Free Essays on Different Views, Different Responses

Different Views, Different Responses A 'No' uttered from the deepest conviction is better than a 'Yes' merely uttered to please, or worse, to avoid trouble. Mohandas Gandhi The Dalai Lama feels sadness caused by the things that are brought onto his people. He sees that his people have been neglected, they were being starved to death. â€Å"I was losing control of my own people†¦they were being driven into barbarism†¦growing more determined to resort to violence†¦I opposed the people’s violent instincts† (108). â€Å"I could not help my people anymore; I could not control their wish to resort to violence; all my peaceful efforts so far had been failures† (118). After more and more people leave to fight with the guerillas, the Chinese were angry and complained a lot. â€Å"I was unhappy too at this turn of events† (130). â€Å"I must admit I was very near despair† (133). This was said after he had sent a mission to the guerillas and they never came back, they joined. The majority of the guerillas would not return to their homes. The people of Tibet surrounded the Norbulingka and he knew that the Chinese would fight with artillery and the Tibetans had simple weapons. The Dalai Lama was very upset when he learned that his people threw stones at a minister and an official was stoned to death because they thought he was Chinese. â€Å"This outbreak of violence gave me great distress† (143). â€Å"I felt as if I were standing between two volcanoes, each likely to erupt at any moment† (143). When his people say that they were not leaving the Palace, he knew if was going to be disastrous. â€Å"This development distressed me very much. I felt it was one step more toward disaster† (151). When speaking of his country he said, â€Å"I saw it in a daze of sickness and weariness and unhappiness deeper than I can express† (178). Dalai Lama keeps an optimistic view on everything and tries to maintain hope for his people an... Free Essays on Different Views, Different Responses Free Essays on Different Views, Different Responses Different Views, Different Responses A 'No' uttered from the deepest conviction is better than a 'Yes' merely uttered to please, or worse, to avoid trouble. Mohandas Gandhi The Dalai Lama feels sadness caused by the things that are brought onto his people. He sees that his people have been neglected, they were being starved to death. â€Å"I was losing control of my own people†¦they were being driven into barbarism†¦growing more determined to resort to violence†¦I opposed the people’s violent instincts† (108). â€Å"I could not help my people anymore; I could not control their wish to resort to violence; all my peaceful efforts so far had been failures† (118). After more and more people leave to fight with the guerillas, the Chinese were angry and complained a lot. â€Å"I was unhappy too at this turn of events† (130). â€Å"I must admit I was very near despair† (133). This was said after he had sent a mission to the guerillas and they never came back, they joined. The majority of the guerillas would not return to their homes. The people of Tibet surrounded the Norbulingka and he knew that the Chinese would fight with artillery and the Tibetans had simple weapons. The Dalai Lama was very upset when he learned that his people threw stones at a minister and an official was stoned to death because they thought he was Chinese. â€Å"This outbreak of violence gave me great distress† (143). â€Å"I felt as if I were standing between two volcanoes, each likely to erupt at any moment† (143). When his people say that they were not leaving the Palace, he knew if was going to be disastrous. â€Å"This development distressed me very much. I felt it was one step more toward disaster† (151). When speaking of his country he said, â€Å"I saw it in a daze of sickness and weariness and unhappiness deeper than I can express† (178). Dalai Lama keeps an optimistic view on everything and tries to maintain hope for his people an...

A Guide to the Irish Republican Army (IRA)

A Guide to the Irish Republican Army (IRA) The Irish Republican Army (IRA), which traces its roots to Catholic Irish nationalism in the early 1900s, was considered by many to be a terrorist organization because of certain tactics- such as bombings and assassination- it used to oppose British rule in Ireland. The name IRA has been in use since the organization was founded in 1921. From 1969 through 1997, the IRA splintered into a number of organizations, all called the IRA. They included: The Official IRA (OIRA).The Provisional IRA (PIRA).The Real IRA (RIRA).Continuity IRA (CIRA). The association of the IRA with terrorism comes from the paramilitary activities of the Provisional IRA, which is no longer active. They were originally founded in 1969 when the IRA split into the Official IRA, which renounced violence, and the Provisional IRA. The IRA's Council and Home Base The IRAs home base is in Northern Ireland, with a presence and operations throughout Ireland, Great Britain, and Europe.  The IRA has always had a relatively small membership, estimated at several hundred members, organized in small, clandestine cells. Its daily operations are organized by a 7-person Army Council. Backing and Affiliations From the 1970s-1990s, the IRA received weapons and training from various international sources, most notably American sympathizers, Libya and the Palestine Liberation Organization (PLO). Connections have also been posited between the IRA and Marxist-leaning terrorist groups, especially at their most active in the 1970s.   The IRA's Objectives The IRA believed in the  creation of a unified Ireland under Irish, rather than British rule. PIRA used terrorist tactics to protest the Unionist/ Protestant treatment of Catholics in Northern Ireland. Political Activities The IRA is a strictly paramilitary organization. Its political wing is Sinn Fà ©in (We Ourselves, in Gaelic), a party that has represented Republican (Catholic) interests since the turn of the 20th century. When the first Irish assembly was declared in 1918 under the leadership of Sinn Fà ©in, the IRA was considered the official army of the state. Sinn Fà ©in has been a significant force in Irish politics since the 1980s. Historical Context The emergence of the Irish Republican Army has its roots in Irelands 20th-century quest for national independence from Great Britain. In 1801, the Anglican (English Protestant) United Kingdom of Great Britain merged with Roman Catholic Ireland. For the next hundred years, Catholic Irish Nationalists opposed Protestant Irish Unionists, so named because they supported the union with Great Britain. The first Irish Republican Army fought the British in the 1919-1921 Irish War of Independence. The Anglo-Irish treaty concluding the war divided Ireland into a Catholic Irish Free State and Protestant Northern Ireland, which became the British province, Ulster. Some elements of the IRA opposed the treaty; it was their descendants who became the terrorist PIRA in 1969. The IRA began its terrorist attacks on the British army and police following a summer of violent rioting between Catholics and Protestants in Northern Ireland. For the next generation, the IRA carried out bombings, assassinations and other terrorist attacks against British and Irish Unionist targets. Official talks between Sinn Fà ©in and the British government began in 1994  and appeared to conclude with the 1998 signing of the Good Friday Agreement. The Agreement included the IRAs commitment to disarm. PIRA strategist Brian Keenan, who had spent over a generation promoting the use of violence, was instrumental in bringing about disarmament (Keenan died in 2008). By 2006, the PIRA appeared to have made good on its commitment. However, terrorist activity by the Real IRA and other paramilitary groups continues and, as of the summer of 2006, is on the rise. In 2001, the U.S. House of Representatives Committee on International Relations released a report detailing connections between the IRA and the Revolutionary Armed Forces of Colombia (FARC) going back to 1998.

Literal Comprehension - Reading Strategies Essay

Literal Comprehension - Reading Strategies - Essay Example Each page and chapter may encompass a tedious load for the student hence command in the subject of discussion is key and rivets a methodological loom involving a number of steps. There is a myriad of textbook reading systems, many of which have three stages in common: a pre-reading stage, a reading stage and a post reading stage. Exposing learners to these systems empowers them to culture a system of critiquing issues, strategic approach to reading and establishing a student centered textbook study system. A proper reading system should entail the learner combing through a given text to unearth its gist. Skimming through the titles and sub headings to decipher issues of uttermost interest, problems highlighted and queries posed. Desist from overemphasis on analysis of pieces. This is encouraged to jumpstart the learners’ innate prowess to overcome torpor and gain impetus for reading. The major discrepancy between an excellent student and poor students is the mode of study. Inadequate students highlight points in textbooks and hope that they will be able to comprehend it later while excellent students use a learning system. A study system enables the student to filter the key ideas under test, and provides a way of settling them through generation of solutions The main difference between good students and poor students is the way they study. Poor students read their textbooks, underline, and hope that the significant points stick in their memories. Good students use a study system. A study system helps you choose the key ideas that are likely to be on a test, and it gives you a way to memorize them. There are many study systems. Some students outline chapters and memorize their outlines. Some students make chapter summaries. But the most efficient study system of all is SQ3R, which stands for Survey, Question, Read, Recite, and Review. SQ3R was designed for textbook reading, and it is

Recycled toothbrushes make sense Assignment Example | Topics and Well Written Essays - 500 words - 1

Recycled toothbrushes make sense - Assignment Example Stonyfield was potential enough to provide Recycline with discarded yogurt containers as raw-materials through its collection points introduced as the new Gimme 5 program. The partnership could also promote consumers concerns on environmental issues and thereby the demand for green products that Recycline used to manufacture. This growing concept of sustainable business encouraged people to drop plastic containers at the disposal points from where Recycline could collect them easily. Hudson can be further innovative with the marketing tactics in order to enhance the sales of its green products. Like any other business marketing, Recycline can also utilize the advantages of various advertising techniques. Obviously, the notable feature of its eco-friendly approach to business can be highlighted for the promotion of sale. Like the partnership with Stoneyfield, Hudson can seek possibility of collaborating with non-profit organizations which encourage sustainable businesses and green products. In addition, he can announce certain compliments along with each sale so that it would retain Recycline’s potential customers and would attract new clients. Finally, Hudson can inquire if the products could be sold through fair trade outlets by acquiring fair trade certification from the responsible agencies. Environmental risk management has become one of the significant areas of an organization’s legal as well as ethical compliance. As an emerging trend organizations today voluntarily undertake environmental protection. Since ‘green brand’ is the major competitive advantage of Recycline, the company can launch new products that would align with its sustainable policy. It should explore the scope of implementing modern information technology for enhancing internal and external communication and organizational integration. As the firm grows further, it should restructure its hierarchy

Critical Reflection Journalism Portfolio

Critical Reflection Journalism Portfolio The portfolio is designed to showcase my work and abilities as a potential journalist. In putting together my portfolio, I was guided by my interests; principles of journalism as taught in class and the requirements of the module. In the portfolio, I wrote about a train driver who blamed a non-existent bad weather for jumping the platform; the ‘dishonest’ and double standard manner the Cameron led coalition has handled the issue of tax avoidance involving Starbucks and the cases of looted funds from developing countries coming into the West, including Britain. I also wrote about the possibility that British universities may be turning out Islamic ‘terrorists’. There was also an interview with a Social Worker, who chose to remain anonymous, on the difficulties of effectively discharging social care work. The first thing I noticed with the module was the fast pace of activities required to meet my portfolio requirements. Ordinarily my class work tends to move fairly slowly. The truth is I was not prepared for the speed and discipline portfolio production demands. More importantly I had problems picking a news event to cover out of all the options suggested. There is a reason. In my first year at the university, for one of my journalism modules the class was asked to cover a particular lecture at the University’s Stratford campus. The whole exercise ended in agony. I ended up trying to make sense of a highly technical Science lecture and to make it relevant and interesting to an audience that was not scientific or particularly interested in how scientists go about their research. It was a nightmare. I must have done something however because I did very well with the copy. It was a difficult exercise and I believe I made a mental note to stay away from such assignments in the future. This explains therefore, my decision to write on economic and business topics. In one or two of my copies I veered to political issues but at the heart of all this was my passion for issues affecting my native African roots, the perceived injustices, inequalities, inefficient and corrupt regimes in African countries and Nigeria in particular. The general view is that such regimes are largely sustained by the patronising Western powers. I have conducted interviews before but was unprepared for an interviewee who wanted to remain anonymous. I was therefore unsure of how to retain credibility for my copy on social work without betraying the confidentiality I promised my interviewee. I decided therefore to tie the piece to the Baby P scandal. The core of the story was the burden of expectations society placed on the professionals who work in the social care work without , as they see it, â€Å"adequate resources and remuneration†, and also without making allowance for the fact that care service is not an exact science. Getting someone to speak on record for this piece was not easy and so, rather than ask around I decided to take the advice by Formichelli, Linda Diana Burrell (2003), and â€Å" found my own source†. Another advice I took to heart was to â€Å"give my interviewee a verbal ‘thanks’†after the interview. The module instilled in me a number of significant transferable skills. The first is the need to be organised. Nothing significant is achieved without detailed and thorough planning. I have also taken an ‘entrepreneurial’ attitude to work and learnt to be focused on the ‘consumer’ – the audience. Most importantly, I was learnt to have an eye for newsworthy stories, with my target audience at the back of my mind. For example I was in that Southeastern train that jumped the platform but was still able to write the story in the third party. I have learnt how to write news and features for publication. I learnt to generate ideas, to research those ideas and to produce copies based on those ideas, to a high standard. I have also been able to detail proposals to a high degree and therefore in my view in a position to pitch for commission with editors. But I am still learning The module also helped me to take advantage of new social media tools with which journalists can communicate with their audiences.I am now able to confidently upload copies to websites, where allowed. I am also able to write directly online and given the fact that the internet and social media tools can now be monitored, I am able to apply journalism principles responsibly. These principles include my obligation to truth; discipline of verification and to recognise the platform as a forum for public criticism and compromise. I am aware also that I am allowed to exercise my personal conscience and take full advantage of my blog and twitter accounts. I have come away from the module recognising the primacy of traditional journalism values, particularly that of fact verification. I recall a situation concerning the copy I submitted for publication on the risingeast.co.uk website on the looting and transfer of funds from developing countries, particularly Nigeria to the West. Dr. Andrew Calcutt, my module tutor was unwilling to publish certain parts of that copy until he had evidence that is already in the public domain on the individuals named in the piece. I went back and sourced more than thirty one pages of newspaper articles for him. I appreciated his position especially when he said he was acting on advice from the legal department. This informed my approach to all the pieces that I submitted. Additional values I picked on include: truth, clear and clean writing. These are core skills and knowledge that I believe will make me a competitive player in the contemporary media and journalism industries. I have learnt to think clearly and to make sense of the world around me; I also learnt to communicate clearly and directly; and to work co-operatively with colleagues. To be organized in my work is to be able to meet deadlines and to present my stories and their ideas to other people. The module helped me to eliminate the boundaries between print, multimedia and broadcast, and to be strong on good writing and critical thinking. It was uplifting seeing my module leader present a fresh approach to my first copy in minutes. I told myself, with time and practice, I’ll be like that. I learnt in practical terms how to identify workable and unique angles to news stories and features and how to remain focused on the message that I wish to convey. Another outcome was the how and why I should forget I have an opinion when putting a copy together. I am allowed to have an opinion but that opinion must not get in the way of the story I am telling my audience. I believed I managed that in the copies in my portfolio. I have always had an interest in following news, both serious and the mundane. This module reinforced this trait, which I consider one of my strengths. I am at home reading news online, in print and on mobile devices. One other strength I believe I have and which is essential to my programme is that of curiosity. I tend to observe and explore, asking questions, even in my everyday life. I read newspapers and magazines, watch news on television and listen to news on radio and still query them, trying to see them from different angles to see if they will come out the same way. I tend to stretch myself and to do things I wouldnt normally do, if only for the experience. This is essential to journalism. Lastly, I believe that any journalistic story must remain significant, interesting and relevant. I know I am good at this, but also mindful of the need to keep the news comprehensive and proportional. I appreciate that though I did not produce as many copies as I proposed to deliver, I am encouraged by the fact that I have picked up the necessary knowledge and skill to do so should I be able to work up the necessary discipline to effectively manage my time. I also note that I need to improve on my research efforts, particularly into the academic overview of journalism as a discipline. Nonetheless I have learnt a lot from this module. I know in practical terms what News is; I know how to recognise my audience and what it wants; how to write a story and how to pitch it to an Editor. I have picked up skills, I have met challenges which my training has helped me to get round. I have knowledge of how institutions work, and have highly developed communication skills which will work to my benefit. I am on my way. Bibliography Formichelli, Linda Diana Burrell (2003), The Renegade Writer: A Totally Unconventional Guide to Freelance Writing Success, New York: Marion Street Press Inc. Harrower, T (2007) Inside Reporting: A practical Guide to the Craft of Reporting, McGraw Hill, New York Sova, Dawn B. (2002), How to Write Articles for Newspapers and Magazines, London: Petersons,

Scared straight

Critique of the â€Å"Scared Straight Program† The program established in the 1970s, called Scared Straight is used throughout the United States as a means of deterring Juvenile crime. This program consists of youth that are at risk visiting adult prisons, the youth then have contact with prisoners to hear about the life and reality of being locked up from inmates (Slowikowski, 2011). The programs can involve tours of the facility, living the life of a prisoner for a full day, aggressive â€Å"in-your-face† presentations by inmates, and one- on-one counseling.However well intentioned these prison visit programs may be, decades of research have shown that this approach is not only ineffective, but possibly harmful to youth (Slowikowski, 2011). Now there was a study done by Anthony Petrosino and researchers at the Campbell Collaboration analyzed results from nine Scared Straight Programs and found that such programs generally increased crime up to 28 percent in the experi mental group when compared to a no-treatment control group (Slowikowski, 2011). In another analysis of Juvenile prevention and treatment programs, MarkLipsey of the Vanderbilt Institute for public Policy Studies found that youth who participate in Scared Straight and other similar deterrence programs have higher recidivism rates than youth in control groups (Slowikowski, 2011). Also there was a report done in 1997 presented to the U. S. Congress where there was 500 crime prevention evaluations and said the program â€Å"Scared Straight† is â€Å"what does not work† in preventing Juvenile crime. Yet programs like â€Å"Scared Straight† are continuing to be used as an approach in the United States and throughout the world.On January 13, 2011, A&E Television Networks aired the first of a multiepisode series of reality shows called â€Å"Beyond Scared Straight† (Slowikowski, 2011). It had become the most watched show in the United States with having an audien ce of 3. 7 million people (Sullivan, 2011). This then has parents and viewers thinking the â€Å"Scared Straight† programs works, which then they do not think of the other possibilities of programs that are proven to work and be more beneficial to at-risk youth in deterring Juvenile delinquency. When I think of the A&E series of â€Å"BeyondScared Straight† I think of it as showing at-risk youth at home with their parents what it would be like if they were a part of this program. The at-risk youth I think don't take it as serious as the show portrays it to be because in this program your getting yelled at in your face by the inmates, you have a session where the inmates share their stories with the youth and explain how they wish they would taken a different path, the youth will see their parents through video or glass windows, they may spend up to 24 hours in the facility, etc.With a program like â€Å"Scared Straight† there are many things we can critique. Fir st these programs require young people to project into the future. They don't think like that, they don't think logically or long term. That's why theyre kids. They are impulsive, and think short term, espically whenb it comes to punishment (Sullivan, 2011). Kids know how hit and miss the criminal Justice system is. They believe they might not get caught when they think about committing a crime. What young people react to is: How swift is the punishment in terms of the behavior?How certain is it that a consequence will occur? How severe is the punishment? The extreme nature of the punishment shown in â€Å"scared straight† programs doesn't match the expectations of young people. They don't picture themselves locked up (Sullivan, 2011 . ) Again a program like â€Å"scared straight† is something that was made by adults for young kids, but we need to realize that these young kids don't react the same was as adults do or would in a program like â€Å"scared straight. What these at-risk youths need are to be put in activities of everyday life that will keep them from going to prison rather than putting them in a â€Å"scared straight† rogram saying this is where you're going to be if you continue the road your going down. Why not show these at-risk youth what and where you should want to be in life, like a Job show them responsibility and what it is like to earn hard working money to save for something, to be able to afford the things you want, etc.

The Discovery Of Down Syndrome - 874 Words

Down syndrome is a common disorder where the child gets an extra copy of the 21st chromosome. It happens in every 691 babies born in the United States. This adds up to about 6,000 babies born with the disorder a year. The major points in this paper are: when the disorder was discovered, the symptoms, the lifespan, the medical treatments, if it is a dominant trait, what chromosome is affected, and how it is passed down to offspring. The discovery of Down syndrome was by an English physician named of John Langdon Down. He published a description of a person with Down syndrome in 1866, and that earned him the title of â€Å"The Father of Down syndrome.† In 1959 a French physician Jerome Lejeune discovered that the syndrome was actually a chromosomal condition. He discovered that instead of the normal 46 chromosomes, Down syndrome patients have 47 with an extra copy of 21. In 2000, a global team of scientists identified and catalogued each of the 329 genes on chromosome 21. With a ll this new information scientists made large advancements in Down syndrome research. There are many symptoms of Down syndrome. The symptoms that one can see are: low muscle tone, smaller stature, an upward slant to the eyes, and a single deep crease across the center of the palm. Down syndrome babies can be born normal size, but development is twice as slow as a non-Down’s child. The mental side effects are: impulsive behavior, poor judgment, short attention span, and slow learning capabilities. TheShow MoreRelatedGenetic Disorders and Down Syndrome Essay969 Words   |  4 Pagesretardation. Fragile X syndrome, Down syndrome, Turners syndrome and many other syndromes result from a mutation of a chromosome, an extra chromosome, or too few chromosomes. Discovered in 1991, Fragile X syndrome is considered a fairly new genetic disorder. 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