Thursday, November 28, 2019

Deforestation and Global Warming Essay Example

Deforestation and Global Warming Paper Farmers cut forests to provide more room for planting crops or grazing livestock. Often many small farmers will each clear a few acres to feed their families by cutting down trees and burning them in a process known as slash and burn agriculture. Logging operations, which provide the worlds wood and paper products, also cut countless trees each year. Loggers, some of them acting illegally, also build roads to access more and more remote forests. This process just leads to further deforestation. Forests are also cut as a result of growing urban populations. Hydroelectric dams are quite controversial because while they help to power communities, they also contribute to deforestation. Damming opponents believe that the building of such structures not only has a negative environmental impact, but it also opens up the area to loggers and more roads. To build a hydroelectric dam, acres of land must be flooded, which causes decomposition and release of greenhouse gases. Local people can also be displaced by dam projects, causing further deforestation when these people resettle elsewhere. Although not all deforestation is intentional, some s caused by a combination of human and natural factors like wildfires and subsequent overgrazing, which may prevent the growth of young trees. Fires, both accidental and intended, destroy acres of forest very quickly. Areas affected by logging are more susceptible to fires due to the number of dried and dead trees. Milder winters and extended warm seasons due to global warming also helps fuel fires. For example, certain species of beetle that usually die off each winter are now able to survive and continue feeding on trees. We will write a custom essay sample on Deforestation and Global Warming specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Deforestation and Global Warming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Deforestation and Global Warming specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This feeding causes the trees to die and dry out, making them more susceptible to fires. Effects of Deforestation Deforestation has many negative effects on the environment. The most dramatic impact is a loss of habitat for millions of species. Seventy percent of Earths land animals and plants live in forests, and many cannot survive the deforestation that destroys their homes. Soil erosion, while a natural process, is accelerated with deforestation. Trees and plants act as a natural barrier to slow water as it runs off the land. Roots bind the soil and prevent it from washing away. The absence of vegetation causes the topsoil to erode more quickly. Its difficult for plants to grow in the less nutritious soil that remains. Deforestation also drives climate change. Forest soils are moist, but without protection from sun blocking tree cover they quickly dry out. Trees also help perpetuate the water cycle by returning water vapor back into the atmosphere. Without trees to fill these roles, many former forest lands can quickly become barren deserts. Removing trees deprives the forest of portions of its canopy, which blocks the suns rays during the day and holds in heat at night. This disruption leads to more extreme temperatures swings hat can be harmful to plants and animals. Trees also play a critical role in absorbing the greenhouse gases that fuel global warming. Fewer forests mean larger amounts of greenhouse gases entering the atmosphere. Scientists are finding more and more links between deforestation and global warming. The carbon footprint created by four years of deforestation is equal to the carbon footprint of every single air flight in the history of aviation up to the year 2025. Solutions for Deforestation The quickest solution to deforestation would be to simply stop cutting down trees. Though deforestation rates have slowed a bit in recent years, financial realities make this unlikely to occur. A more workable solution is to carefully manage forest resources by eliminating clear-cutting to make sure that forest environments remain intact. The cutting that does occur should be balanced by the planting of enough young trees to replace the older ones cut down around the world. Most deforested areas when left alone will eventually regenerate to fertile landscape. We can certainly plant more trees in a process called reforestation. In fact, many nonprofit organizations have popped up to support reforestation. Although the number of new trees planted each year is growing, their total still equals only a tiny fraction of the Earths forested land. Conclusion In conclusion, deforestation is a serious problem affecting all areas of the globe. The effects of deforestation are long lasting and devastating. Entire species of insects and animals have disappeared because of the destruction of their habitats. Scientists see that deforestation has a significant effect on climate change, or global warming. This alone should be enough to cause change in our approach to deforestation.

Sunday, November 24, 2019

China and India’s Resistance to Cultural Change Essays

China and India’s Resistance to Cultural Change Essays China and India’s Resistance to Cultural Change Essay China and India’s Resistance to Cultural Change Essay China and India’s Resistance to Cultural Change Name: Course: Institution: Instructor: Date: Introduction Culture refers to a society’s way of life. Despite the fact that this changes over time, people defined by a unique culture are often resistant to change. In the past centuries, the Europeans were determined to conquer various territories in relation to trade and culture. They believed that their culture was necessary for civilization and, therefore, dominated China and India among other colonies with their tradition and culture. The encounter Europeans had with China and India in the late 16th century to the end of the 17th century, provoked cultural resistance from the communities (Gluck Embree, 1997). What was termed as modernity by the westerners was deemed by China and India, as the dilution of the basic values that were already inculcated in the communities prior to the arrival of Europeans. To determine the legacy that resulted from the encounter, it is important to explore the historical cultural factors that caused the differences in outcomes. Discussion The aim of Europeans in the encounter was to instill their traditions in the belief system of the Chinese and Indians. Trade was a major factor that linked Spain with China and India. According to Butler (2007), people from China and India exchanged fine silk with American Silver from Spaniards. The Europeans explored Africa in search of trade routes that linked Africa and Asia to establish their power through trade for silver and gold. Unlike Africans, China and India did not give in to the European power (Booth et al, 2000). Nevertheless, Europeans practiced and allowed for syncretism in a bid to get better results from the blended cultures. China and India resisted cultural change because their belief system was already deeply rooted in their own cultural values. Hence, the degree of cultural change caused by the westerners in the countries was minimal (AUK, n.d). Cultural syncretism occurred in the Americas and Africa but not in China and India. People in China and India assumed that they should maintain their culture indefinitely because it had been static for a long time. Their ethnocentrism played a crucial role in the resistance to change with their beliefs embedded in their past traditions and rituals. The religions of these countries differed with that of the westerners, which encouraged capitalism. Their religions were mainly Hinduism, Buddhism and Judaism, which showed capitalism to be centered on materialistic attitudes rather than esteemed societal values. The European culture was achievement oriented, valued work, education and religious pluralism. On the other hand, in the Chinese and Indian culture, literacy was only for some people, promoted religious monopoly and people found satisfaction and pleasure away from work. According to Gluck Embree (1997), China viewed trade as a crucial aspect. Most of the Europeans who targeted China and India were Christian missionaries. According to Gluck Embree (1997), individual westerners who were more culturally aggressive were successful in gaining access to Asia through imperialism. The Christian missionaries from Europe faced extreme hostility from the Chinese who were against the western culture. â€Å"Both in India and elsewhere, people of an Islamic tradition would prove singularly resistant to Western cultural influence, whatever their ethnicity. The reasons for this are uncertain, but probably relate to the unique linkage of religious with secular life in the Islamic religion (Gluck Embree, 1997). China was dominated by a cohesive Confucian worldview showed by the elites acquiring extraordinary power and this culture created resistance to cultural change planned by the Europeans. The Confucian worldview in China was prestigious because it allowed for the articulation of ethical, social and political values. Gluck Embree (1997) further explain that the Chinese only accepted the most superficial western values, which would benefit China. The country embraced the education reform later past the 19th century when modern forms of knowledge were introduced among students. In the 16th century, the significance of Europeans in Asia was shown by the influence of Jesuit savants in Peking. The Asian communities did not take the ideas of the Jesuit savants seriously. The Europeans only left an indirect impact on them such as the introduction of American food crops. This led to an influx in population growth, in China’s Manchu (Qing), after Asians incorporated the food crops in their diet. From 1498 to the 1750s, Asia had western empires, which controlled small areas in small-scale units. In India, the fall of the Mughal Empire made the small-scale units of the Eu ropeans significant among the Indians. The differences in the types of European encounters and degrees of cultural change have left legacies in the post-modern times. Countries such as Japan, that embraced the European concepts of civilization, had strong economies and developed technology. In China, the Manchu rulers from the Qing Dynasty (1644-1912) integrated an activist approach into Confucian school of thought and modernized the state-society relationship (Gluck Embree, 1997). China began encouraging the market economy. â€Å"Fiscal reform during the reign of the Yongzheng emperor (1723-35) helped address the chronic problem of local government revenue shortages in the late imperial period and enhanced the ability of local government to fund road, bridge and ferry projects and assist in land reclamation and flood control (Gluck Embree, 1997).† The traditional bureaucracy was challenged by China’s population growth that resulted from the revamped economy. India maintained social harmony but became atta ched to specific British ideas and political processes so that it could attain freedom. Conclusion Cultural change in a society is gradual and is determined by various factors. India and China resisted the cultural change introduced by Europeans because both communities had established a strong belief system prior to the arrival of the westerners. However, in the 19th and 20th century, both countries adopted some form of European civilization even though it was minimal. Because of the change, their economies and welfare were boosted leading to notable legacies. References AUK (n.d). Legacy: West 7 the World. Chapter 9. Imperialism, Colonialism Resistance in the 19th Century. Retrieved from markville.ss.yrdsb.edu.on.ca/history/west/ch9imperialism.pdf Butler, C. (2007). Early voyages of Exploration (c. 1400-1550). Retrieved from flowofhistory.com/units/west/12/FC81 Disney, A. R., Booth, E., Vasco Da Gama Quincentenary Conference. (2000). Vasco da Gama and the linking of Europe and Asia. New Delhi: Oxford University Press. Gluck, C. Embree, T. A. (1997). Asia and Western and World History: A Guide for Teaching. M. E Sharpe.

Thursday, November 21, 2019

Dale and Mike Parak's Case Assignment Example | Topics and Well Written Essays - 500 words

Dale and Mike Parak's Case - Assignment Example Samaha defines justice as a system through which legal wrongs are controlled in an open and fair manner and informed decisions are made in legal processes. (Samaha, 2005). From this perspective, justice is a system that, through well-established structures and professional personnel, ensures that crimes are regulated in a fair manner (Samaha, 2005). The sentence was just. This is because determination of justice in the case is achieved from the definition and motive of justice and the circumstances surrounding the case. In the case, Dale shot his brother, Mike. This followed an agreement between the two parties that they were to poison themselves but Mike did not take the agreed upon substance. The police was called and investigation carried out. Consequently, a prosecutor picked the case, leading to the trial. The process that followed the murder of Mike falls within the definition of justice. There was involvement of an organized system, the police that carried out investigation of the murder. After the police, the prosecutor was involved and the final judgment pronounced by a court judge. The defendant was accorded a hearing in which he pleaded guilty. The process also satisfies the theme of controlling crime through setting examples to deter people from committing similar crimes. The sentence was therefore just because it satisfies the definition of justice, procedure, structure, and theme (Siegel, 2009), (Samaha, 2005). The decision to charge Dale would be based on the definition of his action as a crime and the procedure that followed his actions. Having committed a homicide and pleaded guilty for the same, the justice system is obliged to ensure that a prosecution is initiated against the suspect. The investigations by the police that provided sufficient evidence also established credible ground for successful prosecution. It would therefore be logical to prosecute Dale because

Wednesday, November 20, 2019

Famous Court trial Analysis, 3 to choose from Essay

Famous Court trial Analysis, 3 to choose from - Essay Example In this period of about two decades of struggle, the politics of America is believed to have divided Douglas, 1999). The nine black teenagers were arrested after a white youth stepped a black youth’s hand in a train. This young black youth was hanging on one side of the train. This resulted to a stone throwing fight between a group of black youths and white youths. Since the black were many, they succeeded forcing all the white youths off the train. Some of those who were forced out of the train reported the incident to the stationmaster. They described their statement as an assault by gung teenagers who were black. The stationmaster ordered the train to be stopped and he sent a group of armed men to arrest the gang. These armed men arrested every black teenager they could find. It is at this incident that the nine teenagers were arrested and taken to Scottsboro in a jail. They remained in jail for twelve day before their trials could start. It is during that period that two o f white girls, who were mill workers, said in response to questions by one of the posse that they were raped by twelve black youths who were armed with knives. One of the girls identified six of them out of the nine black teenagers. ... However, they later claimed that they said so since they were threatened. In this trial, they announced guilty verdicts and in the second trial, it was underway. The nine boys were also accused of having knives and guns. However, no evidence was presented during the trials. Eight out of nine boys were already sentenced to death by the end of the fourth trial. Fortunately, the boys served for a long time in prison instead. During this period, NAACP and the international labor defense intervened and represented the nine black teenagers in the appeal. Some money was also raised by the two organizations to defend the nine boys. In the process, a letter was found, which was written by Bite, the girl who presented the rape case, to her boyfriend. The letter entailed a statement that the girl was not raped, and therefore, her testimony in the court was false. The results of the case at trial and on appeal When the case reached the Supreme Court, the case handed over to the lower court after finding the black’s exclusion on jury. In this court, the electrocution tried all the defendants, and eight of them were sentenced to death. One of the nine black teenagers wrote a book, vividly describing all the events and his experience in the trial. The legal issues involved in the case and historical significance of the case in the American legal system This case has contributed to a great extent to the amendment of the civil rights in American history. It also has a great importance in the constitutional law evolution. This case led to initiatives of implementation of equal protection of the citizens under the law. Since then it was agreed that no ethnic group

Sunday, November 17, 2019

Stereotypical Interaction Styles Assignment Example | Topics and Well Written Essays - 2750 words - 1

Stereotypical Interaction Styles - Assignment Example â€Å"They† referred to the judges in High Court mentioned in the preceding sentence while â€Å"he† referred to Hamza. By using passive/active sentences and idiomatic expressions, the writer was able to clearly tell the events that took place. These also gave the story a more detailed description of what happened. Even if the event revolved around capturing a terrorist and a legal battle for Hamza, the expressions and words in the article were easy enough to understand by civilians. The linguistic choices the writer used were only appropriate for readers of a newspaper, mostly civilians, which is the type of publication the article appeared in. With his linguistic choices, the writer was able to give a clear picture of how terrorism is viewed as a serious social problem. In fact, the reaction to a possible terrorist threat is so great that Hamza was ordered to leave the country. Moreover, the writer was able to show that even if the problem is a social one, the justice system will be tapped to handle the situation thereby involving the political arena. For Lines 2/3, the overlap is inadvertent. It can be deemed from studying the first couple of lines that Line 2 is an explanation of Line 1. Also, Speaker A ended his first statement with the phrase â€Å"you know†. So, upon hearing the phrase again, Speaker B assumed that Speaker A was finished sharing information. For Lines 4/5, the overlap violates turn-taking rules. Line 5 can be considered an interruption by Speaker A. An analysis of Line 4 will show that ending the statement with the word ‘everything’ would not relay the real meaning of Speaker B’s message. Moreover, Line 5 does not really respond to the meaning of Line 4 if Speaker B was not interrupted.

Friday, November 15, 2019

Several differences between private and public schools

Several differences between private and public schools Introduction Extant literature proposes that there are several differences between private and public schools in term of governance, facilities and even the curriculum. These studies do however record both the similarities and differences of these institutions as well as the controversial aspects of these institutions structures. Like other countries of the world, Kuwait has also various factors that affect the running of public and private schools. In this context, it is true that many several students feel and experience the difference that exists between private and public schools. The general consensus however is that private schools are better as compared to the public schools as postulated by Hannaway (1991) when he argued thatprivate schools perform better due to greater school level autonomy and their responsiveness to the needs of students and parents. Public schools have always paid for higher education programs out of general public taxation. This has prompted several students to pay little or no tuition fees at all and has also enabled number of admissions in the public schools as compared to the little or rather fewer admission in the more expensive private institutions. Most students have been able to gain access to public institutions for higher education through selective exams programs; this is mainly in an effort to have of quality education and better performance in these schools which usually enjoy adequate government funding. Due to the difference in students abilities and competition in public schools, students with low ability have a choice of increasing their education level or being uneducated depending on their financial capabilities. This simply means that a student with a low ability can equally be enrolled in a private school but after paying full tuition money which is always very expensive. On the other hand, a student with low ability and lacks enough finances remains uneducated. But studies have shown that there is an increasing demand for public schools due to high demand of higher quality education coupled with high level of students competition for the government funded learning opportunities. Overview of the Kuwaiti Education system The Kuwaiti education system in the early 20th century comprised of very basic education that was delivered through very few Koranic schools with funding from the various wealthy Kuwaiti citizens. The Koranic schools main taught the students how to read write and solve. The initial step towards the modern education system began in 1921.Thse schools mainly concentrated on the teaching of commerce and mathematics. It was later on that that writing skills were introduced. In 1967, it became necessary to compulsory to enroll students or rather school going children to primary schools (Kjeilen,2009). The Kuwaiti government dedicated a very large sum of money in funding of its educational system. The government also has made efforts to device programs that aid in improving the entry of the Kuwaiti women from education institutions to their professional work life.A considerable percentage of the Kuwaiti education is made up of private schools with about 40% being in the kindergartens and secondary category. The private schools are mainly financed by foreigners while the tuition fees and other subsidies are derived from government support. In a nutshell, the Kuwaiti education system ranks very high and attendance is open to both sexes. The Kuwaiti education is also compulsory and free for all the Kuwaiti citizens. Social changes in Kuwait have rapidly sped up since the oil boom that started in 1950s. Right before the super affluence which was caused by oil, Kuwait as a country was one of the poorest states both technologically and economically; the people from Kuwait majorly lived and survived on activities such as trading, herding, pearling and fishing. The decades following the development in Kuwait after 1950s attracted many immigrants especially those from poorer states that include Arabs from the Middle East who wanted to be part of Kuwait by Citizenship. As time accelerated to a different Kuwaiti era, more and more developments were established as the native Kuwaitis led much comfortable lives in urbanization, thus leaving most of the labor work to the foreigners who were more of laborers. Early education foundation was based on only a few Quranic schools that provided majorly religious teachings and basic literacy in Arabic tutelage at the beginning of the 20th century. In the Middle East, Kuwait was one of the nations that flagged the most sophisticated, generous, and comprehensive educational infrastructures that enabled a much extensive education boosting in the country. Al Mubarakiyya school was founded in the year 1912 as one of the most profound and modern educational institutions in Kuwait through funding by merchants to supply clerks who at least had the basic knowledge in fields of commerce, letter writing and arithmetic. This was later followed by introduction of other subjects in the curriculum like geography, history and art. English courses were first stated in the year 1921 by Al Ahmadia School and shortly followed by the first girls school which was founded and established to offer instructions in home economics, Islamic studies and Arabic. In the 1930s, the modern period of establishment of educational facilities was initiated and on going; this was after the pearling based devastation of the Kuwaitis economy. In the year 1935, public education was established after the education system was partly adopted for control by the Kuwaiti state. This chapter initiated the starting of new schools, sending of Kuwaiti students abroad for higher learning and also founding of an education mission by Palestine teachers. Among the schools which were founded, three of those schools merged a total of 600 boys, while the other primary schools were established for girls and were able to accommodate a total of 140 girls. A year later in 1936, a department of education was instituted in order to monitor the running of the public schools, oversee foreign teachers from Iraq, Egypt, Syria, Palestine, and Lebanon who were the pioneers of the secondary education program in Kuwait. By the year 1945, a total of 17 schools in the country were est ablished. In the academic year of 1954-1955, the first technical school and the first kindergarten were established. This clearly shows the rapid acceleration of education facilities in Kuwait since the year 1950s. In the technical college, the first year saw accommodation of 80 students who were enrolled and an increase in number courses which were gradually introduced as demand for more fields of study heightened. The educational developments continued pacing up as a new institution for the blind was inaugurated in the year 1956 with a total of 36 pupils in enrollment records. This was not enough since by the year 1973, there were approximately 1,644 students who were identified to be in need of special facilities for education. Some of these students include the blind, the deaf, and other handicapped ones. All these special students were enrolled in 11 institutions which were specially designed for them in acquiring education as other normal students. Adult education for women officially ca me underway in the year 1963; this was a result of the existing similar programs for women though dormant(Meleis et al ,1979). This system saw continuous enrollment of approximately 45,000 students of which 18,000 were girls. The education department of Kuwait was then officially inaugurated as the Education Ministry in the year 1962. This establishment gave the education ministry full mandate to oversee and manage all directions in education maintenance and development over the decades. Kuwaits state education has since progressed since the Kuwaiti nationals got involved in their education process twenty years back from the beginning of the millennium. This progress made has been quite remarkable especially in terms of expatriate to national ratio of teachers who were employed. In the year 1982, there were 24,367 teachers in total; 6,478 teachers were Kuwaiti nationals. The academic year of 1997-1998 saw total of 27,359 teachers employed in public schools and an estimate of 10,000 teachers in private schools. Of the 27,359 teachers in public school, 17,357 teachers were Kuwaiti. The ratio of Kuwaiti teachers to expatriate ones changed from approximately 1.7:1 from 1:3.76. The state of Kuwaiti managed to promote their education process by extensively increasing the number of Kuwaiti teachers between the early eighties to the late nineties. The doubling of the Kuwaiti teachers between the eighties and the nineties has relieved the reliance of foreign professional teac hers in Kuwaiti schools. This was a great change but not good enough since most of the Kuwaiti professional teachers were particularly in practice at the lower levels, mostly the primary schools. The entry of male teachers in the profession also saw many of them teaching in primary schools. Kuwaits transformation into a modern nation with remarkable education institutions has been so, thanks to the governments early decision to distribute the oil revenues to citizens through investment of education, social welfare, housing and healthcare. The Kuwaiti education system is tailored to cater for the nations needs. In their endeavor to ensure that most of its citizens are educated, the Kuwaiti government has ensured that the education is provided free of charge. This has been the case since 1966.In order to ensure that the share of national budget that is targeted towards the provision of free education yield good outcome in terms of raising the Kuwaiti Literacy level, the government has made education to be compulsory for student aged 6-14. The Kuwaiti government has in its vision and commitments the need to provide its citizens with a stable and highly educated human resource base. This is in an effort to meet the social challenges attributed to development challenges as outlined in their Millennium Development Goals (MDGs).This is through the guarantee of an education slot to each and every citizen who wishes to pursue their education to whatever level that they desire. It is quite evident from the number of schools alone, the governments commitment towards ensuring that the Kuwaiti population is properly educated. The general Kuwaiti education system is made up of elementary, intermediate and secondary schooling systems. As of 1995, there were about 861 state and private institutions (schools) that fell into these categories. Once an individual goes past these three basic levels of education, they proceed to institutions of higher learning such as the Kuwait School and other educational centers where they learn various courses in various fields of study Cost of private schooling in Kuwait The private education in Kuwait makes a very crucial element of the Kuwaiti education system. There is a very strong government presence in the private schools in Kuwait. The private schools do enroll about one third of children at the elementary level.The cost of private schooling in Kuwait was a preserve for the high income families only before Kuwaiti was invaded by Saddam.This situation has however changed and students from moderate and modest families also do enroll in the private schools. This move is mainly fueled by the perceived decline in the quality of education in the public school system. Their main attraction is however pegged on the quality education that they desire for their children. There is however situations that necessitate the parents to return their children to the public schooling system due to the increase in the school fees paid in the private schools in Kuwait. Some of these parents resort to this move despite the availability of loans to fund for their ch ildrens education (Kuwaiti Times, 2007) Different students get enrolled in different schools majorly due to their level of performances and their family income, this has always been the question asked mostly and a major source of debate whether students in private schools are better than their counterparts in public schools. Several parents and guardians have developed the mentality that paying extra money for their kids education makes all the difference as far as quality and success in their childrens education is concerned. With this kind of belief in existence, more wealthy parents or guardians prefer paying so as to secure well the future of their children in the private learning institutions. On the other hand, some parents, guardians, students and even college professors believe that education is generally the same whether it is from a public institution or a private one. This depends on the attitude and mental preparedness of the student towards their education and future. When comparing the public schools to the private ones, it is quite obvious that the quality of education in private schools is much lower than those in public schools. This is mainly reflected in the strategies used when competing for students. In public schools, there has always been a setting of qualification which must be achieved by a student before being accepted for admission; this kind of admission setting is designed to enable public schools act as monopolies whereby zero tuition fees for students with high abilities is initiated. When it comes to private schools, the mode of competing for students is not through the ability of a student but the financial capability. This means low ability students can be admitted so long as they can pay for the private fee; this has enabled many students to accede higher education, thus boosts total income in the economy. Competition between private and public schools is determined by numerous variables including exams taken as well as general prices in the institutions. An active role played by schools in setting the exams and the tuition fees determines the level of quality of education provided. While public schools have always maximized public surplus. That is, the total sum of students earnings less the all the costs spent in providing education, the private schools have always aimed at maximizing profits; which is, all income generated by the students who have been admitted in the institution less all the expenses incurred in providing education for the students in the schools. This clearly shows that private schools use price as admission policy so as to ascertain their sustainability in providing better education, this is because money from students is basically the only funding they use in running their institutions. As far as price is concerned, there are variations in pricing in different p rivate schools depending on various factors of which educational quality is the most paramount. Thus the better the quality level of a private school, the higher the tuition fees paid by the parents (Tabora, 2008). Students who attend public schools under public monopoly are basically the same students who are admitted in these institutions under competition. These students have always obtained similar quality in school in both cases. The existence of private schools for higher has raised total welfare since students who have not been admitted in the public monopoly have been given a chance of joining the private schools and get educated. When observing the market partitions in which both public and private schools compete for students, there is a very unique equilibrium that exists in which the private schools are lower in quality than the public schools. Importance of schooling The concept of schooling was invented in order to empower the human capital. Previous research on human capital has however been targeted on the quality and quantity of returns that a person obtains as a result of schooling. As advanced by Mincer in his outstanding and standard formulation, the amount of investment invested in a particular cause can be translated into various observable differences that various from one individual to the next (Mincer, 1976). Therefore, in case the investment in an individuals education is considered to decline on a linear scale, an all the amount of investment are considered to be forgone income, a very simple and direct correlation can be derived between the earnings and the years that an individual spends while schooling. The application of the commonly available data portrays that there is a characteristic that is eminent in all the schools allover the world. Is very important that the world provide their citizens with the best level of education. The importance of the human capital cannot be overemphasized. This is because of the various gains that result of the gainful and observable changes that come with having a population with a high literacy rate. Every country in the world must have its own dependable and experienced workforce in order for it to succeed in its endeavors of being both sovereign and prosperous. This requires the individual countries to device their own efficient and customized education system and curricula that would fully take care of its industrial and intellectual deficiencies. The investment in human capital therefore very crucial for the success of every nation. In certain cases however, it becomes crucial for certain sectors of a nations economy to require specialist support from expatriates. This is due to the fact that certain courses or rather education needs are never relevant or rather are never heavily invested on in certain specialist areas of the economy. Thus the need for expatriate support in certain areas such as engineering and other very technical areas of the economy. It is therefore necessary for every government to be heavily involved in the education of its citizens. This is very applicable in almost every country. There is however a generalizability that is used as an indicator of the role and importance of return variation of schooling investment in different nations across the globe (Psacharopoulos, 1994). The exact role of government in education is however still subject to debate and is subject to various different views. It is worthwhile to note that a high returns on the schooling level does not necessarily imply that it is the role of government intervention that has subsequent resulted to the better academic yield. However, in order to conclusively justify the level of government intervention, it is important to take into account various parameters that affect the educational yields or rather outcome. For quite a long time, the role of education to a given society has been researched upon by various scholars. The role of the government has been featured as one of the major determinants of the success in terms of schooling in the lives of the citizens. Kuwait for example has her government put in place various mechanisms to ensure that the citizens and foreigners who attend its education system do get certain critical notions and ideas imparted upon them. Kuwait being a Muslim state, has most of its schooling requirements tailored to meet the strict requirements of the Muslim religion. In fact in earlier years, the rules that govern schooling were very strict. The education of the girl child for example was forbidden for a long time. But later on, partly due to the effects of westernization, the education of the girl child became accepted as one of the steps toward a democratically balanced Kuwaiti society. The role of government intervention can however be justified using certain mechanisms such as market failure. Importance of resources availability to the quality of education Several researchers have focused their attention to the important role that is played by the availability of resources to the success in the schooling process in various countries. It is however very important that the amount of resources that are devoted to the process of acquiring proper education can not be directly tied to the outcome of the various schooling processes. In Kuwait for example, the private schools that are in essence run and managed by foreigners are better equipped as compared to the public schools. The analysis that focuses on the role of resources in the outcome of schooling process is however subject to a lot of discussions and debate. This is because of the multivariate nature of the schooling process. Despite the controversies that surround the analysis, there is however a considerable amount of evidence that supports that fact that a positive correlation exists. This is based on the minority of scholarly work that exposes a substantial and positive correlati on (Schneider, 2002). Other studies however, are focused on the simple relationship between the resources and the outcome of the schooling process. In these studies, a simple correlation is devised in order to relate the causal factors and the outcomes of the schooling process. The relationships that have been derived do not however have a systematic review but the causal factors do have a certain level of support in the review process. A proxy relationship can however be conclusively be justified as appropriate. The existence of this stronger relationship that exists between the resources and other causal factors may be applicable. Factors such as the amount of wealth in a students family background may to a large extent be an influence and a major contributor to the level of students performance as a result of a dedication and provision of more resources into the schooling of the student. The growth setting however, has no direct proxy relationship. In certain instances, poor proxies have however been a ssigned to the process of getting a correlation between the amount of resources and the outcome of schooling (Hanushek Kimko , 2000). International schooling policies have been supported hugely and are now gaining increased income. Numerous debates have been carried out and the arguments have supported interventions by the government based on spillovers which are as a result of the growth process in education. This is why the general endogenous growth model has clearly shown that education level in an economy influences the growth of a country. That is, if the education level of an economy is low, the growth of that particular nation will definitely drag unlike if the education level is was higher. The structure of the endogenous development model brings in a spillover that people will not take into consideration their own decision making process. Empirical work carried out has underscored the merits of schooling quantity in these particular places. The relationship between individual earnings and schooling have shown the most consistent and strongest support in education performance; when an individual uses own mo ney to finance schooling, the seriousness becomes extreme to the extent that exam performance of that individual turns out to be quite pleasing. While basing reliance on evidence that is limited, there has been quite promising support that exists on the importance of education and schooling in relation to effects of growth as well as the distribution of earnings (Gregorio, 1999) The economic effects as a result of differences in educational quality of secondary and elementary schools are not well comprehended as the effects of quantity, especially in relation to the aggregate performance the nations economy. This poor understanding of the implications of quality in education makes it difficult to reflect measurement. It is very difficult to precisely define the quality of education since the term quality reflects the extent of an institutions knowledge base as well as the analytical skills employed as the focal points of learning institutions. To properly build the base of this discussion, this study will rely on data sourced from standardized exams of achievements in academics and students ability in education. Re lying on this information from standardized tests to reflect quality measures is controversial in a way that there are gaps available in evidence and also the emanated conclusions follow (as stated below). All in all, these measures prove to be th e most effective indicators available of quality and have a relationship with the results that we positively satisfy us. Numerous research studies have been carried out and documented in the field of labor markets which directly focus on personal differences when it comes to cognitive ability and effects in earnings (as well as modify the estimates of returns in terms of quality). 4. The latest direct research study of cognitive achievement have recorded substantial returns in the labor market has measured individual variations when it comes to cognitive achievement. For example, ONeill (1990), Murnane, Willett, and Levy (1995), Bishop (1989, 1991), Neal and Johnson (1996), Currie and Thomas (2000), Grogger and Eide (1993), and Murnane et al. (2000) each conclude that the earnings advantages are quite substantial when standardized test are highly achieved. These conclusions have been extracted from various approaches. Bishop (1989) is much concerned about the errors that result in the most testing environments and emphasize on extreme care when dealing with that problem since it has very dramatic consequences on the estimated importance of the test variations. On the other hand, Grogger and Eide (1993), ONeill (1990), Neal and Johnson (1996), and Bishop (1991) have greatly put their reliance on the latest labor market information as well as representative sampling which suggests that earnings advantage to measured variations in skill is much greater than those of the earlier times and earlier research studies (even when reliability of the test is not corrected. In Kuwait, just like in other quickly-developing education systems, one main domain of interest is ensuring that the quality of education that is offered by both private and public providers is up to standards needed. This paper elaborates by way of a thorough review the history of development of Kuwaiti education system since its initiation. It considers several quality systems that are currently employed in other countries in the Gulf States so as to identify the effects of the education systems both private and public on the attitudes of the students towards schooling. Two main results emerge from the present analysis. The first suggests that there are no significant effects from class attendance. The second indicates that smaller classes do not translate into gains in achievement. Other results include the lack of significant peer effects and evidence of variability in teaching effects, which is, however; also not significant. These findings need to be interpreted carefully. For instance, the result of no attendance effects may not necessarily indicate that attendance does not matter per se: on the contrary, it can instead be the case that attendance does matter but that the students in our data choose optimally how many classes to attend, so that marginal variation around that attendance level does not translate into any gains in terms of achievement. The outlook of the 21st century Kuwaiti education The Gulf States have undergone a number of serious challenges both on their economic and political existence. These numerous challenges have been brought about by the prosperity and accelerated growth as well as the heightened levels in social services. There tends to be some sort of deception in some certain levels when one looks at the external wealth and modernity of some of these Gulf States. For example, it is true that Kuwait as a country is in possession of 9.5% of the proven oil reserves in the world (out of a combination of 64.9% of all Gulf States) and many of the Kuwaitis are very rich people thanks to their oil rich nation. While this is so, the oil revenues in Kuwait are very modest when comparisons are made to the gross domestic product of the developed countries of the world. The fluctuating prices of oil have greatly influenced the reliability of development as well as long term planning; this is so especially when the price per every barrel remains low on the world m arket like it was in the eighties and the nineties. According to reliable sources, studies have shown that the low oil prices in 1980s was the cause of deficit budget operation by the Gulf States; which was barely the size of Switzerlands GDP if they were combined i.e. (U.A.E, Kuwait, Oman, Iran, Bahrain, Iraq, Saudi Arabia, Qatar). The Gulf States wealth illusion is as a result of control of the oil reserves by only a hand full of people who easily access the world markets through exports in ships; this clearly explains the long gap between the rich and the poor; which is bad for the economy. These Gulf States have had to deal with the grapples that affect their budgetary uncertainties in the oil markets. Some of these problems are public sector dominance, visible and hidden unemployment, poor revenues for the huge populations, dominance of foreign workers among, and also poor participation in the decision making process with the exception of Kuwait which has an elected body that represents it. The core feature of this analysis, however, is how the quality of schooling influences the national and economic growth. It is obvious that schools (no matter their geographical locations) have numerous variations as far as knowledge and general quality is concerned. These differences are always very difficult to deal with since the implications for comprehending the core issues are emphasized in this study.

Tuesday, November 12, 2019

Esther`s Suicide Attempts in Sylvia Plaths The Bell Jar :: Plath Bell Jar Essays

Esther`s Suicide Attempts in The Bell Jar One of the main reasons why Esther tried to commit suicide was the way she perceived her mother's actions, and the fact that she hates her mother: `"I hate her", I said, and waited for the blow to fall.` she obviously believes that hating her mother is wrong, as she expected the doctor to react negatively to her comment. Throughout the novel, her mother has contributed to Esther`s problems. From Esther`s point of view, consequences of her mother's actions have lead to further problems for her. It was her mother who denied Esther the right to go to her father's funeral: `My mother hadn't let us come to his funeral because we were only children then, and he had died in hospital, so the graveyard and even his death seemed unreal to me.` The fact that Esther couldn't really accept her father's death contributed to career problems: she had no idea of what to do with her life, she `thought that if my father hadn't died he would have taught me....` Before visiting New York and getting thrown into the real world Esther had been very successful academically: `I had already taken a course in botany and done very well. I never answered one test question wrong all year.` Because of her perfectionist attitude, Esther was surprised to hear herself say that she didn't know what her career plans were: `Usually I had these plans on the tip of my tongue. "I don't really know", I heard myself say. I felt a deep shock, hearing myself say that, because the minute I said it, I knew it was true.` She claims that she has `always wanted to learn German` although `the very sight of those dense, black, barbed-wire letters made my mind shut like a clam`. Esther associates the language with her `German-speaking father`, who `cane from some manic-depressive hamlet in the black heart of Prussia'. I think that Esther`s stunt in progress is directly linked to the death of her father, and the little that she knows about him, and that a major factor contributing to her eventual suicide attempt is the fact that she used to be the best and no longer can be. Esther also associates the death of her father with her happiness: `I was only purely happy until I was nine years old. After that - in spite of the girl scouts and piano lessons. Esther`s Suicide Attempts in Sylvia Plath's The Bell Jar :: Plath Bell Jar Essays Esther`s Suicide Attempts in The Bell Jar One of the main reasons why Esther tried to commit suicide was the way she perceived her mother's actions, and the fact that she hates her mother: `"I hate her", I said, and waited for the blow to fall.` she obviously believes that hating her mother is wrong, as she expected the doctor to react negatively to her comment. Throughout the novel, her mother has contributed to Esther`s problems. From Esther`s point of view, consequences of her mother's actions have lead to further problems for her. It was her mother who denied Esther the right to go to her father's funeral: `My mother hadn't let us come to his funeral because we were only children then, and he had died in hospital, so the graveyard and even his death seemed unreal to me.` The fact that Esther couldn't really accept her father's death contributed to career problems: she had no idea of what to do with her life, she `thought that if my father hadn't died he would have taught me....` Before visiting New York and getting thrown into the real world Esther had been very successful academically: `I had already taken a course in botany and done very well. I never answered one test question wrong all year.` Because of her perfectionist attitude, Esther was surprised to hear herself say that she didn't know what her career plans were: `Usually I had these plans on the tip of my tongue. "I don't really know", I heard myself say. I felt a deep shock, hearing myself say that, because the minute I said it, I knew it was true.` She claims that she has `always wanted to learn German` although `the very sight of those dense, black, barbed-wire letters made my mind shut like a clam`. Esther associates the language with her `German-speaking father`, who `cane from some manic-depressive hamlet in the black heart of Prussia'. I think that Esther`s stunt in progress is directly linked to the death of her father, and the little that she knows about him, and that a major factor contributing to her eventual suicide attempt is the fact that she used to be the best and no longer can be. Esther also associates the death of her father with her happiness: `I was only purely happy until I was nine years old. After that - in spite of the girl scouts and piano lessons.

Sunday, November 10, 2019

Research on Honey Pots with regard to proofing security

Battling hackers and technological experts who use their knowledge for stealing information and hacking can always be troublesome and costly. Why waste time, effort, energy and risk losing out thousands of dollars in profits. The use of honey pots and honey tokens can eliminate the need for such risks and enhance the security of the system. Honey tokens and honey pots are not computer systems. In fact, they are software that is designed to interact with unauthorized users and counter their activity. They give you the ability to allow hackers and crackers into the system and make them feel as if they have broken into the system. They hold false data that is kept there for that malicious user to use and steal. The honey pot then actively saves all the actions performed by the unauthorized user. Using such honey pots and combining it with the data on their actions, many potential takeovers can be subdued. Several malicious invasions can be countered using such honey pots, and at the same time, the illegal user commending on his capabilities on managing to break into the company’s security. A honey pot works by trapping the actions of an intruder by setting a fallacious database that has honey pots are just software that tackles crackers intelligently without them knowing that they have been tracked. The cracker can do whatever they like with data that is as fallacious as dummy data. There is no sensitive data provided to such a cracker and the hacker’s actions will be under review all the while he is snooping around in the system. They are relatively easy to install and do not require a lot of high technological cost or monitoring. But they are highly effective in countering illegal break-ins to sensitive data. As soon as there is an access to the system through any undefined way, the honey pot gets activated and provides the user with databases that is of no use to the company and is actually in place to fool the hacker. Therefore, Mr. Lloyd, given the obvious benefits of sugar coating an illegal user and then finding the security holes that they used in breaching the system, the company should consider implementing the honey pot system. Using this we can then fix our security holes so that they can stop other crackers breaching our security again. Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is honey pot? a definition from Whatis.com. Retrieved March 17, 2008, from Search Security Web site: http://searchsecurity.techtarget.com/sDefinition/0,,sid14_gci551721,00.html 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dynamic Honeypots Retrieved March 17, 2008, from Security Focus Web site: http://www.securityfocus.com/infocus/1731

Friday, November 8, 2019

Free Essays on The Biggest Surprise

The Biggest Surprise When I turned seventeen, like many teens, I gained the privilege of being a licensed driver. I’ve always pictured myself in a little red convertible on a sweltering day going to the beach; but in reality, my financial status for this dream did not exist. My mother was very overprotective wither her vehicle, and she never let me take it out for a spin after being licensed. After months of having a license I never thought I would live up my dream, or even have wheels of my own. The date of my birth, November twelve, was right around the corner again, and still my mom did not budge in letting me use her car. It was a warm fall day in early November when my mom woke up early in the morning and headed out. To my recollection, she left every Saturday morning for a month about the same time, I thought she was going to the mall to save on early bird sales. My mom was very cool, calm, and poised; she is excellent at keeping secrets. As soon as she arrived home at around midday she said, â€Å"Susan, we are eating dinner at Titas house tonight at around six, you can invite Jesse and Meagan if you want, ok baby†? She said to me in her loving sweet tender voice. â€Å"Si, Mami†. I answered in Spanish. â€Å"Oh, yea Susan, dress nice, ok? And have one of your friends give you a ride; I am going over Titas’ now to help with the dinner†. Mami said in her broken English. â€Å"Si, Mami†. I said. Tita, was my aunt, an accomplice of my mothers in this situation. I thought nothing of it because it is normal for my aunt to host dinner parties. Am I naive? It was four days before my birthday and I did not put the pieces of the puzzle together. I called my boyfriend and he said he would come over to pick me up. After Jesse picked me up we were headed to my aunts’ house. As I walked up the entrance to my aunts’ house, I noticed complete darkness. As I entered through the door, everyone yelled ï ¿ ½... Free Essays on The Biggest Surprise Free Essays on The Biggest Surprise The Biggest Surprise When I turned seventeen, like many teens, I gained the privilege of being a licensed driver. I’ve always pictured myself in a little red convertible on a sweltering day going to the beach; but in reality, my financial status for this dream did not exist. My mother was very overprotective wither her vehicle, and she never let me take it out for a spin after being licensed. After months of having a license I never thought I would live up my dream, or even have wheels of my own. The date of my birth, November twelve, was right around the corner again, and still my mom did not budge in letting me use her car. It was a warm fall day in early November when my mom woke up early in the morning and headed out. To my recollection, she left every Saturday morning for a month about the same time, I thought she was going to the mall to save on early bird sales. My mom was very cool, calm, and poised; she is excellent at keeping secrets. As soon as she arrived home at around midday she said, â€Å"Susan, we are eating dinner at Titas house tonight at around six, you can invite Jesse and Meagan if you want, ok baby†? She said to me in her loving sweet tender voice. â€Å"Si, Mami†. I answered in Spanish. â€Å"Oh, yea Susan, dress nice, ok? And have one of your friends give you a ride; I am going over Titas’ now to help with the dinner†. Mami said in her broken English. â€Å"Si, Mami†. I said. Tita, was my aunt, an accomplice of my mothers in this situation. I thought nothing of it because it is normal for my aunt to host dinner parties. Am I naive? It was four days before my birthday and I did not put the pieces of the puzzle together. I called my boyfriend and he said he would come over to pick me up. After Jesse picked me up we were headed to my aunts’ house. As I walked up the entrance to my aunts’ house, I noticed complete darkness. As I entered through the door, everyone yelled ï ¿ ½...

Wednesday, November 6, 2019

Major General Benjamin Butler in the Civil War

Major General Benjamin Butler in the Civil War Born at Deerfield, NH on November 5, 1818, Benjamin F. Butler was the sixth and youngest child of John and Charlotte Butler. A veteran of the War of 1812 and the Battle of New Orleans, Butlers father died shortly after his sons birth. After briefly attending the Phillips Exeter Academy in 1827, Butler followed his mother to Lowell, MA the following year where she opened a boarding house. Educated locally, he had issues at school with fighting and getting into trouble. Later sent to Waterville (Colby) College, he attempted to gain admission to West Point in 1836 but failed to secure an appointment. Remaining at Waterville, Butler completed his education in 1838 and became a supporter of the Democratic Party. Returning to Lowell, Butler pursued a career in law and received admittance to the bar in 1840. Building his practice, he also became actively involved with the local militia. Proving a skilled litigator, Butlers business expanded to Boston and he gained notice for advocating the adoption of a ten-hour day at Lowells Middlesex Mills. A supporter of the Compromise of 1850, he spoke out against the states abolitionists. Elected to the Massachusetts House of Representatives in 1852, Butler remained in office for much of the decade as well as attained the rank of brigadier general in the militia. In 1859, he ran for governor on a pro-slavery, pro-tariff platform and lost a close race to Republican Nathaniel P. Banks. Attending the 1860 Democratic National Convention in Charleston, SC, Butler hoped that a moderate Democrat could be found that would prevent the party from splitting along sectional lines. As the convention moved forward, he ultimately elected to back John C. Breckenridge. The Civil War Begins Although he had shown sympathy to the South, Butler stated that he could not countenance the regions actions when states began to secede. As a result, he quickly began seeking a commission in the Union Army. As Massachusetts moved to respond to President Abraham Lincolns call of volunteers, Butler used his political and banking connections to ensure that he would command the regiments that were sent to Washington, DC. Traveling with the 8th Massachusetts Volunteer Militia, he learned on April 19 that Union troops moving through Baltimore had become embroiled in the Pratt Street Riots. Seeking to avoid the city, his men instead moved by rail and ferry to Annapolis, MD where they occupied the US Naval Academy. Reinforced by troops from New York, Butler advanced to Annapolis Junction on April 27 and reopened the rail line between Annapolis and Washington. Asserting control over the area, Butler threatened the states legislature with arrest if they voted to secede as well as took possession of the Great Seal of Maryland. Lauded by General Winfield Scott for his actions, he was ordered to protect transport links in Maryland against interference and occupy Baltimore. Assuming control of the city on May 13, Butler received a commission as a major general of volunteers three days later. Though criticized for his heavy-handed administration of civil affairs, he was directed to move south to command forces at Fort Monroe later in the month. Situated at the end of the peninsula between the York and James Rivers, the fort served as a key Union base deep in Confederate territory. Moving out from the fort, Butlers men quickly occupied Newport News and Hampton. Big Bethel On June 10, more than a month before the First Battle of Bull Run, Butler launched an offensive operation against Colonel John B. Magruders forces at Big Bethel. In the resulting Battle of Big Bethel, his troops were defeated and forced to withdraw back towards Fort Monroe. Though a minor engagement, the defeat received a great deal of attention in the press as the war had just begun. Continuing to command from Fort Monroe, Butler refused to return fugitive slaves to their owners claiming that they were contraband of war. This policy quickly received support from Lincoln and other Union commanders were directed to act similarly. In August, Butler embarked part of his force and sailed south with squadron led by Flag Officer Silas Stringham to attack Forts Hatteras and Clark in the Outer Banks. On August 28-29, the two Union officers succeeded in capturing the fort during the Battle of Hatteras Inlets Batteries. New Orleans Following this success, Butler received command of the forces that occupied Ship Island off the Mississippi coast in December 1861. From this position, he moved to occupy New Orleans after the citys capture by Flag Officer David G. Farragut in April 1862. Reasserting Union control over New Orleans, Butlers administration of the area received mixed reviews. While his directives helped check the annual yellow fever outbreaks others, such as General Order No. 28, led to outrage across the South. Tired of the citys women abusing and insulting his men, this order, issued on May 15, stated that any woman caught doing so would be treated as a woman of the town plying her avocation (a prostitute). In addition, Butler censored New Orleans newspapers and was believed to have used his position to loot homes in the area as well as improperly profit from the trade in confiscated cotton. These actions earned him the nickname Beast Butler. After foreign consuls complained to Lincoln that he was int erfering with their operations, Butler was recalled in December 1862 and replaced with his old foe, Nathaniel Banks. Army of the James Despite Butlers weak record as a field commander and controversial tenure in New Orleans, his switch to the Republican Party and support from its Radical wing compelled Lincoln to give him a new assignment. Returning to Fort Monroe, he assumed command of the Department of Virginia and North Carolina in November 1863. The following April, Butlers forces assumed the title of Army of the James and he received orders from Lieutenant General Ulysses S. Grant to attack west and disrupt the Confederate railroads between Petersburg and Richmond. These operations were intended to support Grants Overland Campaign against General Robert E. Lee to the north. Moving slowly, Butlers efforts came to a halt near Bermuda Hundred in May when his troops were held by a smaller force led by General P.G.T. Beauregard. With the arrival of Grant and the Army of the Potomac near Petersburg in June, Butlers men began operating in conjunction with this larger force. Despite Grants presence, his performance did not improve and the Army of the James continued to have difficulty. Positioned north of the James River, Butlers men had some success at Chaffins Farm in September, but subsequent actions later in the month and in October failed to gain significant ground. With the situation at Petersburg stalemated, Butler was directed in December to take part of his command to capture Fort Fisher near Wilmington, NC. Supported by a large Union fleet led by Rear Admiral David D. Porter, Butler landed some of his men before judging that the fort was too strong and the weather too poor to mount an assault. Returning north to an irate Grant, Butler was relieved on January 8, 1865, and command of the Army of the James passed to Major General Edward O.C. Ord. Later Career Life Returning to Lowell, Butler hoped to find a position in the Lincoln Administration but was thwarted when the president was assassinated in April. Formally leaving the military on November 30, he elected to resume his political career and won a seat in Congress the following year. In 1868, Butler played a key role in the impeachment and trial of President Andrew Johnson and three years later wrote the initial draft of the Civil Rights Act of 1871. A sponsor of the Civil Rights Act of 1875, which called for equal access to public accommodations, he was angered to see the law overturned by the Supreme Court in 1883. After unsuccessful bids for Governor of Massachusetts in 1878 and 1879, Butler finally won the office in 1882. While governor, Butler appointed the first woman, Clara Barton, to an executive office in May 1883 when he offered her oversight of the Massachusetts Reformatory Prison for Women. In 1884, he earned the presidential nomination from the Greenback and Anti-Monopoly Parties but fared poorly in the general election. Leaving office in January 1884, Butler continued to practice law until his death on January 11, 1893. Passing in Washington, DC, his body was returned to Lowell and buried at Hildreth Cemetery. Sources Civil War Trust: Major General Benjamin ButlerUnversity of Cincinnati Libraries: Benjamin ButlerEncyclopedia Virginia: Benjamin Butler

Sunday, November 3, 2019

Is Foundationalism or Coherentism the better model for the Essay

Is Foundationalism or Coherentism the better model for the justification of our beliefs Investigate the arguments on either side and evaluate them - Essay Example Whether B1 is not fundamental, it may have to rise from an additional belief, B2. However, B2 can give good reason for B1 simply if B2 is vindicated itself. Whether B2 is fundamental, the justificatory sequence would finish with B2. However, if B2 is not essential, we could do with a further conviction, B3. Whether B3 is not fundamental, we require a fourth conviction, and so forth. Except the resultant regress comes to an end in an essential belief, we obtain two probabilities: the relapse will either circle back to B1 or carry on ad infinitum. In relation to the relapse argument, the two probabilities are deplorable. Consequently, if there are vindicated beliefs, there ought to be fundamental beliefs (Cornman 145). This argument endures from a variety of weaknesses. Initially, we might question whether the substitutes to foundationalism are in actuality deplorable. In the current literature on this topic, we, in fact, find a highly structured justification of the situation that infinitism is indeed the proper resolution to the regress predicament. Nor must circularity be overlooked too swiftly. The matter is not if a straightforward argument of the structure p consequently p is up to standard. In point of fact, it is not. Somewhat, the matter is eventually whether, in the effort to demonstrate that belief in our abilities is levelheaded, we might make utilization of the effort our abilities deliver. If such circularity is since objectionable as a p-therefore-p conjecture, is an open query. Moreover, the evading of circularity cannot come inexpensive. Experimental foundationalists assert that discernment is a foundation of rationalization. For this reason, they require to respond to the J-query : Why is discernment a basis of rationalization? If the answer this query is to be provided without entrusting ourselves to the type of circularity reliance

Friday, November 1, 2019

Second language teaching Essay Example | Topics and Well Written Essays - 500 words

Second language teaching - Essay Example This infant stage is the appropriate period for a child, when cognitive and linguistic development can be observed among the children. Regarding this cognitive and linguistic level, it is identified that certain percentage of people witnesses this development very quickly during the early growth phase of a child. In addition, few numbers of children also experience cognitive and linguistic development certainly after the expected age. In this context, Gopnik and Meltzoff (p. 1523) argued that certain numbers of infants improve their cognitive and linguistic ability within nine or ten months after the birth, whereas few children experience their cognitive and linguistic development after little delay in time. During the 24th months after born or may even more than that period of time, children are identified to manipulate things in different categories such as boxes and boxes among others along with surrounding, which is the beginning of their learning. Additionally, interactions with children during the infancy is ascertained as an important consideration based on which children are able to develop their cognitive as well as linguistic skills (Anderson, Rasmussen and Strà ¸mme 2-9; Gopnik and Meltzoff 1523). Metalinguistic awareness signifies the ability through which children develop their language during the infant stage. In this regard, Anderson, Rasmussen and Stromme (pp. 2-9) argued that children are developing their linguistic knowledge and languages from its surroundings.