability in their systems and encourage all t o create a diverse and inclusive work environment. Citizens in a particular country should recognize the diversity in all aspects of cultural, political, economic, and social life. Embracing diversity normally poses a the population. Multiculturalism goes beyond ethnicity. Despite the efforts to assimilate culture and heritage, there have been intact community Ethan-cultural institutions, structures, and characteristics.We all have different sub-cultures thus multiple identities. Demographic variation implies that social beings tend to associate themselves with certain ethnic group or identity. However, other people may not exclusively give emphasis to their ethnic background. Similarly, others are not minding to identify themselves with gender, social class or sexual orientation. Multi-ethnic identities have become common due to intermarriages and migration. It is important to motivate learners to explore and define their own identities (McDonald, 2009).LEADERSHIP, EDUCATION AND DI VERSITY 4 However, as far as am concerned, issues to deal with cultural incompetence of leaders posed a great challenge both in social life and performance in a multicultural environment. This creates a bias and discrimination by leaders towards their objects. In addition, it seems inappropriate dominant social group members derive comfort, social, economic and political satisfaction at the expense of the less fortunate in the society. The low-status groups endure suffering ranging from poverty, disease to ignorance.Although the extent of hierarchical organization may vary over a period across societies and within the same society, such approaches still find a way in the modern society. Discrimination of the different nature in institutions is very rampant especially in hiring, promoting staff or delivering court Judgments. Poor leadership is known to perpetrate favoritism such as in distribution of resources. It is worth mentioning that I have had to encounter the chauvinistic soci ety given my social and gender identity.Despite the civilization and the aspects of having earned a decent education, there are still some prejudice in terms of group segregation and gender roles. It is expected that even in a diversified society, women are obliged to provide care to children and cook for their families. Another unclear issue is the influence of race and ethnicity of teachers on the learners. Patterns of discrimination ND prejudice may be difficult to identify by leaders in a systemic manner as well as their impact on institutions and society in general.Transformation school leaders identify and deal with contextual issues thus ensuring a Just learning environment for building a holistic individual. This implies that the challenge in the system that deprives the marginalia learners of the right to be heard is overcome. Students are viewed as subjects and not objects in the pedagogical approach. LEADERSHIP, EDUCATION AND DIVERSITY 5 Educators have been urged to ackno wledge the great diversity among the student population to avoid normalization and oppression of those of a different race, gender, social class or sexual orientation (Kashmir, 2000).Ann-oppressive education involves selectivity's and dealing with the crisis critically. In retrospect, by promoting multicultural education, diversity is enhanced thus the stakeholders should be inclusive to foster social integration. Democratically multiracial societies or nations should foster coexistence because unity and diversity have cross-linkages. Planning curriculum for schools in a multicultural nation should be inclusive of both advocates for cooperation, mutual respect, the dignity of persons and social rights. Linguistic diversity is another aspect that cannot be ignored.Therefore, leadership needs to promote affirmative action for languages to correct the past inequity in schools and society. Educational policies that entail an inclusive curricula should be formulated and implemented. This will serve as a reflection of diversity and equity in the allocation of resources. Schools play a role as agents of colonization in the society thus conceptual approaches to put up with cultural diversity. In addition, issues to do tit staffing should be handled in a manner to ensure that there is heterogeneity.Kashmir (2000) observes anti-oppressive education can be conceptualized by considering these approaches: nature of oppression, pedagogies, curricula and policies. It is prudent that the education system should embrace assassination of learners on human rights and how the codes take effect in multicultural societies. Learners should be aware of social Justice even in their learning environment so that they can relate effectively to the outside world. There should be a guide and strategies to encourage respect, concern and care for self, colleagues, LEADERSHIP,EDUCATION AND DIVERSITY 6 organisms and the environment. The curriculum can be reorganized to enhance its effectivenes s, but also emphasis needs to be given to traditional education systems. The issue of equity when integrated with leadership development programs is capable of supporting an interactive learning process and consequently promotes equity in school practice. Eventually, personality will have a significant effect on life- span development. Educators should be aware of the current generation of learners who may not perform concrete-operational and formal-operational assignments.Education plays a critical role in building the intellectual capacity of an individual. Numerous scholars have given great and in depth analysis of the education systems in all corners of the world. Substantive changes in preparation and professional development programs need to be adopted to ensure an accountable and socially equitable learning process both in the present and future (Brown, 2004). In view of the theory of androgyny as documented by Malcolm Knowles presents concepts that shaped and builds the lear ner (Merriam et al. 2007). A learner takes control of the learning process and uses disoriented approaches of life. However, the learning process and approaches have its shortcomings: the multi-cultural and multivalent learning environment pose a challenge especially for immigrants. There are expectations from instructors in the way learners behave, relate to fellow learners and also the assumption of certain responsibilities. At times, instructors may use negative criticism in public oblivious of the embarrassment thus lowering the morale to learn.Self-Directed Learning approach requires a determination to take charge of one's own learning process owing to the motivation and desire to achieve academic and career goals. In addition, I should improve the family life, health, and enhance my intellectual capacity among others. It effective because it is aligned with daily routines, there enthusiasm about the LEADERSHIP, EDUCATION AND DIVERSITY 7 process, there is interaction with other s and also the process is reflective and action oriented. Unfortunately, the process can be ineffective and cumbersome due to: relationship.Education serves as an eye opener and equalizing factor for mankind regardless of their backgrounds or affiliations. In my view, education without interest or passion is futile, because that is a factor for one to succeed in life. In my view, only interest cannot suffice as aptitude, determination and hard work is necessary. The effectiveness of any learning process depends on the level of understanding of how students learn best from the teacher. In view of my self-identification, the life in a multicultural and multiracial society provided me with an opportunity to acknowledge my background.My ethnic origin being Arabian, I had a desire to identify a certain group that constitutes my racial and ethnic background. Furthermore, I have gained a good understanding of how individuals of mixed irritate attempt to identify themselves and counteract w ith oppressive systems in the society. A woman's contemporary position in the Saudi society has an impact on the development process considering that religious perspectives have been a limiting factor. The symbol of cultural identity and integrity has been the veil and headscarf.Nevertheless, most women have devised unique strategies to counteract gender inequality to ensure social Justice in all spheres of life besides education. It is worth differentiating the Islamic cultural practices and their normative teachings. Instead of Irving as an agent of social change, the role of women in education has been to bolster conservation in the conservative society. To this far, it is plausible that the Saudi Government signed a pact in 2001 with the United Nations to discourage all forms of discrimination against women.Pigged presented a developmental stage theory whereby an adult uses a complex and internalized set of behaviors to interact with the environment. It is worth mentioning that his theory popularly known as 8 Cognitive Developmental theory, clearly reflect the adult development in the society or school set up. The entry into adulthood occurs after a full understanding and evaluation of how an individual is like. Perceptions change can be attributed to a considerable change of culture.It is apparent that a change in both concepts and personality will have a bearing on the expected changes in one's career. The development in personality can be attributed to genes, childhood experiences, environment and gene-environment correlations (Salesman & Rider, 2011). The needs and norms of different cultures tend to respond to their environment in a fundamentally human manner considering its set of beliefs, language and values. Communities should be responsible for enhancing good citizenship virtues through mutual respect and recognition.In a democratic society, social integration should be fostered regardless of cultural or ethnic barriers. Martin (2011) observes tha t teachers and administrators should combine efforts to bring about positive reforms in the school's social Justice. They should be well equipped with skills and knowledge that is sensitive to specific needs and environments of their students. The main aim of educators should be to establish capacity building and assistance to ensure responsible citizenship.Students tend to respond to the system by creating cultural groups to meet their different interests and aspirations while in school. In addition, the interactions such as sports within a multicultural, multivalent, multiracial and multicasts helps discourage Teacher education institutions ought to have the capacity to effectively build professionals who are sensitive about ethnic, racial and cultural diversity that exists in schools and communities.The leadership should adopt appropriate initiatives and approaches that focus on transforming the education system as agents of change. Yester and elite institutions can be developed to cater for certain vulnerable races, genders, ethnicities and economic statuses thus minimizing any form of discrimination. Social Justice can be better enhanced through combined efforts of education leadership to carry a radical transformation of structures in the system. This will require integrated and continuous approaches that are informative and efficient.The fundamental transformation of existing structures and apparatuses implies that strategies, curricula, research methodologies and programs have to be articulated sugarless of the barriers that exist. The stakeholders, particularly education leaders, need to highlight the perennial challenges in the sector by monitoring trends both in school and the community. The use of media as a medium of teaching provides environments that relate theoretical and practical aspects of learning among students, school, community and society as a whole.Media platforms such as internet and video provide a pedagogical avenue for enhanced con ceptualization of the curriculum. Both philosophical and legal policies that promote diversity should be developed. The leadership should focus on creating an environment that is supportive to issues of diversity including debates. Leaders should encourage the selection of women and the less privileged in learning institutions and offering incentives for their promotion and retention. Community awareness on the importance of diversity in creating cohesiveness should be created.

The Evolution of American Isolationism

The Evolution of American Isolationism â€Å"Isolationism† is a government policy or doctrine of taking no role in the affairs of other nations. A government’s policy of isolationism, which that government may or may not officially acknowledge, is characterized by a reluctance or refusal to enter into treaties, alliances, trade commitments, or other international agreements. Supporters of isolationism, known as â€Å"isolationists,† argue that it allows the nation to devote all of its resources and efforts to its own advancement by remaining at peace and avoiding binding responsibilities to other nations. American Isolationism While it has been practiced to some degree in U.S. foreign policy since before the War for Independence, isolationism in the United States has never been about a total avoidance of the rest of the world. Only a handful of American isolationists advocated the complete removal of the nation from the world stage. Instead, most American isolationists have pushed for the avoidance of the nation’s involvement in what Thomas Jefferson called â€Å"entangling alliances.† Instead, U.S. isolationists have held that America could and should use its wide-ranging influence and economic strength to encourage the ideals of freedom and democracy in other nations by means of negotiation rather than warfare. Isolationism refers to Americas longstanding reluctance to become involved in European alliances and wars. Isolationists held the view that Americas perspective on the world was different from that of European societies and that America could advance the cause of freedom and democracy by means other than war. American Isolationism Born in the Colonial Period Isolationist feelings in America dates back to the colonial period. The last thing many American colonists wanted was any continued involvement with the European governments that had denied them religious and economic freedom and kept them enmeshed in wars. Indeed, they took comfort in the fact that they were now effectively â€Å"isolated† from Europe by the vastness of the Atlantic Ocean. Despite an eventual alliance with France during the War for Independence, the basis of American isolationism can is found in Thomas Paine’s famed paper Common Sense, published in 1776. Paine’s impassioned arguments against foreign alliances drove the delegates to the Continental Congress to oppose the alliance with France until it became obvious that the revolution would be lost without it.   Twenty years and an independent nation later, President George Washington memorably spelled out the intent of American isolationism in his Farewell Address: â€Å"The great rule of conduct for us, in regard to foreign nations, is in extending our commercial relations, to have with them as little political connection as possible. Europe has a set of primary interests, which to us have none, or a very remote relation. Hence she must be engaged in frequent controversies the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves, by artificial ties, in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.† Washington’s opinions of isolationism were widely accepted. As a result of his Neutrality Proclamation of 1793, the U.S. dissolved its alliance with France. And in 1801, the nation’s third president, Thomas Jefferson, in his inaugural address, summed up American isolationism as a doctrine of peace, commerce, and honest friendship with all nations, entangling alliances with none†¦Ã¢â‚¬ Ã‚   The 19th Century: The Decline of US Isolationism Through the first half of the 19th century, America managed to maintain its political isolation despite its rapid industrial and economic growth and status as a world power. Historians again suggest that the nation’s geographical isolation from Europe continued to allow the U.S. to avoid the â€Å"entangling alliances† feared by the Founding Fathers. Without abandoning its policy of limited isolationism, the United States expanded its own borders from coast-to-coast and began creating territorial empires in the Pacific and the  Caribbean during the 1800s. Without forming binding alliances with Europe or any of the nations involved, the U.S. fought three wars: the War of 1812, the Mexican War, and the Spanish-American War. In 1823, the Monroe Doctrine boldly declared that the United States would consider the colonization of any independent nation in North or South America by a European nation to be an act of war. In delivering the historic decree, President James Monroe voiced the isolationist view, stating, â€Å"In the wars of the European powers, in matters relating to themselves, we have never taken part, nor does it comport with our policy, so to do.† But by the mid-1800s, a combination of world events began to test the resolve of American isolationists: The expansion of the German and Japanese military industrial empires that would eventually immerse the United States in two world wars had begun.Though short-lived, the occupation of the Philippines by the United States during the Spanish-American war had inserted American interests into the Western Pacific islands - an area generally considered to be part of Japan’s sphere of influence.Steamships, undersea communications cables, and radio enhanced America’s stature in world trade, but at the same time, brought her closer to her potential enemies. Within the United States itself, as industrialized mega-cities grew, small-town rural America - long the source of isolationist feelings - shrank. The 20th Century: The End of US Isolationism   World War I (1914 to 1919) Though actual battle never touched her shores, America’s participation in World War I marked the nation’s first departure from its historic isolationist policy. During the conflict, the United States entered into binding alliances with the United Kingdom, France, Russia, Italy, Belgium, and Serbia to oppose the Central Powers of Austria-Hungary, Germany, Bulgaria, and the Ottoman Empire. However, after the war, the United States returned to its isolationist roots by immediately ending all of its war-related European commitments. Against the recommendation of President Woodrow Wilson, the U.S. Senate rejected the war-ending Treaty of Versailles, because it would have required the U.S. to join the League of Nations. As America struggled through the Great Depression from 1929 to 1941, the nation’s foreign affairs took a back seat to economic survival. To protect U.S. manufacturers from foreign competition, the government imposed high tariffs on imported goods. World War I also brought an end to America’s historically open attitude toward immigration. Between the pre-war years of 1900 and 1920, the nation had admitted over 14.5 million immigrants. After the passage of the Immigration Act of 1917, fewer than 150,000 new immigrants had been allowed to enter the U.S. by 1929. The law restricted the immigration of â€Å"undesirables† from other countries, including â€Å"idiots, imbeciles, epileptics, alcoholics, poor, criminals, beggars, any person suffering attacks of insanity†¦Ã¢â‚¬  World War II (1939 to 1945) While avoiding the conflict until 1941, World War II marked a turning point for American isolationism. As Germany and Italy swept through Europe and North Africa, and Japan began taking over Eastern Asia, many Americans started to fear that the Axis powers might invade the Western Hemisphere next. By the end of 1940, American public opinion had started to shift in favor of using U.S. military forces to help defeat the Axis.   Still, nearly one million Americans supported the America First Committee, organized in 1940 to oppose the nation’s involvement in the war. Despite pressure from isolationists, President Franklin D. Roosevelt proceeded with his administration’s plans to assist the nations targeted by the Axis in ways not requiring direct military intervention. Even in the face of Axis successes, a majority of Americans continued to oppose actual U.S. military intervention. That all changed on the morning of December 7, 1941, when naval forces of Japan launched a sneak attack on the U.S. naval base at Pearl Harbor, Hawaii. On December 8, 1941, America declared war on Japan. Two days later, the America First Committee disbanded.   After World War II, the United States helped establish and became a charter member of the United Nations in October 1945. At the same time, the emerging threat posed by Russia under Joseph Stalin and the specter of communism that would soon result in the Cold War effectively lowered the curtain on the golden age of American isolationism. War on Terror: A Rebirth of Isolationism? While the terrorist attacks of Sept 11, 2001, initially spawned a spirit of nationalism unseen in America since World War II, the ensuing War on Terror may have resulted in the return  of American isolationism. Wars in Afghanistan and Iraq claimed thousands of American lives. At home, Americans fretted through a slow and fragile recovery from a Great Recession many economists compared to the Great Depression of 1929. Suffering from war abroad and a failing economy at home, America found itself in a situation very much like that of the late  1940s when isolationist feelings prevailed. Now as the threat of another war in Syria looms, a growing number of Americans, including some policymakers, are questioning the wisdom of further U.S. involvement. â€Å"We are not the world’s policeman, nor its judge and jury,† stated U.S. Rep. Alan Grayson (D-Florida) joining a bipartisan group of lawmakers arguing against U.S. military intervention in Syria. â€Å"Our own needs in America are great, and they come first.† In his first major speech after winning the 2016 presidential election, President-Elect Donald Trump expressed the isolationist ideology that became one of his campaign slogans - â€Å"America first.† â€Å"There is no global anthem, no global currency, no certificate of global citizenship,† Mr. Trump  said on December 1, 2016. â€Å"We pledge allegiance to one flag, and that flag is the American flag. From now on, its going to be America first. In their words, Rep. Grayson, a progressive Democrat, and President-Elect Trump, a conservative Republican, may have announced the rebirth of American isolationism.

Traditional versus modern ethics

Traditional versus modern ethics Free Online Research Papers Near the beginning developments in moral and political philosophy was absent in the lasting effect through the history of those, for both moral and political philosophy. It is Plato and Aristotle that have been either the foundation for, or the negative response of, further developments. Prominently it is their contributions that have ultimately led us to the current main philosophical idea. Plato recognized a set metric for morality and good through is use of the Forms. Importantly the form of â€Å"Good† was the highest form; the complement of this was evil and nonexistence. Then it was through reason and seeking knowledge of the form of God, which served as the basis for his ethic. Aristotle took an option viewpoint and made a request to the nature and that good is following our natural objective. Aristotle logical was that the natural objective for humans was happiness which can be achieved through enjoyment and enhancing the ability to reason. A great deal similar to moral philosophy, political philosophy has at its root Plato and Aristotle; Plato’s contribution was of the ideal political system of the philosopher King and then the happening degenerating forms of government. Aristotle was not focusing on the ideal but on the practical, agreed that political systems eventually degenerate into rude control. He also said that the function of the state was to enables the citizens to achieve the good life for themselves. I think there is not much connection because Plato’s impact most be seen in modern spirituality with its heavy dualistic focus otherwise there is very little resemblance to Plato and Aristotle in postmodern thought. Fairly to the conflicting of their beliefs there is a complete negative response of a fixed moral system. Still more so all things are for one person and the situational defined. Research Papers on Traditional versus modern ethicsBringing Democracy to AfricaComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeRelationship between Media Coverage and Social andCanaanite Influence on the Early Israelite ReligionQuebec and CanadaCapital PunishmentAnalysis Of A Cosmetics AdvertisementMoral and Ethical Issues in Hiring New EmployeesIncorporating Risk and Uncertainty Factor in Capital

Summary response Essay Example | Topics and Well Written Essays - 250 words - 2

Summary response - Essay Example Romano lists both â€Å"strengths and weaknesses† (Romano, 405) of Statsky’s argument. She gives credit to Statsky for her strong defense and authoritative evidence. At the same time, she points out the shortcomings in Statsky’s argument. The intended audience is parents who are the main stakeholders in the welfare of their children. It is through the lens of their â€Å"worries and hopes† (Romano, 402) that Romano views Statsky’s essay. Romano also bases her criticism of Statsky’s writing on its failure to completely address the questions of those parents who disagree, fully or partly, with her thesis. Romano’s thesis is that, while Statsky’s argument is very effective in reaffirming the beliefs of those parents who share her stand, Statsky weakens her argument by not providing enough evidence to refute the objections of those parents who differ from her. Statsky also fails to address non-contact sports, which form a basic part of children’s

PHI201 MOD 3 SLP Essay Example | Topics and Well Written Essays - 500 words

PHI201 MOD 3 SLP - Essay Example Out of these circumstances, I have observed that senses are often put to doubt when tested by personal encounters of various stimuli to respond to. On one occasion, I was about to cross the street where pedestrians have become accustomed to the defective traffic lights. Like them, I would rather trust my instincts and be sensitive to the natural sound an approaching automobile creates. That scheme has typically worked until one broad daylight when a passing truck was caught by my peripheral vision, I felt all along that the vehicle was significantly far from view that I did not at all hesitate to start making the first step across the lane. Then the next thing I knew – shock paralyzed my entire body and held me from where I stood having realized that the truck in great speed just swished by when I was barely an inch from the point of contact, the moment of sure dread. Owing to my lousy attitude that day, I was thankful that God and my sluggish pace spared me from the life thief where no doubt I would have been hit had I stridden or quicken forward with less than half my second step. It was so hard to believe I kept on as king and exclaiming to myself ‘How could that be?!’ The manner by which I perceived the incident told me nothing more than to be confident about the coming of truck from a distant spot. Hence, while I still count on my senses, such near-death experience has since changed the way I treat perceptual efforts in relation to physical and emotional security. Others testify to a case in which they tell of seeing yet eventually admit that they merely have mistaken what is seen for something else already at the back of their heads. Perceiving an object by means of projecting it from a recurring image in mind readily deceives one who has learned to be perceptive and establish dependence on common occurrences from which the person may associate someone or something to another