Kennedy Essays (2138 words) - Kennedy Family, Bouvier Family

Kennedy John Fitzgerald Kennedy became the 35th president of the United States in 1961. At the age of forty-three, he was the youngest man ever elected president. He was also the first Roman Catholic ever elected to the oval office. Rich, handsome, charming, elegant, articulate, and from a well known family, Kennedy became a natural recipiant of admiration both in the United States and abroad. His assassination in Dallas, Texas on November 23, 1963 resulted in public outrage and widespread mourning throughout the nation and the World. Kennedy's term in office was too short to allow history to pass fair and acurate judgement on his accomplishments as president. Their is little doubt, however, that the image and philosphy, he brought to the oval office not only influenced the generation he governed, but also continues to influence today's generation and politics in general. Indeed, "Camelot", the name given to the idyllic time during Kennedy's presidency, is not a dead mythology but a living idealogy that continues in American society today. John Fitzgerald Kennedy (he latest gained the nick name Jack) was born on May 29, 1917, in Brookline, Massachusetts. He was Joseph & Rose Kennedy's second son. His father was a multimillionaire businessman, who had became a bank president at the age of 25, and made his fortune through investments in stocks, importing, shipbuilding, and moviemaking. Joe Kennedy's political experince was limited to being appointed the first chairman of the newly created Securities and Exchange Commission (1934-1935) by president Franklin D. Roosevelt, and having served as the head of the U.S. Maritime Commission (1937), as well as being the U.S. ambassador to Great Britain (1937-1940). Even though Joseph Kennedy never ran for an elected office himself, he and his wife had large ambitions for their nine children. John Kennedy was groomed for a career in politics from an early age. Growing up Kennedy was small for his age and suffered through several childhood diseases. As a child he was quite and shy, a far cry from his personality traits in his later years. During his childhood his older brother Joe helped and protected him, and served as a role model for young Jack. From an early age the Kennedy children were taught by their parents that the United States had been good to the Kennedy's and that whatever the U.S. did for them must be returned by some service to the country. Jack took this idea to heart. Later it became the basis for a famous line from his inaguration speach in which Kennedy said: "Ask not what your country can do for you -- ask what you can do for your country." In school Kennedy excelled in history and english, but was a poor speller and struggled in math and science. Kennedy's sixth grade teacher noted his humor and competitive spirit. Kennedy graduated from Choate High School in Wallingford Connecticut and briefly attended Princeton University before enrolling in Harvard in 1936. While attending Harvard Kennedy wrote a brilliant honors thesis on British Foreign policies in the 1930s called "Why England Slept", which was later published. He graduated in 1940 and was voted most likely to suceed by his classmates. In 1941 Kennedy entered the the U.S. Navy shortly before the United States entered World War II. Following Pearl Harbor he applied for sea duty and became the commander of PT 109, a Navy torpedo boat. In 1943, while on active duty of the Pacific, the boat he commanded was rammed and sunk by the Japanese. In an act of heroism, Kennedy rescued and lead his crew ashore, but in doing so aggravated an old back injury and contracted malaria. He was discharged from the Navy in 1945. Kennedy returned home to Boston from the war with a citation for valor to began persuit of the political career his parents had envisioned for him. In 1946, the rich and ambitious young veteran joined the Democratic party and successfully ran for a Boston-based seat in the U.S. House of Representatives. He was reelected to the seat in 1948 and 1950. As a congressman Kennedy supported social legislation that benefited his working-class constituents. It was during his tenure in congress that he began to advocate a strong anti-communist foreign policy, which he continued to promote for the remainer of his life. During this time Kennedy was especially critical of what he considered a weak policy against communism, especially communist China, by president Truman. Kennedy become restless in the House and in 1952 ran for the U.S. Senate. He faced a strong opponent in

Free Essays on Population Growth

â€Å"Carrying capacity- The maximum number of individuals that a given environment can support without detrimental effects.† With a current population of about 6.2 billion people, the Earth is rapidly approaching its carrying capacity. Developing countries are already experiencing the consequences from a saturated planet. It is only a matter of time before we, the already developed countries, suffer the same fate. Our negligence towards the Third World population boom is a time-bomb waiting to happen. Where will these people go once there is no room left in their own countries? It’s simple physics, particles in an area of high concentration will move to an area of lower concentration. They will migrate to healthier, higher standard of living areas of the world bringing along disease, poverty, and ignorance. Our efforts to ease the situation are not substantial, our methods are ineffective, and our determination to help is fleeting. We must accept the fact that this is going to be a long battle carried out over many generations. We are simultaneously faced with the burden of educating growin g numbers of children, creating more jobs, dealing with hunger, famine, war, and counteracting the detrimental effects of these growing populations such as deforestation, soil erosion, and contaminated water supplies. What we once thought as being â€Å"there† problem is rapidly becoming â€Å"our† problem. Today’s graph of population growth is an exponential one. In 1807 the world’s population reached an unprecedented 1 billion. Less than two hundred years later it stands at 6 billion with no signs of slowing down. If fertility levels remain as they are, by the year 2050, the population will have reached 11.5 billion. That is a shocking number, but what is more unbelievable is that most if not all of the increase will be from developing countries. Fertility rates in the U.S. are at an all time low at an average of 1.9 birth... Free Essays on Population Growth Free Essays on Population Growth â€Å"Carrying capacity- The maximum number of individuals that a given environment can support without detrimental effects.† With a current population of about 6.2 billion people, the Earth is rapidly approaching its carrying capacity. Developing countries are already experiencing the consequences from a saturated planet. It is only a matter of time before we, the already developed countries, suffer the same fate. Our negligence towards the Third World population boom is a time-bomb waiting to happen. Where will these people go once there is no room left in their own countries? It’s simple physics, particles in an area of high concentration will move to an area of lower concentration. They will migrate to healthier, higher standard of living areas of the world bringing along disease, poverty, and ignorance. Our efforts to ease the situation are not substantial, our methods are ineffective, and our determination to help is fleeting. We must accept the fact that this is going to be a long battle carried out over many generations. We are simultaneously faced with the burden of educating growin g numbers of children, creating more jobs, dealing with hunger, famine, war, and counteracting the detrimental effects of these growing populations such as deforestation, soil erosion, and contaminated water supplies. What we once thought as being â€Å"there† problem is rapidly becoming â€Å"our† problem. Today’s graph of population growth is an exponential one. In 1807 the world’s population reached an unprecedented 1 billion. Less than two hundred years later it stands at 6 billion with no signs of slowing down. If fertility levels remain as they are, by the year 2050, the population will have reached 11.5 billion. That is a shocking number, but what is more unbelievable is that most if not all of the increase will be from developing countries. Fertility rates in the U.S. are at an all time low at an average of 1.9 birth...

Admission to the USC Undergraduate Program

This sport taught me the importance of concentrating on what we do. It also taught me prudence and helped me to achieve a calm mind. I decided to interact more with the world that I live in. Hence, I started to study the various changes taking place in the world. In this study, I came to realize that the multinational corporations had brought about the process of globalization. This process was affecting the whole world and even the US and the European Union had come under its influence. Some of the Asian countries like India and China have been showing extraordinary growth in their economies. These economies were developing at a greater pace than that of any other country. I wanted to participate in these astonishing developments. In order to do so, I made several enquiries and went through the syllabus offered by a number of colleges. My intention was to obtain a thorough knowledge regarding globalization and the economic success of some of the Asian countries. In the course of my search, I found out about the University of Southern California, which had been founded in 1880. This university is a private university, which is the best for research. It has several campuses that are famous their academic excellence (About USC). However, in addition to academic excellence, it also promotes community service programs. This work has been praised widely and its alumni are famous, not only for their academic excellence but also for their contribution to society. Its financial independence ensures that it remains unaffected by governmental policies and political interference (About USC). These facts made me very much interested in pursuing an MBA program in this university. Newton Part My parents left Armenia in the 1970’s, whilst it was under Soviet Rule. Their new home in the US was very hospitable to them. However, they could not attend college, because of their financial commitments. Most of their waking hours were spent in earning sufficient money to meet their expenses. They were always aware of this drawback in their life. As a result, they used to tell me repeatedly, to take my studies seriously. My performance at school was slightly above average. Therefore, I obtained an average high school diploma. My parents were very disappointed with my mediocre performance in school. They told me that I had to improve my performance. One day, while alone with my thoughts, I started thinking about what had happened to my performance in school. I am very good at logical analysis. Therefore, I thought for a long time and realized that if I did not study with greater diligence, I would end up like my parents. The choice before me was to either work hard at my studies or get a very good job or to obtain an ordinary degree and work very hard for the rest of my life, for poor wages. This was a very thought, so I decided to become a very good student in college. On another occasion, during this period, I came across a spider attempting to spin a web. It would try to attach a strand, which would break off. Nevertheless, the spider did not stop its efforts; it patiently and with the same amount of effort, made another attempt. Finally, it succeeded in its hard work. Like Robert Bruce of England, I too realized the value of perseverance. I understood that even if some topic in my studies was difficult to understand, I should keep on trying to understand it. There was another factor that had a strong influence on my attitude towards life. I have a cousin named, Haroutoun Aharonian. He was very good at studies in high school and college. After that he pursued a graduate program in the University of Southern California. He became very good at analyzing stock markets, due to the MBA program that he attended in the University of Southern California’s   Marshall School of Business. One of the largest stock broking firms in Los Angeles has appointed him to a very important post, in their company. The sole reason for this success was the very good teaching standard of that college. This incident taught me that I had to work hard and develop an interest in my chosen field of study. On studying his success story, I decided to follow in his footsteps, and apply for the MBA program in the Marshall School of Business. I want to become an expert in Finance and Business Economics and this school imparts the necessary training and knowledge to achieve this goal. I would also like to keep the choice of joining the Bachelor’s of Arts in Economics. The USC Marshall School of Business offers the latest world class instruction in accounting, finance, entrepreneurship and international business studies (About The Marshall School of Business, 2007). The world has become smaller due to globalization; moreover, some Asian countries are showing highly rapid economic development. Traditional management techniques cannot address these phenomena. It is a course like that provided by the Marshall School of Business, which can properly describe these issues. This is the principal reason for my seeking a transfer to the Marshall School of Business. References About The Marshall School of Business. (2007). Retrieved January 25, 2008, from University of Southern California Marshall School of Business : http://www.marshall.usc.edu/about/ About USC. (n.d.). Retrieved January 25, 2008, from University of Southern California: Admission to the USC Undergraduate Program This sport taught me the importance of concentrating on what we do. It also taught me prudence and helped me to achieve a calm mind. I decided to interact more with the world that I live in. Hence, I started to study the various changes taking place in the world. In this study, I came to realize that the multinational corporations had brought about the process of globalization. This process was affecting the whole world and even the US and the European Union had come under its influence. Some of the Asian countries like India and China have been showing extraordinary growth in their economies. These economies were developing at a greater pace than that of any other country. I wanted to participate in these astonishing developments. In order to do so, I made several enquiries and went through the syllabus offered by a number of colleges. My intention was to obtain a thorough knowledge regarding globalization and the economic success of some of the Asian countries. In the course of my search, I found out about the University of Southern California, which had been founded in 1880. This university is a private university, which is the best for research. It has several campuses that are famous their academic excellence (About USC). However, in addition to academic excellence, it also promotes community service programs. This work has been praised widely and its alumni are famous, not only for their academic excellence but also for their contribution to society. Its financial independence ensures that it remains unaffected by governmental policies and political interference (About USC). These facts made me very much interested in pursuing an MBA program in this university. Newton Part My parents left Armenia in the 1970’s, whilst it was under Soviet Rule. Their new home in the US was very hospitable to them. However, they could not attend college, because of their financial commitments. Most of their waking hours were spent in earning sufficient money to meet their expenses. They were always aware of this drawback in their life. As a result, they used to tell me repeatedly, to take my studies seriously. My performance at school was slightly above average. Therefore, I obtained an average high school diploma. My parents were very disappointed with my mediocre performance in school. They told me that I had to improve my performance. One day, while alone with my thoughts, I started thinking about what had happened to my performance in school. I am very good at logical analysis. Therefore, I thought for a long time and realized that if I did not study with greater diligence, I would end up like my parents. The choice before me was to either work hard at my studies or get a very good job or to obtain an ordinary degree and work very hard for the rest of my life, for poor wages. This was a very thought, so I decided to become a very good student in college. On another occasion, during this period, I came across a spider attempting to spin a web. It would try to attach a strand, which would break off. Nevertheless, the spider did not stop its efforts; it patiently and with the same amount of effort, made another attempt. Finally, it succeeded in its hard work. Like Robert Bruce of England, I too realized the value of perseverance. I understood that even if some topic in my studies was difficult to understand, I should keep on trying to understand it. There was another factor that had a strong influence on my attitude towards life. I have a cousin named, Haroutoun Aharonian. He was very good at studies in high school and college. After that he pursued a graduate program in the University of Southern California. He became very good at analyzing stock markets, due to the MBA program that he attended in the University of Southern California’s   Marshall School of Business. One of the largest stock broking firms in Los Angeles has appointed him to a very important post, in their company. The sole reason for this success was the very good teaching standard of that college. This incident taught me that I had to work hard and develop an interest in my chosen field of study. On studying his success story, I decided to follow in his footsteps, and apply for the MBA program in the Marshall School of Business. I want to become an expert in Finance and Business Economics and this school imparts the necessary training and knowledge to achieve this goal. I would also like to keep the choice of joining the Bachelor’s of Arts in Economics. The USC Marshall School of Business offers the latest world class instruction in accounting, finance, entrepreneurship and international business studies (About The Marshall School of Business, 2007). The world has become smaller due to globalization; moreover, some Asian countries are showing highly rapid economic development. Traditional management techniques cannot address these phenomena. It is a course like that provided by the Marshall School of Business, which can properly describe these issues. This is the principal reason for my seeking a transfer to the Marshall School of Business. References About The Marshall School of Business. (2007). Retrieved January 25, 2008, from University of Southern California Marshall School of Business : http://www.marshall.usc.edu/about/ About USC. (n.d.). Retrieved January 25, 2008, from University of Southern California:

Judiasm Essay Example | Topics and Well Written Essays - 750 words - 1

Judiasm - Essay Example One needs to include the thinking of a modern national identity that has a link with a specific land and culture and lastly, the description of Judaism must include the diverse sense of ethnicity allowing for secular Jews. Judaism cannot be generalized to refer solely or primarily to a religious faith as not all Jews believe in one God. There are some Jews who do not take part in the synagogue or home rituals. It is not, therefore, enough to say Judaism is merely faith among the many world religions. It should be clear to people that Jew and Judaism are relatively modern terms that need not be applied to the scriptural description of Judeans, Hebrews, and Israelites. This is to mean, the Judaism and Jews of this modern time have nothing to do with the scriptural description of the Hebrews, or the Christian scripture or the later church tradition. Not all Israelis are Jews, at the same time, it is important to understand that not all the Jews have a connection with the State of Israel. The scriptural Israelites should also not be confused with the todays Israelis. At the same time, the Jews should not be confused with the Hebrews or the scriptural Hebrews in either the Old or New Testaments. In each instance above, the term Jew has a different meaning. Judaism celebrates having both rich weekly and annual calendar. In their calendar, the Sabbath becomes their holiest day. The Sabbath here begins from Friday night to Saturday night. Both the creation of the universe and the Egypt exodus are related to the Sabbath, hence because its holiness. The period 1000-1650 C.E is referred to as the medieval period by the Jews where their relation with the major cultures and religions of both Islam and Christianity, took place. During this period, there was a tormented relationship between Judaism and Christianity. The period is also marked with the expelling of the Jews from the major

Holy Mosque of Mecca Essay Example | Topics and Well Written Essays - 3000 words

Holy Mosque of Mecca - Essay Example It is covered with silk. Pilgrims must, as their first duty, walk or run around the Ka’ba seven times murmuring prayers. It can be seen in the courtyard a particular well in which pious Mohammed is said to have dipped linen that is later made into shrouds. The hill of Arafat is hold with greatest reverence by pilgrims. It lies about thirteen miles east of Mecca. All those who make the pilgrimage to the Holy City go to Arafat. They travel on foot, donkeys, horses, and camels. Some caravans have two kinds of camels: one is for carrying baggage and other provisions, while the other bears the name â€Å"shugdufs† and is decorated with tents of carpets and curtains which protect the riders from the sun. Millions of Moslems flock to Mecca, just like centuries ago, beginning the month of December. During the Haj, streets are crowded as people continually come in filling the Haram mosque like a balloon growing larger up to its bursting point. With the growing number of followers and the increasing architectural and engineering possibilities, The Great Mosque of al-Haram is still on the path of restructuring and redesigning until today without losing its commodity, firmness, and delight – the elements of architecture. However, although great Moslem populations are open to constructions and renovations, the believers strictly adhere to their belief and strong Islamic culture and the 21st century architecture and methods of construction being implemented on the Great Mosque of al-Haram clearly threatens Islamic culture and belief. Architecture is known by many not only as a course in tertiary education and a profession that brings a promising career but an art of building. As Sir Henry Wotton said in The Elements of Architecture, published posthumously in 1651, it must possess â€Å"commodity, firmness, and delight;† in

The Education Debate Essay Example for Free

The Education Debate Essay 1. Nielsens (Booms) opinion of a higher education is a very interesting and intellectual opinion that I myself also share. In this text Blooms creates a very strong distinguishment between the education you receive from universities in the sense of book smarts whether then the skills universities lack to teach, which in Blooms opinion is wisdom, and virtue. Bloom suggests these skills are essential in order to follow the path to the good life. In this text Bloom subtitles How higher education has failed democracy and impoverished the souls of todays students,, which in essence is a direct attack at univerisites for not instilling the proper morals and lessons in their students. The skills that the students lack have been extremely noticeable to Bloom, he suggests due to the lack of nobility and morality students no longer fall in love, students deem only for sexual relationships rather than companionship and love. Bloom draws a strong discrepancy between the arts and sciences. He states that non-science undergrads are not required to take any science courses while science inflicted students are required to take 3 of their 20 courses in either science or arts. This allowance for the choice between arts science is something I agree extremely on. Both these areas of education offer such similar however also different skills. Arts, allow for creativity, wonder, insight and inference while science grabs connection to nature, realism and direct intellect. I believe both areas are important for the development of a human, it offers a type of well roundedness and intellectual ability in all aspects of life. Currently our education follows a systematic approach of a one answer, one right type of approach. This limits the ability of creativity, inference and uniqueness. Memorization is absolutely one of the worst skills that school has to offer, instead understanding and conceptualizing is key to the success of education. Educations meaning has been blown out of proportion, while grades do matter extremely the valuableness of other aspects of life have been loss. Everyone knows that one person whoms life revolves around their academic achievements, its all they talk about, its all they do and all they will ever know. While this is not entirely bad it has a large negative effect due to its ability to block humans from the real world. Whole heartedly I agree with Blooms opinion of education, for me its a sense of wonder of the world and taking time and understanding what really occurs in our lives. At times I sit and focus on certain systems in our world, whether it be education, government or the structure of authority I find myself to have a very different opinion then others most of the time. I believe that education needs to be re-evaluated to accommodate the needs of the students of today and the future. However, for now a systematic approach to education in order to reach my goal of intellect is what I will follow. 2. Both the sciences and arts offer a wide variety of benefits. The arts allow for a type of personal and creative development as a person. The different benefits these areas of education have to offer compliment one another ever so dearly. Science allows for the respect and love for freedom, it gives raise to the interest of the universe, and most importantly direct intelligence of our existence and meaning is challenged. I believe Nielsen Bloom argues the need for both science and art due to the combination of skills it can inflict. As stated above I listed some of the skills that can be achieved through each area, with combination these skills can use each other and feed off one another in order to create the maximum benefit. You have the ability to connect to science nature while using your scientific knowledge to relate to arts and other matter. I suspect this balance that these two areas offer is why Nielsen argues them so deeply. 3. Nielsen Bloom uses the three sub-headings, Futile Propaganda, Delusive Openness, and Ignorant Shepherds. Each of these heading relate to the piece of upcoming text in a very disclosed way. A type of intellectual philosophy is used within these headings in order to bring awareness to the argument that is going to be made. The first heading, Futile Propaganda suggests that students are often under prepared for a type of higher education then they receive during their prior years. In our society students have so many more oppurtunities to loose their attention from skills such as reading and homework, but who would want to engage in reading while they are able to watch their favorite television shows during the afternoon. The next heading, Delusive Openness, states that students believe There are no universal and eternal varieties for people to learn and live by, this leaves everyone to think and do as they please. This suggests that the openness we have today leads to ultimately closed mindedness because students lack curiosity.

Essay --

The God of Small Things by Arundhati Roy is a multifaceted novel structured in a complex style. Roy has stealthily intertwined and connected her thoughts which require a deeper than surface level analysis from the readers. Creating an unusual yet successful narrative that achieved praise from most literary critics. The novel narrates the story of the Ipe family from Aymenem, India. The numerous members of the household each add to the unraveling series of events and the result of Sophie Mol’s death. The novel uses a wide range of literary devices such as symbolism and themes like the caste system. Roy creates vibrant imagery through the use of colors, more specifically blue, red, and yellow, that aim to stir up precise affect on the readers as well as to convey certain themes such as colonialism and oppression. There are three major colors that show up in The God of Small Things, which consist of blue, red, and yellow. But, the central color throughout the novel is blue. Blue merely symbolizes imperialism. â€Å"Pappachi, Baby Kochamma and Margaret Kochamma are the main representatives of the old social order that is under the threat of losing its grip on the local community" (Sadaf 74). In particular, the characters Pappachi and Baby Kochamma try to spread their love for the English culture in their post-colonial society. Ironically, the characters support Anglophilia instead of trying to salvage whatever is left of their rapidly diminishing Indian heritage and culture. Therefore, Roy might be attempting to portray these characters loyalty to the British culture by constantly associating them with the color blue. As a result, these characters along with the color blue aid in spreading Roy’s warnings about the negative effect... ... readers and created a realistic, nerve-racking mood. It is evident that while writing the novel, Roy laid the foundations of her story and then began to build and enrich the story line, as she would with a building. Roy jumps from present time to flashback each time creating a new puzzle for her audience to piece together. As we peel away the multiple layers of the story, Roy’s surprising talent in writing becomes obvious. She has somehow taken such a simple device like imagery, focused on specific colors and as a result, designed such a memorable story that revolves around colors. Roy instills certain feelings in her audience and depicts the themes of oppression and colonialism through her use of color symbolism and imagery. As we begin to comprehend the meanings of these colors, we successfully start to grasp the multiple messages Roy attempts to pass on.

Jude the Obscure Essay

According to philosopher Friedrich Nietzsche, religion is a â€Å"falsehood. † The implications of the â€Å"death of God† addressed by Nietzsche are portrayed through the characters and the plot itself of the novel Jude the Obscure written by Thomas Hardy. Nietzsche believes that religion has influenced and distorted the value of truth, the influence of morality, and the need for worship, leading people down a path of wandering. The main character in the novel, Jude, experiences many troubles throughout his life, which stem from uncertainty of his beliefs and desires. Religion seems to be the light Jude should follow, but it is actually an illusion, which leads to a falsehood of truth and meaning, morality, and the church. Friedrich Nietzsche believes that everything that made sense with God no longer exists and religion has led to the death of truth and meaning. This is a common theme in Jude the Obscure. Throughout the book, Hardy displays the feeling that religion is something that people use to satisfy themselves by giving their lives meaning. This is apparent in the main character Jude, who is an orphan constantly searching to give himself an identity. Jude gravitates towards people or places hoping to give his life meaning. His relationship with Mr. Phillotson led him to follow a religious path, believing it will help him add meaning to his life. Jude is illustrated as a wanderer, similar to those who are on the path of religion, wandering from place to place to find work and searching for his own identity. Hardy uses this allusion to convey that a religious path does not provide one true destination, but rather it leaves people wandering. The concept of morality and distinguishing between what is good and evil often causes angst and anxiety among people. Religion creates a battle of guilt and uncertainty. Throughout the novel, Jude is battling with his religious views and his deepest desires, wanting to be religious like his mentor but also fulfill his desire to stay with Sue. The guilt Jude felt about his longing to be with Sue led him to leave the church. These feelings of guilt caused Jude to move away from the Church and â€Å"betray† God, as he states, â€Å"The Church is no more to me (Hardy 237). † Religion produced a falsehood of emotions that only left Jude dissatisfied with his thoughts and actions. Religion forms an image of an attainable ideal world, but this ideal vision rejects reality. Within the novel, Jude sees in Christminster an attainable, ideal world, similar to the one people see in the Church, heaven. Hardy uses biblical references that lead readers to make a connection between the Church and Christminster. Jude sees Christminster as â€Å"the city of the light† and â€Å"a place he had likened to the new Jerusalem (Hardy 22). † Jude sees Christminster as a place where he desires to fulfill his hopes and dreams, but this wonderful world exists only in Jude’s imagination. Jude runs to religion to escape his problems and what he had hoped to achieve in Christminster was unfulfilled. His love, Sue, left him for the one who brought him to religion, and he was not accepted to any of the colleges he had desired to attend. Like Hardy, Nietzsche explains that religion and the church create a false illusion of the world, which is actually filled with many letdowns. When religion is gone and God is dead, all that is left is the love we have for one another and ourselves. Jude’s tribulations throughout the novel are linked to his internal battle of emotions towards religion and his desires. Religion is a falsehood that leads to wandering down a path towards an unattainable ideal world. Religion creates one value of truth, but according to Nietzsche and Hardy, there isn’t one single truth and it is impossible to judge the values and correctness of one group. The judgment and hypocrisy Jude felt in the novel led him down a path of unhappiness and emptiness. Jude’s realization at the end of the novel correlates with Nietzsche view on religion; one must choose his own path because when God is dead, all that is left is the individual perspective on reality.

Human Growth and Development Essay

Definition of Plagiarism Plagiarism is an attempt (deliberate or inadvertent) to gain advantage by the representation of another person’s work, without acknowledgement of the source, as the student’s own for the purposes of satisfying formal assessment requirements. Recognised forms of plagiarism include 1. the use in a student’s own work of more than a single phrase from another person’s work without the use of quotation marks and acknowledgement of the source; 2. the summarising of another person’s work by simply changing a few works or altering the order of presentation, without acknowledgement; 3. the use of ideas or intellectual data of another person without acknowledgement of the source, or the submission or presentation of work as if it were the student’s own, which are substantially the ideas or intellectual data of another person; 4. copying the work of another person; 5. the submission of work, as if it were the student’s own, which has been obtained from the internet or any other form of information technology; 6. the submission of coursework making significant use of unattributed digital images such as graphs, tables, photographs, etc. taken from books/articles, the internet or from the work of another person; 7. the submission of a piece of work which has previously been assessed for a different award or module or at a different institution as if it were new work; 8. a student who allows or is involved in allowing, either knowingly or unknowingly, another student to copy another’s work including physical or digital images would be deemed to be guilty of plagiarism. 9. If plagiarism is suspected students will be required to supply an electronic copy of the work in question so that it may be subjected to electronic plagiarism detection testing. Therefore students are required to keep work electronically until after they receive their results as electronic detection may be part of the investigative process. Source: Assessment Handbook 15f. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. In submitting this work I confirm I have read and understood the regulations relating to plagiarism and academic misconduct that I signed when I submitted my Assessment Confirmation Form. ASSIGNMENT TITLE Human Growth and Development PortfolioI am observing a 22 month old boy, who for this report I will call Tom. Tom lives with his Mum, Dad and older sister Molly who is 3 years of age and has just started nursery. His Mum stays at home with the children whilst Dad works. Both parents are from Poland thus polish is their first language, however their Mum explained to me that Molly is going to nursery to develop her English. She also said that Tom was only speaking a little; some words English and some Polish. I will be observing Tom in his home. Observing Tom – Week one 12.10.2012 word count: 991 I arrived at the flat and was greeted by Tom’s mother who took my coat and showed me around the flat. Tom’s sister was sat eating at the table in the living room and Tom walked out of his bedroom and looked at me. He stared at me and I said â€Å"hello†, he smiled and ran back in his bedroom. Molly walked down the hall and smiled at me and spoke to Mum in polish and Mum replied, she then galloped past me and sat on the floor with toys. Mum told me that she had told Molly they had a visitor coming but they had to pretend I was invisible; she said she hadn’t told Tom as he wouldn’t understand. Besides the anxiety I was experiencing, I felt quite comfortable in the flat, the smell of washing powder was very familiar and I instantly warmed to the children. It seemed as though they were waiting for me to engage and it felt alien that I couldn’t. Mum encouraged the children to play in their bedroom as they were both stood looking at me. Mum went into the kitchen and I crouched down in the corner of the bedroom. I quickly realised this wasn’t a great idea as they both presented me with toys and giggled looking at each other. Molly passed me a Barbie and held another one and said, â€Å"This is dolly and you have man dolly† she then spoke in character through the Barbie and said, â€Å"Hello!† I found it difficult to divert from playing with her, I said â€Å"hello† and passed it to Tom to encourage them to play together. Molly continued to say, â€Å"This is dolly† trying to pass her to me. She seemed slightly frustrated that I was attempting to divert her attention away from me and I found it unnatural. As kneeling down was attracting their attention I stood in the doorway out the way. Mum came in the bedroom and put a children’s DVD of nursery rhymes. Molly started jumping about; Tom watched Molly and copied her jumping. They both smiled and kept looking at me. I smiled at them but was unsure of my facial expressions because I didn’t want to seem too approachable. I continued to find it uncomfortable how much they seemed to plea for my attention and I couldn’t respond properly. Molly then got out a box of Lego and brought it over to where I was stood, Tom followed and they started building the blocks together. They played nicely, taking it in turns; I enjoyed watching them and felt at ease that the attention was off me. When they made a tower Molly said, â€Å"no finish, no finish† each time they put a piece on and then said, â€Å"Finished!† and they both clapped their hands smiling. They did this several times. I noticed that Tom seemed relaxed and let Molly take the lead when she wanted to. Molly then went to get a picnic set and brought it back. Tom pretended to pour me a drink and passed me a cup; I said â€Å"Thank-you† and pretended to drink. I pointed at Molly to encourage him to pass it to her. Molly laid three plates on the floor and pointed at one and said, â€Å"Play?† I think Mum could see that I needed some help diverting their attention so she encouraged Molly to go back into her bedroom and they put some books away. Tom quickly ran back in his room following them. Mum laid a picnic blanket and laid it down on the floor in the bedroom and asked Molly to bring the picnic set in there. Mum then changed Tom’s nappy. Molly fluctuated from polish to English as she spoke. She then got out a fancy dress and showed me, saying â€Å"Look its Molly’s dress.† Mum helped her put it on. Tom tugged at the box of fancy dress clothes and so Mum also helped him into a skirt. They danced around the room together laughing. Molly kept spinning around and giggling and Tom copied her. I liked the way Mum had no problem with letting Tom wear a skirt and it reminded me of my own childhood when my younger brother would also wear my dresses. ‘Wheels on the bus’ came on and Tom danced in front of the television and they both did the arm motions. Tom wiggled his bum and stood right in front of the television. Mum laughed and sat cross legged next to them. Although the children were quite active, the atmosphere in the house was very calm and quiet, Mum’s presence was very peaceful and she spoke very quietly. Molly climbed on to her bed, Mum went over and tickled her; she giggled loudly. Tom still had his skirt on and continued to dance around the room. He then started to push a pram with a doll in around the room; he continued to watch the television and wiggled his bum watching with his mouth open. He then tipped over the pram and sat on the floor; he held the back wheel and moved it like he was pretending to drive. Molly then ran in to the hall and put on her shoes; Tom followed her and copied her. Molly put a hat on and then put one on Tom’s head. Mum laughed and helped Tom put his shoes on. She then tried to take off Tom’s skirt but he held on to it so she let him keep it on. Tom then pottered back into his bedroom where Molly was dancing, he joined in. Molly spun around with her eyes closed and then giggled looking at me. Tom copied her and stumbled backwards, Molly pulled Tom towards her and cuddled him and kissed his face. I wondered if Molly was ‘acting up’ because she was being watched by me, I questioned whether their behaviour was entirely natural. End of observation. Observing Tom – Week four 02.11.2012 word count: 1,025 When I arrived Tom ran out of his bedroom and into his parents’ room. He climbed up on to the bed and turned around to look at Mum, smiling as if he knew she was going to react. Mum said, â€Å"Hey, Tom† in a cautionary manner yet smiling. She grabbed him playfully and tickled him; he laughed loudly and squealed rolling on his back. He then climbed up on to the window sill. Mum spoke more sternly to Tom (in Polish) I assumed she was asking him to either get down or be careful. Again Tom turned back and looked at Mum gingerly with a cheeky smile. Mum told me she had felt poorly for a couple of weeks; she seemed quite run down and a little stressed. However she was patient with Tom. Mum was sat next to him and had her hand on the window handle so he couldn’t open it. Tom pointed out the window and looked astonished, Mum said, â€Å"Oooh ****† (Polish) Tom repeated the word and Mum nodded and smiled. She explained to me that he had seen a motor bike, she then pointed at various things out the window and said their names and Tom attempted to repeat the words. Tom spoke in a deep voice and stuck his chest out. Mum laughed and told me she was pointing out the vehicles names. I wondered whether Tom was speaking in a deep voice to imitate someone or whether he was trying to be ‘manly’. Tom then reached out to the window handle, Mum said, â€Å"Tom† firmly and took his hands away. He did this several more times, Mum again said his name and on the 4th time Tom imitated Mum and shouted, â€Å"Tom!† Mum started laughing and picked him up and sat him on the bed and tickled him again, he laughed loudly and then climbed down and ran out into the hallway. Molly came out into the hall from her bedroom and smiled at me, she then ran after Tom and they both went into the living room. Mum pulled out their table and chairs and got out some paper for them. Molly said, â€Å"We’re going to paint, you know?† Mum laughed and sat them down with some paint and cups of water. Tom picked up two paint brushes and banged them on his paper and made roaring sounds. He then struggled to pick up paint on his paint brush and frowned as he brushed over the pallets of paint, he tried to paint on the paper but nothing stuck, he stamped his feet a few times. Molly soaked up more water on her paint brush and slowly brushed her paint brush over the pallets, she seemed to know what she was doing, perhaps from painting at Nursery or remembering what Mum or Dad had taught her. Tom seemed a lot more impatient and frustrated and looked at Molly painting, slightly frowning. He then leant over and painted on her paper. She shouted out, â€Å"No Tom!† But he had left no mark, just a watery smear, so she pulled her paper away and continued to paint. Mum turned around and said, â€Å"Hey, hey Tom.† Tom continued to try to paint and let out noises of frustration; Mum came over and tried to help him apply the paint on his brush. Molly said, â€Å"Mimi† and Mum drew a Mickey Mouse face on her piece of paper in pink. Molly held her paper and came over to me saying, â€Å"Look its Mimi, Mickey Mouse, you know?† I laughed and wondered if Molly had heard someone at Nursery saying, â€Å"you know† and was imitating them as she had said it a few times and I hadn’t heard her say it before. Tom leant over and tried to paint on Molly’s Mickey Mouse, Molly squealed out and shouted, â€Å"No, Tom!† Mum seemed to tell them off as she spoke sternly in Polish, however still remained calm. The children seemed more agitated today and I wondered if Mum being ill had slightly impacted their behaviour, although Mum seemed to be struggling she was still calm with the children. I also noticed that Mum and Molly spoke more in Polish than previous weeks, I wondered if this was because they were more comfortable in my presence. Mum drew a Mickey Mouse for Tom so he wouldn’t bother Molly anymore. She drew his Mickey Mouse in blue, perhaps to tell the difference between whose was whose, but I also considered whether it was colour coded for ‘girl’ and ‘boy’. He smiled and shouted, â€Å"Mimi!† Molly and Tom both called out, â€Å"Mimi† they seemed to be in competition with each other of who could shout louder and laughed each time they shouted. Tom then went around the table on the opposite side to Molly and she prodded him playfully in his tummy with the end of her paint brush. Tom giggled so she did it again, she continued to do it and they both giggled more and more each time, becoming very excited. Molly then climbed up onto a seat at the dining room table and asked Mum if she could have her stickers, Tom went over and peered up at the table to see what Molly was doing. Mum helped Tom into his seat and brought over a sheet of stickers, Molly began sticking them onto her paper but Tom struggled to peel his stickers off, he made a fist and banged the paper making grunting noises. Mum went over again and helped him peel them off. Tom struggled again when Mum went back to the computer so he seemed to lose interest and again became more interested in Molly’s paper. Seeing Tom struggling made me feel uncomfortable that I couldn’t assist him. Tom climbed down from the table and ran into his bedroom; he peered up at the shelf of DVD’s. He shouted out, perhaps in Polish, Mum came in the room and pointed at various DVD’s until he said yes. She put on a film called ‘Pipi’ Tom danced around to the introduction music and stood close to the screen wiggling his bottom. End of observation. In this essay I will evaluate my experience as an observer and describe the place of observation in Social work. Finally, I will focus on gender development as my major theme of consideration. Initially, although I was a little apprehensive; I came to find the role of the observer a considerable challenge. Although in some ways I grew more comfortable with certain aspects of the exercise, I found a degree of discomfort in the role I was to undertake. I could relate greatly to the content of Quitak, N (2004) article, as I too struggled to find my feet to gain the right balance in distance and involvement. I experienced feelings of guilt when the children required my attention and learnt that I had to tolerate the anxiety of non-intervention. Trowell and Miles (1991) say in relation to social work, that due to the requirements of the role, they at times have to be assertive (cited in Quitak, 2004). Therefore to be effective, they must come to terms with the discomfort this can imply. M attinson (1975) cited in Quitak, N (2004) discusses this concept in terms of the ‘psychological distance’ often required. Trowell and Miles (1991) cited in Quitak (2004) in terms of remaining ‘actively positive’; retaining a physical distance, whilst allowing one self to become deeply involved. When recording my observation afterwards, I found that the first things I recalled were from the first and last part of the hour, plus what was unusual and stood out to me. Munro (1991) says that this is because we are trying to hold onto awareness of the surroundings and the different ways in which people converse and interact, (cited in Lefevre, 2010). I recognised I was preoccupied with trying to remember everything. On reflection I realised that I should have observed everything and then later try to identify the most salient points. A further distraction was Tom’s sister, Molly, who features heavily in my records, because her behaviour was more emphatic, however, I was unable to moderate her behaviour in order to allow Tom a more significant role. Munro (1991) says that such challenges an d disruptions to memory are one of the reasons assessments are often based on incomplete or inaccurate information. I was also concerned on whether pre-determined bias would creep in, as indeed, people’s values, culture and previous experiences will always influence how they interpret what they see (Cox, 2005, cited in Lefevre, 2010). Furthermore due to Tom not speaking properly yet and the language barrier it was harder for me to recall as I couldn’t prompt my memory with odd sentences. Malekoff (1994) says that thoughts and feelings of children are often emotionally processed and conveyed through more direct means, and body language may provide important clues as to how they feel (cited in Lefevre, M. 2010). This heightened my awareness of non-verbal communication and improved my capacity to analyse non- verbal behaviour. Observing children over time may help to explain what relates more to their general character and what might be a response to caretaking and environmental experiences. What they convey through certain choices provides insight into their social identity and sense of self and cultural norms. Plus their racial identity may also be revealed. A social worker will need to be open to different social and cultural experiences and consider how a child may be affected by different factors such as ethnocentrism. Self-awareness and understanding of the impact of oppression on racial identity will be important (Robinson, 2007, cited in Lefevre, 2010). Recent work on prejudice/identity development focuses on applications of intergroup theory to examine the basis of social categorization and its effects. One development has been to look more generally at children’s knowledge of other countries and nationalities (Cowie et al. 2009). I believe this could be very beneficial for Tom in the future. When watching the children I questioned whether their behaviour was altered by my presence (see week one, lines 58-62 and week four, lines 109-110). The experience of being observed can evoke anxiety and feelings of disempowerment due to possible fear of being judged or misunderstood, which can result in them behaving differently. In relation to assessments, it is important to consider how workers might affect the observed situation (Tanner and Turney, 2000 cited in Lefevre, 2004). I understand that the move from observation to interpretation is complex and therefore should proceed with caution. In bringing reflective approaches to child observations into social work, a link is made ‘between knowledge of human growth and development, observational skills and effective social work communication with children (Luckock et al, 2006, p 39). A picture of a children’s world, particularly their emotional experience, is created, which may include how they interact with and respond to parents. This may then be used to inform assessment and care planning, including the assessment of neglect (Tanner and Turney, 2000), child protection assessments (Fleming, 2004), multidisciplinary assessments for the family courts (Youell, 2002) and the supervision of contact (Hindle and Easton, 1999). The debate about the health, safety and welfare of children became a preoccupation of government following the death of Victoria Climbie in 2000 (Youell, 2009 and Wilson, 1992). It ‘can refer to both one’s own and one’s partner’s expression, with lack’ of expressiveness on either one’s part seen as dissatisfying’ (Hecht et al., 1989). Cultures vary in what is considered ‘appropriate channelling’ of emotions. For example in some cultural groups restraint of strong feelings is highly valued. Social workers must always consider cultural factors when assessing people (Robinson, 2007. Pg. 116-120). I considered cultural differences whilst observing, Mum was always very quiet and when I met Dad, he was also quiet. Although I was aware that this may be their personalities, I considered if is in their culture to be quiet (see week one, line 49). This experience has taught me that although it is imperative for practitioners to be sensitive to the impact of our presence, it is vital not to forget that we must remain focussed upon the objectives set for the observation. From observing Tom, I found myself particularly interested in his behaviour in relation to his ‘gender role’. I became drawn in to spotting which toys interested him, what he chose to wear and his general behaviour. Piaget has shown how important symbolisation is to cognitive development. One of the many important things children must learn during their first years is what sex they are; they learn that they are expected to behave in different ways according to whether they are a boy or a girl. Learning to behave â€Å"appropriately† for their sex involves learning their â€Å"gender identity† (Davenport, 1992, pg. 275). I will be looking at theories of acquiring a sex-role, looking at; biological factors, social learning and cognitive development. The results of various studies indicate that most children begin to acquire their sex identity from around 18 months. By 2 years they begin to identify what sex other children are, although they’re not too sure of their own gender identity until somewhere between two and a half and three years (Davenport, 1992, pg. 275). Accordingly, at 22 months, Tom should be beginning to identify gender, but not his own for another 7 or 8 months. Boys and girls differ in one chromosome pair; this genetic difference normally leads to differential production of hormones. These hormones lead to differentiation of bodily characteristics, such as the genital organs, and may also influence brain growth and therefore behaviour patterns (Cowie et al, 2003). Theories emphasising biological forces look for experimental evidence that links male hormones with certain types o f behaviour (Davenport, 1992). Collaer and Hines (1995) cited in Cowie et al. (2009) examined the evidence for the effects of sex hormone abnormalities on behaviour over a range of outcome variables. They conclude that the evidence is strongest for childhood play behaviour; in normal foetal development male sex hormones seem to predispose boys to become more physically active. They also argue that the evidence is relatively strong in two other areas: aggression and sexual orientation. Such effects are consistent with evidence that some sex differences appear early in life. Much research has shown males to be more aggressive, and that aggression begins at around 2 years (Cowie et al. pg. 190-192. 2009). Tom demonstrated behaviours of aggression; see ‘observation week four’ (lines 88-103 and 119). This has been explained by the higher testosterone levels than females. However, it is possible that boys are reinforced for behaving aggressively, and this makes them produce more testosterone (Cowie et al. 2009). Money and Ehrhardt (1972) carried out a study to understand the effect that the male sex hormone, androgen has on girls. They examined girls who had been exposed to unusually high levels of androgen before birth. Compared with a matched group of girls who hadn’t, these girls and their mothers reported themselves to being ‘tomboys’. However, Cowie et al (2009) argue that because the parents knew of the hormonal abnormalities, this could have affected their behaviour towards their children. While biological factors are probably important in explanations of sex differences, they do not fully explain the process of sex-role identification, or explain the variations in sex roles in different societies (Cowie et al, 2009). Social Learning theorists claim that we acquire our gender roles by observation, modelling, and being reinforced for behaving accordingly. This implies a learning process, that social factors are also important. For example it may be that female babies are spoken to more often than boys, thus pick up language sooner (Davenport, pg. 276-278, 1992). On reflection, Tom’s Mum spoke more to Molly, although this may be because she was replying to her. An early approach to the learning of sex-role identification was that children are moulded into sex-roles by the behaviour of adults, especially parents and teachers (Bandura, 1969; Mischel, 1970). In its early version (which Maccoby, 2000, calls ‘direct sociolization’) this theory suggests tha t parents and others reward sex-appropriate behaviour in children (cited in Smith et al. 2009), (see week one, lines 45-47 and also lines 40-1 and 56-57). Mum happily helped Tom in to the skirt, although would then attempt to get it off. I wondered if this was because Mum was a bit reluctant to him wearing it, or even feared I may judge her. I also considered if it would be different if Dad were around. Fagot (1978) studied children ages 20-24 months in American homes and found that girls were encouraged by their parents to dance, dress up and play with dolls, whereas boys were encouraged to play with blocks and trucks. Conversely, Tom’s Mum did not discourage him from playing with the pram (see week one, lines 51-54) a typical ‘girls toy’. Furthermore Fagot (1985) found that nursery school teachers tend to reward ‘feminine’ types of behaviour, in both boys and girls, yet this does not prevent boys engaging more in noisy, rough-and-tumble play. Nevertheless, many reviews have felt that this evidence has not been very convincing (Golombok, and Hines, 2002; Maccoby, 2000, cited in Smith et al. 2009). It m ay be that any differential behaviour by parents is simply responding to pre-existing differences in boys and girls behaviour (Davenport, 1992). Indirect socialization (Maccoby, 2000), supposes that children observe the behaviour of same sex models, and imitate them, for example, boys might imitate the behaviour of male figures on TV (cited in Smith et al. 2009).TV features in every record, and Tom was always very engrossed and on more than one occasion I noticed him imitating what was acted or said (see week one, line 52). A report by Himmelweit et al. (1958) looked for changes in children’s behaviour with the concern that violence on television may make children more aggressive, and that many programmes portray stereotyped images of sex roles. Alternatively, others think that television can be used to encourage cooperative behaviour, or reduced stereotyped views (Greenfield, 1984, cited in Smith et al. 2009). This introduces influences on behaviour that suggest the importance of cognitive factors. Social cognitive theory (Bussey and Bandura, 1999) draws together the ideas of both theories. They suggest children monitor their own behaviour built on what is appropriate; identification with peer group monitoring their behaviour in relation to how they expect same-sex peers might react (cited in Cowie et al. 2009). I didn’t get to see Tom interact with any male children, I found Molly to be a great influence on his behaviour; i.e. see week one lines 21-22, 26 and 59. I imagine this is because supposedly he has not yet identified himself as a boy and does not have much, if any, contact with other boys of similar age. Preference for same-sex peers seems to be a cross-cultural phenomenon, and one that increases through childhood into adolescence. Maccoby (1998, 200) has documented this, and argues that it is a key factor in integrating not only cognitive and social factors, but also the biological factors affecting sex differences (Cowie et al. 2009). Observing Tom enabled me a great insight into his world, but has also indeed taught me a lot about myself, gaining skills of self-awareness and reflective practice that I hope to bring to future practice. Bibliography Bandura, A. 1969: Social Learning theory of identificatory processes. In D. A Goslin (ed.), Handbook of Socialization Theory and Research. Chicago: Rand McNally. Peter K.Smith, Helen Cowie and Mark Blades (2009). Understanding Children’s Development . 4th ed. Oxford: Blackwell Publishing. 186-194. G C Davenport (1992). An introduction to Child development. London: Colins Educational. 275-291. Money, J. and Ehrhardt, A. A. 1972: Man and Woman, Boy and Girl. Baltimore, MD: Johns Hopkins University Press. Michelle Lefevre (2010). Communicating with children and young people making a difference. Bristol: The Policy Press. 147-169. Judith Trowell and Gillian Miles. (1991). The contribution of observation training to professional development in social work . Journal of social work practice. 5 (1), 50-56. Natasha Quitak. (2010). Difficulties in Holding the role of the observer.Journal of social work practice. 18 (2), 247-253. Lena Robinson (2007). Cross-Cultural child development for social workers an introduction. London: Palgrave Macmillan. 116-120. Kate Wilson. (1992). The place of child observation in social work.Journal of social work practice. 6 (1), 37-47. Biddy Youell . (2009). Guide to emotional and behavioural health . Available: http://www.ccinform.co.uk/articles/2009/10/19/3614/guide+to+emotional+and+behavioural+health.html. Last accessed 27th Nov 2012.

Sonia Gandhi Essays

Sonia Gandhi Essays Sonia Gandhi Essay Sonia Gandhi Essay THE† TRUE†STORY OF† FAKE LEADER† SONIA GANDHI Alias ANTONIA MAINO-By SATYAMITRA 88 Votes Who is Sonia? (By Dr. Subramaniam Swamy) Antonia is Sonia’s real name in her birth certificate. Sonia is the name given to her subsequently by her father, Stefano Maino [now deceased] following his return from Russia where he had been a prisoner of war. Stefano had joined the Nazi army as a volunteer. Sonia is a Russian not Italian name. While spending two years in a Russian jail, Sonia’s father had become quite pro-Soviet; especially after the liberating US army in Italy had confiscated all fascists’ properties including his. Second, she was not born in Orbassano as she claims in her bio data submitted to Parliament on becoming MP, but in Luciana as stated in her birth certificate. She perhaps would like to hide the place of her birth because of her father’s connection with the Nazis and Mussolini’s Fascists, and her family’s continuing connections with the Nazi-Fascists underground that is still surviving since 1945 in Italy. Luciana is where Nazi-Fascist network is headquartered, and is on the Italian-Swiss border. There can be no other explanation for this otherwise meaningless lie. Third, Sonia Gandhi has not studied beyond High School. She has falsely claimed in her affidavit filed as a contesting candidate before the Rae Bareli Returning Officer in the 2004 Lok Sabha elections that she is qualified and got a diploma in English from the prestigious University of Cambridge, UK . The truth is that Ms. Gandhi has never studied in any college anywhere. She did go to a Catholic run seminary-school called Maria Ausiliatrice in Giaveno [15 kms from adopted home town of Orbassabo]. Poverty those days forced young Italian girls to go to such missionaries and then in their teens go to UK to get jobs as cleaning maids, waitresses and au pair. The Mainos were poor those days. Her father was a mason and mother a share cropper She isn’t particularly educated, and never attended college. Her certificate in English, perhaps in a 10-week course, is from an institute that no longer exists. The educational qualifications on her Lok Sabha resume read:â€Å" (i) Three years course in foreign languages (English French) completed in 1964 at Istituto Santa Teresa, Turin (Italy). (ii) Certificate in English from Lennox Cook School, Cambridge (UK) completed in 1965. † Istituto Santa Teresa is a primary school and shouldn’t have been mentioned. Lennox Cook School, now gone, was a tuition class unrelated to Cambridge University. Born in December 1946, Sonia got her certificate at 18. She’s had no education since. Her important qualification is for English, but those who watch her on television are struck by how poor her English is. She cannot express complex ideas in it. Incidentally, the Nehru-Gandhis were all dull students. Indira failed in Oxford’s Somerville College, Rajiv failed in Trinity College, Cambridge, and his brother Sanjay could not even clear high school.

Islamic State in Iraq and Syria (ISIS) Essay Example | Topics and Well Written Essays - 3250 words

Islamic State in Iraq and Syria (ISIS) - Essay Example The group activities declined in 2006 and 2007 after various measures to counter terrorism. However, after the withdrawal of the US forces in 2011 the group has since increased its attacks targeting the Shiites in an attempt to reignite conflict in Iraq between the Shiite dominated government and the minority Sunnis. According to the report of United Nations, in 2013 alone, there was bloodshed on thousands of the population. In 2012, ISIS was adopted as the formal name of the group and replaced AQI. This is an expression of its broadest ambition because its fighters are challenging the Assad regime in neighboring Syria. In June 2014, attacked military installations in Mosul and took control of the entire city. ISIS or the Islamic state is an extremist movement that makes even Al-Qaeda squeamish. It attracts militants who are eager to build the new caliphate from all over the world. The ISIS army is a mixture of extremists from different parts of the universe including Chechen snipers, Saudi Arabia’s car bombers and western misfits like Douglas McAuthur McCain who has signed to fight among them. The group has kidnapped and murdered American journalists, butchered over seven hundred Sheets in Syria, and threaten the existence of Iraq’s Yazidi community. They employ the vicious Hudud punishments in enforcing sharia laws in the areas they control in Iraq and Syria. The Jihadist group is also known as the â€Å"Islamic State of Iraq and the Levant† (ISIL) and controls an unrecognized sate and caliphate in the Middle East. ISIS originated from the almost fallen Al-Qaeda. The Al-Qaeda who embarked on the arbitrary and brutal treatment of civilians tried to ignite a sectarian war to the majority Shia community in 2006 under Abu Musab al-Zarqawi.  

Funding for Military Psychology Essay Example | Topics and Well Written Essays - 1750 words

Funding for Military Psychology - Essay Example It does not come as a surprise that â€Å"700,000 children in America† have one of their parents â€Å"deployed to a war zone†. Being deployed in such a demanding profession requires great physical, mental and psychological strength. The relevance of military psychology becomes clearly expressed, and it transpires that government should provide maximum possible funds in order to support military psychology. The military profession requires the people involved to stay fit and healthy throughout their course of service, so they have to undergo severe training in order to meet the demands of the same. The training given in military comprises basic training, and other high endurance exercises and programs that are formulated with an aim to keep the personnel highly competent and fit in all terms. Along with the physical competence rendered to the troops through training, they acquire other skill sets and important qualities such as courage, tactics, etc. Different types of training need to be provided for the troops, which would make them competent to face â€Å"diverse missions, including counter-terrorism, asymmetric threats, traditional threats, reconstruction, and humanitarian assistance missions†. Highly integrated training programs that incorporate a mix of different technologies are being developed in order to prepare the soldiers for the same, and one such training program is â€Å"Live Virtual and Constructive (LVC) training†.... Highly integrated training programs that incorporate a mix of different technologies are being developed in order to prepare the soldiers for the same, and one such training program is â€Å"Live, Virtual and Constructive (LVC) training† that engages the troops in interactive virtual settings, which replicate real life scenarios (1). Other training programs involve â€Å"Map Exercise (MAPEX), Tactical Engagement Simulation Exercise (TESEX), Command Post Exercise (CPX), Field Training Exercise (FTX),† etc. (â€Å"Basic Standards† 49). In addition to such diversified programs, the physical training that military personnel have to undergo in order to hone their combat skills are even more tough and require high levels of stamina and mental strength. Therefore, such arduous training is bound to put the troops under excessive stress, which at times they might not be able to cope with. In such cases, not only does the training fail to achieve its purpose; furthermore, it forces the military personnel to lose their sense of psychological balance. As a result, they will be unable to perform well in the warfare phases, thus putting in risk the country and the citizens. In addition to the troops being unfit to face the real world missions and jeopardizing the safety of the ones they were meant to protect, the negative results occurring due to stress caused by training further extend to other phases. For instance, it is known that the government spends a significant amount of funds in order to support such technology. So when it gives rise to negative implications, it transpires that all the â€Å"considerable effort and expense† that went behind creating and delivering such â€Å"high quality graphical, audio and haptic sensory stimuli† has gone to waste (Rizzo et al. 1).