Will I do better on the SAT or the ACT

Will I improve on the SAT or the ACT SAT/ACT Prep Online Guides and Tips Numerous understudies wonder whether they'll improve on the ACT or SAT after the entirety of it's essential to put the best foot forward. Here we tell you the best way to make sense of which one you're better on. See the accompanying inquiries and answers to make sense of what will presumably work better for you. 1. How would I know whether I should take the ACT versus SAT? This relies totally upon the universities where you need to apply and your particular capacities. Practically every one of the 4-year schools require either (and acknowledge both) the SAT or ACT, so it’s critical to realize which test can mirror your capacities most completely. A few universities require no state administered test scores, however it’s best to apply to in any event 3 schools (and, for some, understudies, significantly more than that). In this manner, it’s far-fetched that all the schools you need to apply to will be â€Å"test optional,† so choosing which test to take is truly significant. 2. Which understudies think the SAT is simpler than the ACT? The SAT is better if you’re a â€Å"good test taker†if you’re great at making sense of what data tests are searching for, if huge tests don’t make you anxious, or in the event that you don’t get overpowered effectively by new data. The SAT is better if you’re close to a top score, in light of the fact that it’s simpler to â€Å"ace†to get a 99th percentile or immaculate score onthan the ACT. There are numerous purposes behind this, however in the event that you think you’re going to score high, your odds of scoring in the most elevated percentiles are better on the SAT. The SAT is better if you’re great at settling puzzles or â€Å"thinking on the fly†taking new data and controlling it rapidly or consolidating it with information you as of now have. 3. Which understudies think the ACT is simpler than the SAT? The ACT is better if you’re preferred in classes over on tests, on the off chance that you are acceptable at learning all the material in the reading material, or on the off chance that you incline toward loads of structure in your training. The ACT is better in the event that you study school subjects more: beside the ACT taking after a secondary school test more than the SAT does, it likewise tests a more extensive scope of information than the SAT doestaking AP Chemistry, for instance, won’t help you on the SAT. In any case, it could help fundamentally on the ACT. The ACT is better if you’re scoring in the lower percentiles in light of the fact that the normal ACT question is somewhat simpler than the normal SAT question, with the goal that center range is progressively feasible on the ACT. This doesn't mean, nonetheless, that the SAT is a harder testwe’ll talk about that next. 4. Is the ACT or SAT harder or simpler generally? The short answer is that nor is more enthusiastically; they’re hard in various ways. The most fundamental way the challenges of the 2 tests contrast is that, while the normal ACT question is simpler than the normal SAT question, the hardest ACT question is more diligently than the hardest one on the SAT. 5. How might I discover without a doubt which is better for me? The most ideal route is to really give it a shot! Here are the specific advances: 1. Take a full practice SAT and a training ACT. 2. At that point utilize the offical ACT to SAT score transformation tableto convert your ACT score to its SAT proportionate (the table uses a 1600 scale that incorporates perusing and math as it were). 3. On the off chance that your score contrast is in excess of 100 focuses in either heading, at that point you have an unmistakable victor. For instance, say you got a 30 on the ACT and a 1200 (out of 1600) on the SAT. You utilize the table and see a 30 on the ACT changes over to a 1340. This is 140 focuses higher than your SAT. Plainly you should take the ACT, no inquiries posed! 4. On the off chance that your score distinction is under 100 pointsthen you don't have a characteristic hindrance in possibly one. The point contrast is likely because of arbitrary possibility, and both work similarly well. What’s next? Comparethe current SAT to the form coming in 2016. Find out about the specialized contrasts between the SAT and ACT.

The Truth To A Ballad :: essays research papers

The Truth to a Ballad      â€Å"At her Redeemer’s seat she’ll stand, And she’ll be relieved of trouble, And He her bloodied hands will wash, And she’ll be white as snow† (15). This statement closes the perfectly composed number situated in the main section of Margaret Atwood’s Alias Grace. By summing up the occasions paving the way to the homicides, the killings themselves, and the resulting preliminary, the sonnet presents the peruser with what gives off an impression of being a portending of what might be on the horizon. In any case, however the ditty reflects a large number of the novel’s occasions, there are a few contrasts which negate Grace’s portrayal.      The wonderful section and the story told by Grace contain various similitudes. As the song states toward the start, Grace says she was sixteen years of age when the killings at the place of Thomas Kinnear happened; James McDermott filled in as a helper, and Grace was the serving house keeper. Additionally indistinguishable is the poem’s portrayal of Nancy as a â€Å"no very much conceived lady†¦.who goes in glossy silk and silk, The best ever seen† (11). At the point when first gathering Nancy, Grace asks why â€Å"a maid would be needing a dress like that,† (200) promptly seeing Nancy is dressed rather well thinking of her as occupation. At the point when the homicides occur in the novel, James strikes Nancy on the head with a hatchet and tosses her into the basement where she in the end kicked the bucket with an unborn infant in her belly. This occasion was delineated in the sonnet, similar to the scene where James and Grace take resources f rom Mr. Kinnear’s house and fled over the lake to the Lewiston Hotel in the United States. As the song advances, the two are later captured so, all things considered Grace states she doesn't recollect seeing the killings happen. Likewise comparative, is James’ revelation of Grace being the person who lead him on, and notwithstanding her the killings would have never occurred. At the point when the sonnet clarifies how Jamie Walsh checked Grace a killer at the preliminary, yet she was given a lifelong incarceration while James was hung and dismembered at the University, Grace’s story is reflected consummately. The song finishes up with Grace accepting absolution and entering an existence of heaven. This seems evident toward the finish of the novel as Grace is exonerated, and afterward satisfies her â€Å"apple skin prophecy† of wedding a man with a first name starting with ‘J.’ Though the above occasions are practically identical to the story Grace tells, the anthem contains a few inconsistencies also.

What Is Class Rank What Is a Good Rank

What Is Class Rank What Is a Good Rank SAT/ACT Prep Online Guides and Tips Have you known about class rank yet aren’t sure what it is? Perhaps you need to realize why class rank is significant or how you can make sense of what a decent class rank is. What's more, incidentally, what is a decent class rank? We have answers to every one of these inquiries! Peruse on to realize what class rank is, the way schools figure it, and how it’s significant for your future. What Is Class Rank? Class rank is an approach to perceive how your scholastic accomplishments match those of your colleagues. Your class rank is dictated by contrasting your GPA with the GPA of individuals in a similar evaluation as you. Along these lines, on the off chance that you are a lesser and your secondary school has 500 youngsters, every one of them will get a number, 1-500, with the individual who has the most noteworthy GPA positioned #1. On the off chance that there are 500 individuals in your group and your class rank is 235, at that point 234 of your cohorts have a higher GPA than you, 265 colleagues have a lower GPA than you, and you are in the top portion of your group. Class rank is reconsidered each evaluating period, regardless of whether that is semesters or trimesters at your school. In this way, every time new evaluations are added to transcripts, class rankings are refreshed and your rank may go up or down. How Do Different Schools Measure Class Rank? All class positioning strategies include allotting every understudy a number dependent on how their GPA thinks about to that of their schoolmates. In any case, there are a few unique approaches to gauge class rank. There are two fundamental kinds of class rank: weighted and unweighted. Unweighted class rank decides your position by utilizing your unweighted GPA. Unweighted GPAs are estimated on a size of 0 to 4.0 and don't consider the trouble of your courses. Weighted class rank decides your position by utilizing your weighted GPA. Weighted GPAs for the most part run from a size of 0 to 5.0 and do consider the trouble of your courses. So I don't get this' meaning for your positioning? In the event that you have taken distinctions or AP classes, your weighted class rank will probably be better than your unweighted class rank, regardless of whether you didn’t get A’s in every one of those courses. This is on the grounds that additionally testing courses are given a higher weight (generally a 5.0) while ascertaining GPAs. For unweighted class rank, an individual who takes ordinary level classes and gets straight A’s in them will have the equivalent unweighted GPA and class rank as an understudy who took all distinctions and AP classes and got straight A’s in them. For unweighted GPAs, each A, regardless of how troublesome the course, considers a 4.0. Some secondary schools give weighted class rank, some unweighted class rank, and some give the two rankings. To get familiar with unweighted versus weighted GPAs read our guide on the point. Your class rank likewise decides your class percentile. On the off chance that your school doesn't list your percentile, it is anything but difficult to make sense of. Separation your class rank by the quantity of understudies in your evaluation, duplicate by 100, at that point deduct that number from 100. For instance, if there are 600 understudies in your evaluation and you are positioned 120th, at that point you are in the 80th percentile since (120/600)*100=20, and 100-20=80. You are additionally in the top 20% of your group. Why Is Class Rank Important? Other than telling understudies how they stack facing their schoolmates, class rank is utilized for a few different reasons. #1: College Applications Class rank offers a route for schools to perceive how your scholarly accomplishments contrast with those of your colleagues. For instance, in the event that you go to a secondary school that gives not many A’s and you have a transcript with for the most part B’s and C’s, this may make your GPA lower than the normal candidate's GPA. Notwithstanding, confirmations officials will see by your high class rank that you were perhaps the best understudy in your evaluation, and this will fortify your application. Alternately, in the event that you have straight A’s yet just took simple classes or went to a secondary school that gave numerous A’s, you may have an extraordinary GPA yet your class rank won't be especially high in light of the fact that a ton of your colleagues got similar evaluations you did. Your class rank assists schools with placing your GPA into setting and gives them more understanding into your scholarly capacities. A few states offer secondary school understudies ensured admission to state colleges in the event that they have a specific class rank. For instance, Florida understudies are ensured admission to at any rate one in-state college on the off chance that they are in the top 20% of their graduating class. #2: Scholarships A few grants expect candidates to have accomplished a specific class rank or percentile, (for example, top 25% of your group) so as to be pertinent. Like universities, grant panels may likewise utilize class rank as one basis to pass judgment on a student’s scholarly capacities, alongside GPA and state sanctioned grades. #3: High School Honors Some secondary schools grant praises to graduating seniors who accomplished a specific class rank, for example, top 10% or 25% of their group. There are additionally praises for those at the extremely top of their group rankings. The graduating senior who is positioned #1 in the class is respected as the valedictorian and regularly gives a discourse at graduation. The individual positioned #2 is the salutatorian of the class. For what reason Do Some Schools No Longer Use Class Rank? In spite of the fact that class rank has for quite some time been utilized by universities to help judge students’ scholastic abilities, just about portion of US secondary schools as of now give class rank. There are a few reasons an ever increasing number of schools have quit utilizing class rank. A few schools accept that understudies who simply miss significant percentiles, similar to top 10% or 25% of their group, might be unjustifiably distraught for grants and school affirmations. For instance, an understudy in the top 11% of their group may have a GPA fundamentally the same as an understudy in the top 9%, however may not get certain grants or school offers since they aren’t in the top 10% of their group. Some additionally feel that class rank doesn’t advance collaboration and participation since it makes understudies excessively serious with one another as they strive to improve their class rank. A few schools likewise accept that giving class rank urges understudies to take simpler classes to support their positioning, rather than testing themselves and taking progressively troublesome classes where they may not get an A, yet may find out additional. There are additionally schools that no longer dole out a position to every understudy, except just give wide percentiles. These percentiles may separate the class into quarters and show if a specific understudy is in the main 25, 50, or 75% of her group. This tells you generally how well you are getting along contrasted with your cohorts, however you won’t realize your definite class rank. A few schools additionally just use percentiles to assign which understudies are in the top 10% or 15% of their group and don’t give percentiles to understudies underneath that cutoff. Since less secondary schools are remembering it for transcripts, numerous universities are giving class rank less significance when they audit school applications. Rather than utilizing class rank as a basic confirmations models, a few universities rather concentrate progressively different parts of an understudy's transcript, for example, GPA or the thoroughness of the classes taken. You won't have to look too difficult to even consider finding your class rank. Step by step instructions to Find Your Class Rank So as to discover your class rank, first check your latest report card or secondary school transcript. Your class rank ought to be there, generally close to the base of the page. You ought to have the option to perceive what your class rank is and what number of individuals are in your group. Your school may likewise give your percentile, just as show whether your positioning is weighted or unweighted (or it might give both). In the event that you can’t discover this data, or don’t approach your report cards or transcripts, stop by the school office or ask your direction instructor. They ought to have the option to give you your class rank. On the off chance that your school doesn't give class rank, they may even now have the option to give you a percentile gauge. In case you're keen on learning this data, take a stab at asking something like, I might want to get familiar with my group rank so I have a superior thought of my odds for getting into school. In the event that you can't give my precise position, would you be able to mention to me what unpleasant percentile I fit into? The most effective method to Find What Percentile You're In Numerous schools will list your percentile alongside your position, yet in the event that your school doesn't, it's anything but difficult to make sense of. Utilize this equation: (1-(your class rank/number of individuals in your group)) * 100 = your percentile On the off chance that an understudy is positioned 78th out of 600 individuals in her evaluation, she'd plug in those numbers and get: (1-(78/600)) * 100 = 87 Along these lines, she'd be in the 87th percentile. Keep in mind, percentiles show what number of individuals you're positioned above, so a higher number is better. Being 87th percentile implies that her class rank is higher than 87% of her schoolmates' class positions. By taking away 87 from 100, you can likewise observe that this current understudy's class rank places her in the top 13% of her group. Imagine a scenario where Your School Doesn't Include Class Rank. Just about 60% of secondary schools despite everything use class rank, so if your school doesn’t give class rankings, you are not the only one. A few understudies stress that if their school doesn’t give class rank, it will hurt their odds of getting into school. Be that as it may, this isn't accurate. At the point when a secondary school doesn’t give class rank, universities essentially take a gander at other data, for example, GPA, secondary school transcripts, and state administered test scores to pass judgment on a student’s scholarly capacity. As referenced above, on the grounds that less secondary schools give class rank, it is getting less significant for school confirmations. What distance away would you say you are from a 4.0? Utilize our simple GPA device to pinpoint how well you need to do in future classes to get your GPA up to that enchanted number. What Is a Good Class Rank? So since you know what your class rank is, what's a decent class rank? This answ

Pumpkin Picking Descriptive Essay Samples Guide

Pumpkin Picking Descriptive Essay Samples Guide The Fight Against Pumpkin Picking Descriptive Essay Samples A descriptive essay presents an individual, place, or thing, in a manner that readers feel like it's in front of their eyes, or they are tasting it, or they can hear this, or they can smell it. The aforementioned abstract has offered you two or three ideas. Another thing you may describe is a particular place or object that you've got strong feelings about. If you would like to dig deeper, you should try and create an extremely vivid picture in the reader's mind. Descriptive essay samples can help you with writing a description of sensory details which are an essential portion of descriptive writing. Writers use sensory information to spell out object. Quick Tips for Writing Your Descriptive Essay Writing a descriptive essay may be rich and fulfilling experience, but nevertheless, it may also feel somewhat complicated. Descriptive Narrative Essay Example may be used mainly to recreate an occasion. In addition, you are able to also take a look at our Argumentative Essay templates. Templates like Descriptive Essay about Office can be beneficial for someone who's planning to go to an office. Essay writing comes in various forms. Students are extremely often requested to compose a descriptive essay about mother. Choosing Pumpkin Picking Descriptive Essay Samples By this time, you probably get the concept that the style choice for your descriptive essay is really open. A description might be only a paragraph, or it might be longer, as needed to totally describe the thing. A descriptive essay is among the more important kinds of essays, requiring the student to offer a description of an object, person, place, device, or simply about any other kind of thing that may be described verbally. Luckily, typically a descriptive essay doesn't have any strict recommendations, so you probably won't will need to obey a specific formatting style. Where to Find Pumpkin Picking Descriptive Essay Samples A descriptive essay enables a reader to comprehend the essay's subject utilizing illustrative language. Still, keep in mind that it is also an academic paper, so it should serve a purpose. It may be considered one of the simplest although deeply involving essays. A descriptive essay is among the essay examples that will be easily done if you're conscious of the basics of its creation. Before writing, you've got to understand the subject of your essay! Make certain your essay follows a particular format, consisting of the correct partsA of essay. In case you were assigned with a descriptive essay, you are most likely puzzled where to begin. As you begin on your descriptive essay, it's important that you identify just what you wish to describe. Using Pumpkin Picking Descriptive Essay Samples As you begin writing more descriptive essays, make sure that you paint a photo of your character. Don't forget, if you're describing something, you ought to be appealing to the senses of the reader. Personality traits can be challenging to write for a character. You are unable to describe for the interest of describing. Descriptive writing is easy and difficult at the very same time, especially if you're a freshman. Sample essays of this type cannot offer you a complete breakdown of information and techniques which will be related to your tutor's requirements and the program. Samples supply you with a chance to secure closer to the style and structure that's usually appreciated by tutors. To create the reading of samples more effective, you must understand what things to remember! If you're given complete freedom in picking out descriptive essay topics, you're a lucky student as you can write on whatever you want. Usually students have an opportunity to select descriptive essay topics independently, which greatly simplifies the practice. Don't rush and you'll surely get the greatest possible grade! Next, employing an expert to compose an essay for you're able to help you better your academic outcome. The writer ought to be in a position to bring an emotional relationship between the reader and the subject. A descriptive essay is not just present in the area of education and research. It can be used in different activities and undertakings. Finally, there's a location in my imaginary place I visit just on special occasions. Descriptive Essay on Market can be employed by tourists or visitors that don't have any prior understanding of a marketplace. Normally, most readers receive the best representation of something through using their senses! The primary reason is the shortage of practical wisdom and the lack of much free time due to other home tasks in many of subjects.

Analysis Of Abc s Fice Essay - 1981 Words

As a predecessor of NBC’s The Office, both created by Greg Daniels and Mike Schur, Parks and Recreation (or PR for short) had big shoes to fill. At first, the show did not impress many, and its ratings were low. The first season seemed not to have a place, like a show trying to be something it was not, until it found its footing. Feminism was the missing piece of the puzzle. The show went on to become a success- even more so than The Office. So what separates the two? PR eventually gave us something The Office never did: real world issues, served up with clever wit. The fictional worlds most television shows take place in, are almost entirely post-feminist. Unlike these sexism-free utopias, PR normalizes feminism, reminding us that it exists and is important; it is the stepping stone we need to further conversations about inequality. While the text of PR is consistently the most obviously empowering aspect of the show, production practices and audience consumption are also ric h with evidence of this series’ feminist potential. It’s important that I clarify that when I say feminism, I am talking about â€Å"liberal feminism,† or, â€Å"white feminism.† The kind of feminism you see in PR is â€Å"women having a seat at the table,† or â€Å"breaking the glass ceiling† feminism. The show lacks intersectional views and never touches upon racial, class or LGBT issues. Whether or not the use of liberal feminism is problematic or not, is not what I am here to argue. I would like to reiterateShow MoreRelatedErp Sap Research Paper46896 Words   |  188 PagesIntroduction to SOL Server 2005  © 2007 Systems Analysis and Design: Hoffer /GeorgelValacich, Modern Systems Analysis qnd Design 5 /e  © 2008 Kendall/Kendall, Systems Analysis and Design 7Ie  © 2008 Valacich/George/Hoffer, Essentials of Systems Analysis and Design 31e  © 2006 Object-Oriented Systems Analysis and Design: Geor ge/Batr alValacich/Hoffer, Object-Oriented Systems Analysis and Design, 2e  © 2007 Stumpf/Teague, Object-Oriented Systems Analysis and Design with UML  © 2005 continued on back

Comparing Joseph Conrad’s novel “Heart of Darkness” and...

The focus of this Comparative Essay is to evaluate the similarities between Joseph Conrad’s novel â€Å"Heart of Darkness† and Francis Ford Coppola’s film â€Å"Apocalypse Now.† Resemblances in both stories are prominent when reading the novel or watching the film. The resemblance which will be used in this essay will be the similarities between the protagonists in both stories, Charlie Marlow and Captain Benjamin L. Willard. Both men are in search of two other individuals that go by the same name, Kurtz. Whether it is Captain Willard or Charlie Marlow, both characters have many similarities which are notable when watching the film and reading the novel. Charlie Marlow (Heart of Darkness) is in search of Mr. Kurtz who is a very powerful man; Marlow†¦show more content†¦In â€Å"Apocalypse Now† Captain B.L Willard is on a top secret mission to eliminate Walter Kurtz, a Lieutenant Colonel in the Vietnam War in 1968 who is allegedly hiding in a remote Cambodian jungle. Willard also begins to idolize Kurtz as he reads the top secret letters he gets while on the boat; Willard begins to look at him like a human being and less like a target while reading the letters intercepted by the military. Willard learns about his family and his wife and he also gains recognisance and sees that Kurtz is some sort of prodigy and that there is more to him than an average man. Both Marlow and Willard are leaders in their own right; they are the reasons why the characters in both stories travel down the two rivers, the Nung River (Apocalypse Now) and the Congo River (Heart of Darkness). They are also in control of their crew and what is seen in the film or narrated in the novel is through the eyes and the experiences of both Charlie Marlow and Captain Willard. Both men also demoralize their crew members and refer to them as somewhat lesser beings than themselves. Francis Ford Coppola’s character Willard refers to his crew as â€Å"kids† and at first glance refers to them as a bunch of â€Å"Rock and Roller’s† also for the record, Willard is a Captain in the military, he is older,Show MoreRelatedComparative Essay1096 Words   |  5 Pagesanalysis: â€Å"Heart of Darkness† â€Å"Apocalypse Now† Student: Mora Vandenbroele Teacher: Azucena Estigarribia Year: 11th â€Å"A† â€Å"Heart of Darkness† vs. â€Å"Apocalypse Now† It is very interesting how humans are so intrigued about the evilness in the world, and the dedication of some men to compare Hell with the Earthly horror. Joseph Conrad, a genius writer, took his time to show this with his masterpiece â€Å"Heart of Darkness† that wasRead MoreComparing Apocalypse Now and Saving Private Ryan1515 Words   |  7 PagesComparing Apocalypse Now and Saving Private Ryan Desai Abdul-Razzaaq HIST 1302 – American History II Mr. Daniel Bush Central Texas College January 4, 2010 The films Saving Private Ryan and Apocalypse Now were both critically acclaimed films depicting the dramas of war. They both had very realistic qualities and great cinematic values. The films had two great Hollywood directors in, Steven Spielberg

Elements Of Drama free essay sample

The main, starting dead, the whole motive behind the play, the realization of what you want your audiences to feel and experience and what you want to produce. The theme can be looked at as basic careerists that you would have for your dream house, the kind of view that you want, the amount of land, the locality, basically the first steps in narrowing down on a concrete Idea for what you want. The next logical step in terms of getting a house is buying a plot of land, and the next logical element of Drama Is the plot as well. The plot Is an outline of the course of events, Its always In the present but can also include a flashback. The plot is the entire narration, the occurrences that bring out the theme, and comprise the whole story. Once you have your plot of land, you start building the structure of your house. We will write a custom essay sample on Elements Of Drama or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Similarly, the next element of Drama is the structure of the play, which comprises of the beginning, the explosion or the middle, which spills Into the transition, or the ending, which Inevitably results In some kind of resolution.Once the house Is ready, people move in and make the house a home; they infuse it with their energy, relationships, conflicts and personality. Like this, you must inject in characters and legislations to the structure to carry the plot forward. These characters can be realistic or imaginative or abstract. These characters are tools with which the drama is presented, the plot played out and the theme revealed. Another tool that is essential In Drama Is the use of language. The language In a play Is a form of expression, a direct confirmation for the direction that the plot is headed.The language can be symbolic; it must always give perspective and can even incorporate imagery. The language also has a tendency to spill into a fragmented form, and almost always as some sort of a texture, which basically translates into the overall feel of the characters and setting. This Is where sound value comes In, It Is Important to note that dictionary words have sound value too, even silence does, and it communicates the intellectual meaning of the word, or the sound in accordance to the feeling.For example, the word rough will still have the same sound value even if its said angrily or lovingly. Theatricality is created through conflict, without any conflict, the storyline will be static, the theme wont get across and it wont have any impact on the audience. Conflict is essential in drama, as it results in theatricality, the ups and downs in the storyline creates interest and is needed to establish the purpose of the play.Examples of conflict can vary from conflicts between two or more people, groups of people or even conflict within oneself, as in the character. The arousal of conflict generates suspense about the outcome of the conflict, which in turn helps the structure make sense and come together. The concluding and most practical aspect of Drama is the feasibility of the play. This takes into account the target audience, the recitalists, the objective or even the kind of actors that are required for the execution of the play.This aspect of Drama takes into consideration the technical and practical aspects of the play in terms of the requirements for its execution. In conclusion, all afore mentioned elements of Drama are instrumental in the becoming any play and provide a stable foundation for theatre productions to thrive on. Drama is a complex, diverse and wholesome form of expression, but there is a method behind its madness, a criteria and a process that validates or appreciates the dramaturgy of plays. By: Janis Kapok

Rationale of Sport Policy and Ideologies Influencing it

The â€Å"Developing the European Dimension in Sport† has been identified as the first policy issued by the Commission with concentrating on Sport-related issues after the implementation of the â€Å"White Paper†, which gives the EU a mandate to support, coordinate and supplement sport policy measures taken by Member States (European Commission 2011a:2).Advertising We will write a custom coursework sample on Rationale of Sport Policy and Ideologies Influencing it specifically for you for only $16.05 $11/page Learn More The Communication comprises the societal role of sport, the economic dimension of sport, and the organization of sport in the EU region. The current paper is an attempt to analyze the rationale of the policy, political ideologies influencing it, its strengths and weaknesses, and contradictory issues. The rationale for the policy The main rationale of the policy is to solve the challenges posed by sports which cannot be addres sed by the member states at individual levels. Assumption Because there is lack of adequate, accurate, sound, and comparable information and data on sports for the EU member states, assumption on reliability on available data has been made (European Commission 2011: 15). Related Themes and the societal role of sport There has been a joint need to fight against doping which has been an important sports threat. In the recent past and even currently, there have been media reports on cases related to use of doping substances by amateurs athletes (European Commission 2011a:4). This poses severe public health hazards and hence the need to fight doping exercise or initiate preventive actions. In most cases, doping sanctions and doping prevention actions are withheld by the member states and the sports organizations. The new Commission supports the role played by the World Anti Doping Agency (WADA), the need to fight against doping, UNESCO, the Council of Europe, National Anti-Doping Organi zations (NADOs) and accredited laboratories (European Commission 2011a:4). The Commission is supporting the need by the EU member states to adopt and apply the national anti-doping action plans. Through Article 16 TFEU, the member states will be in a position to increase their competence and deal with the doping problems. One of the major attributes of the Commission is to encourage EU member states to introduce the provisions contained in the criminal law (European Commission 2011a:4) In addition, the Commission fully supports the formation of transnational anti-doping networks which focuses on preventive measures that target fitness, all sports, and amateur sports.Advertising Looking for coursework on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to European Commission (2011a:5), â€Å"spectator violence and disorder remain a Europe-wide phenomenon and there is a need for a European approach comprising measure s designed to reduce the associated risk.† The implication made is that there have been several incidences of spectator violence in Europe and through the policy, the capacity of fighting and preventing intolerance and sports violence will be stepped up. As a result, the adopted measures will assist in reducing the associated risks as well as providing the citizens with high levels of safety. To prevent other sports indiscipline behaviours, different stakeholders will collaborate with police services, public authorities, sports organizations, and judicial authorities and the supporters’ organizations. Based on a report by the EU Fundamental Rights Agency, intolerances like xenophobia and racism are major threats to the European sports even at the armature levels. Therefore, the new policy encourages different member states to meet these standards. The Commission supports the implementation of activities and mechanisms which would aim at fighting against issues like homo phobia, xenophobia, and racism among other intolerance issues in sports (Europa 2011). Health Although sport is a leisure activity, obesity and overweight cases remain high in Europe. As a result, there is need for physical activity which positively influences health of individual in the modern society and can be used with the aim reducing obesity and the overweight cases and related diseases. Basically, sports have been regarded as a major factor that improves the health welfare of people in the society (Europa 2011). The EU physical policy guidelines endorsed in 2008 by the EU sports minster, recommend on how the practices and the policies can be carried at EU, national and even at the local levels. This would promote sports to be part of physical activity and at the same time be a leisure activity. From a health perspective, physical activity and health are closely interrelated in such a way that the White Paper of 2007 considers them in the â€Å"Strategy for Europe in Nutritio n, Obesity and Overweight† and other health-related problem (European Commission 2011a:6). To show the correlation, several countries have been on the verge of implementing the aforementioned strategy to be part of their physical activity with the aim of improving health. The policy would ensure that the large gap in sports and physical activity is reduced with the physical activities being incorporated in different levels by different stakeholders. The Commission has supported transnational networks and projects carried with the aim of enhancing heath through physical activity like sports (Europa 2011).Advertising We will write a custom coursework sample on Rationale of Sport Policy and Ideologies Influencing it specifically for you for only $16.05 $11/page Learn More Social inclusion The potential derived from sports as a result of social inclusion and equal opportunities is not well or sufficiently implemented in EU and national levels, hence i ts need through the Communication. According to the UN Convention on the Human Rights of Persons with Disabilities, which EU and its member states are signatory, people with disabilities and living among ourselves have the right to fully or partially participate in sporting activities on equal basis (European Commission 2011a:6). The EU and the member states, therefore, have an obligation to ensure that the rights are not abused and are effectively implemented and operational. For a long time, women have been under-represented in some sports areas. However, in respect to the â€Å"Strategy for Equality between Women and Men 2010-2015, the Commission will encourage the mainstreaming of gender issues into sport-related activities† (European Commission 2011a:6). This will ensure gender parity in sports representation in the EU region and its member states. Europe is a multilingual society which is majorly necessitated by the increase in the number of immigrants in the region. Th rough sports, the host society and the immigrants can easily interact positively, thus furthering intercultural dialogue and integration at national and international levels. Subsequently, sports can be used to enhance social inclusion of social minorities as well as other disadvantaged or vulnerable groups, thus contributing to better understanding among different communities and ethnic groups (Europa 2011). The commission advocates for the inclusion of women in leadership options in sports. This could be achieved through the establishment of networks which promotes women access to participate in sports leadership. Also, through transnational projects, social integration of the disadvantaged groups and the vulnerable would enhance social inclusion. Economic development and regeneration Sports have been regarded as one of the largest and fast-growing sectors of the economy. As a result, the sector contributes largely in economic growth, creation of jobs, and employment, among other related economic activities. Statistics show that currently, 2% of the global GDP is part of the sports sector since sports are major part of tourism in Europe (European Commission 2011a:8). The Commission supports the full compliance with the European Union competition laws and the Internal Markets rules as well as protection of revenue sourcing avenues from the sports sector. Media rights should be sponsored with the idea that different states have different rules and media laws which have to be respected.Advertising Looking for coursework on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Given that sports have become one of the significant employment sustaining ventures in the world, EU funds could be used to develop projects and activities that sustain the sports structures and industry (Europa 2011). For example, activities like urban regeneration, employability, labor market integration, and rural development could be carried in solidarity among the member states. The Commission ensures that issues related to intellectual property in sports coverage are put into consideration while implementing the Digital Agenda Initiative (European Commission 2011). Political ideologies influencing the policy or issues The political ideology behind the adoption of the policy is to empower EU with the mandate of coordinating and regulating sports in Europe. According to de Coubertin (2008), there is need for cooperation among the member states in Europe. As a result, the EU member states would strengthen political cooperation on sports where resources will be shared equally amon g the member states. In addition, reinforcement of rolling agenda and common priorities in sports would be achieved. As noted in the Communication policy paper, there are some challenges facing sports in Europe which cannot be addressed and handled by the member states individually. For instance, issues related to doping which threatens moral and physical integrity of sportsmen and women, health-related issues because of low or limited physical activity, social exclusion of physically disadvantaged persons and untapped potential in sports, inadequate protection of IPRS (intellectual property rights), sports discriminations on the basis of nationality, lack of legal clarity on EU law application and lack of adequate information on EU member states (Europa 2011). From a political point of view, these challenges cannot be handled from a member state position hence the need for the formulation and the adoption of the policy which would address these challenges. Therefore, the identified issues can be addressed adequately at EU level since the issues are transnational (Europa 2011). There exists a discrepancy among EU member states, especially in the sports sector. As a result, the Commission has seen the need to adopt the Communication that will help achieve European added value â€Å"through the identification and dissemination of good practices and support networking† (Europa 2011). The EU will have the mandate of increasing the impact of the national action in the sports area. This would form a link that would connect different stakeholders in the sports sector and allow exchange of ideas among member states and other interested parties. In addition, the Communication will increase cooperation among sports stakeholders which was in non-existence (Europa 2011). As a result, disparities in sports among the member states will be partially if not fully addressed. Governance, especially in sports, is based on self-regulation and autonomy of sports organizatio ns (European Commission 2011a:10). Absence of a single model of governance across the EU sports and member states, the Commission sees the opportunity to have an autonomous inception of governance at the European level. Good governance and accountability in sports can be achieved upon the address of the identified challenges facing the EU member states. In other words, â€Å"good governance in sport is a condition for addressing challenges regarding sport and the EU legal framework† (European Commission 2011a:10). Implication on citizenship, rights, needs and the role of the state The state will have a limited role to play as the EU Commission will carry most of the activities on behalf of the member states. However, the member states will retain their full competence in sports and the EU law on sports will not act as a substitute to the role played by the member states (Europa 2011). In respect to TV rights, the Commission proposes adoption of regulations that would ensure f inancial solidarity and redistribution of TV rights among member states. This means that the state autonomy will be slated thus having less control over its TV rights financial gain. The new Communication will play majority of the roles on behalf of the member states. Issues related to citizenship, employment, justice, and home affairs will be largely dealt not at national but at EU level. This implies that the role played in-state will somehow be reduced. The available Treaty â€Å"prohibits discrimination based on nationality and enshrines the principle of free movement† (European Commission 2011a:11). The treaty preserves the issues of nationality in regard to sports and has reaffirmed free movement of a professional player, their rights, and movement of workers. Lastly, the policy advocates for the inclusion of women in leadership positions as a way of reducing the discrepancy that has been in existence. This has been aligned with the UN Convention on Rights of persons wi th disabilities who are also considered to have right in sports. Strengths and weaknesses of the policy One of the major strengths of the policy, is that efforts and resources from different EU member states have been pooled together to promote sports and leisure. For example, the Commission and the member states will develop and implement security safety requirements and arrangements for events at international levels. In addition, peer review projects and pan-European training projects for police offers will be enhanced, thus reducing spectator violence at international levels. The resources will also be used to fight against drugs and doping practices among the athletes’ amateurs. Through the Commission, it will aid examine the most appropriate method that can be used to reinforce measures that would be used against the long chain of doping substances, and if possible supported by the criminal law. Consultations were made on the member states of EU by the Commission while preparing the Communication (Europa 2011) thus getting consensus on what laws to implement and not (European Commission 2011). As a result, some topics such as inclusion of societal inclusion, health-enhancing physical activities, and good governance among others have been considered at the EU level. Through the Communication, different stakeholders and players such as all the member states public authorities, International Olympics Committees, Leagues, International Sports Federations, International And European Organizations, which include UNESCO, WADA, WHO, and Council of Europe will be brought together thus promoting sports (Europa 2011). Other players included are citizens in general, sports support staff, volunteers, and other education sport-related organizations, such as sporting goods, and media. The inclusion of these target groups will promote sports and leisure at national and EU levels. The monitoring and evaluation of the policy will incorporate different stakeholders. According to the report presented by the European Commission (2011:38), the Commission will continue having dialogue with expert practitioners and both private and public stakeholders. Others who will be consulted and engaged in the monitoring and evaluation process are the Committee on Regions and European Economic and Social Committee, the European Parliament, and the European Council. The Communication is planning to set adequate time frame that will be used by the different bodies to exchange views and receive feedback on any changes from sports representatives. The inclusivity of varying member groups and stakeholders will ensure full monitoring and evaluation of the Communication. Through social inclusion and equal opportunities, the Communication promotes the UN Convention on the Human Rights of Persons with Disabilities (the European Commission 2011). The policy aims at promoting physical and moral integrity of sportspeople among the EU member states. As a result, the Membe r states and the Commission will be able to join forces and fight against social behaviours such doping which is repugnant in athlete sports. As result policies and actions will enhance moral and physical integrity. Weaknesses One of the major weaknesses is the credibility and the reliability of the data and information collected and used in developing the policy. According to the European Commission (2011:15), there is scarcity of data and information on sport for the European member states which discredits the degree of soundness, accuracy, and comparability of the data. As a result, the Commission has been developing the policy based on assumptions. The Communication interferes with sports autonomy through some of the practices and policies it is planning to put into place. Given that the EU Commission will have the mandate to â€Å"carry out actions to support, coordinate or supplement the actions of the member states† (Cash 2011), the Member States will lack their exclus ive competence as the Union will provide all the coordination which will cause interference through the direction of the British sports policy (Cash 2011). The policy lacks solutions to some of identified issues like doping of substances and trade of doping substances through organized networks. The Commission has only proposed the likelihood of including reinforcing measures which could adopt the criminal law. The proposal by the Commission leaves a gap as it is not clear whether criminal sanctions would be adopted for doping in sports or what action actions would be taken on the same. Another issue that has been interfered by the Commission is in regard to sports media, media rights, and intellectual property rights. Notably, television rights have been the primary source of income in reference to professional sports like football (Europa 2011). Under the Commission provisions, it has been suggested that â€Å"the commercial exploitation of professional sport should be accompanie d by strong redistribution and solidarity mechanisms† (Cash 2011) which would be achieved through the proposed collective media rights which will lead to financial solidarity and redistribution within sports in the region (Cash 2011). In addition, the Commission plans to strengthen mechanisms which will strengthen financial solidarity through collective selling of media rights. It is of essence to note that issues like selling of media rights or TV rights remain to be domestic issues which should not be interfered by the EU instead, the Premier League is entitled the obligation to decide on the procedure to use while selling its TV rights in the UK. Contradictory elements The application of the EU laws to sport, Competition provision, and Internal Market has raised concerns from the stakeholders (Europa 2011). According to the sports stakeholders, the certainty of the European law on sports is not clear especially in regard to the treaty provisions on issues like amateur sport s, value-added tax, and free movement of workers, state aid, and antitrust laws. Generally, treaties prohibit discrimination as a result of nationality and advocates for free movement of workers. In the past, the European Court of Justice has had given rulings on issues related to players date transfer, recruitment and the compensation of players, and the composition of the national teams among other sports-related issues (European Commission 2011a:14). Accordingly, the free movement laws are not applied on professional players as this is covered under the TFEU. This contradicts the functionality of Treaties which allows free movement of all workers, which is inclusive of professional players. In addition, there are reports that issues related to the access to sports competitions and activities in some EU member states hence need for clarity. Again, this contradicts the EU laws on sports as the new policy has the mandate to coordinate, support and supplement actions of member states where issues like restrictions to access to sports competition have not been addressed. According to the European Commission (2011a:11), rules concerned with direct discrimination have been found to be not compatible to the EU law. This raises a contradictory issue as the Commission has not identified solution or how the EU law can include or solve the issue of direct discrimination on professional sport. Reference List Cash, B 2011, Brussels set to interfere on sports autonomy. Web. de Coubertin P 2008, Appendix: The Pierre de Coubertin Action Plan. Web. Europa 2011, Commission staff working document impact assessment  accompanying document to the communication from the commission to the  European parliament, the council, the European economic and social committee  and the committee of the regions developing the European Dimension in Sport  {COM(2011) 12 final} {SEC(2011) 66 final} {SEC(2011) 68 final}/* SEC/2011/0067final */. Web. European Commission 2011, Communication f rom the commission to the European parliament, the council, the European economic and social committee and the committee of the regions: Developing the European dimension in sport, European Commission. Web. European Commission 2011a, Communication from the commission to the European parliament, the council, the European economic and social committee and the committee of the regions: Developing the European dimension in sport, European Commission. Web. This coursework on Rationale of Sport Policy and Ideologies Influencing it was written and submitted by user Jamal Shepherd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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A Boy Called It essays The story A Child Called It, by David Pelzer is one of the most astonishing chronicles about his survival through child abuse. The biography is viewed through the childs eyes for the purpose to help others heal from traumatic pasts. The story of David Pelzers childhood is imperative to be available to readers because of the life lessons the book bestow and the quality of Pelzers compelling writing. A Child Called It is basically about one childs courage to survive. During the 1970s, Pelzers child abuse was recorded to be the third most severe in the state of California. He endured both physical and mental cruelty to his emotionally unstable, alcoholic mother, Catherine Roerva. David Pelzer was brutally beaten, starved, and tortured so much that she no longer considered him a son or a boy, but just it. Many lessons can apply to the book and one can interpret the theme in dissimilar ways. I believe the storys primary lesson is that ones courage and willpower is liable to facilitate ones survival. Life will go on no matter how atrocious circumstances seem. I wanted to show the bitch that she could beat me only if I died, and I was determined not to give in, even to death. [Pg. 91] The passage shows David Pelzer willpower and determination; he believed he could win and attain his mothers torture and cruelty. Even though his ambition to survive consisted of loathing his mother, the lesson exemplifies how good determination can result in triumph. Overall, the biography of David Pelzers childhood was ghastly. Though each struggle he goes though, the reader can find himself enduring his pain, comforting his loneliness, and fighting for his will to survive. The detail Pelzer writes gives the readers an awakening to the truth about child abuse. When his mother forces David to eat ammonia, he vividly describes My thro...

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Public International Law - Essay Example Jus cogens symbolizes principles of international law that are considered to be so fundamental that no nation can ignore them. In particular, where international crimes are alleged to have been committed by a former head of State, it is even more important that justice is not executed by local authorities but by the application of the principles of international law, which can ensure that justice is done through the application of impartial principles that are universally valid. In the context of the trail against Saddam Hussein for crimes against humanity, the Iraqi ruler was guilty of crimes against humanity, which by application of the principle of jus cogens would involve the fundamental application of international criminal law. According to Michael Sharf, the Saddam Hussein trial can be classed as one of the most important cases in international law because (a) the scale of atrocities was high (b) Hussein was a top ranking leader (c) interest of the international community due to the coalition led against Iraq (d) sets a legal precedent for international crimes and (e) effect of the trial and whether it was perceived as fair.

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European History, The French Revolution - Personal Statement Example At times it also appeared that the royal family's lavish spending was unsustainable. The sources of tax collection were also not adequate and efficient as the since many people like us (the nobles) and the clergy paid almost no tax and the peasants, who were already poor, were levied with much burden of tax and thus resulting into inequalities. The chargeable tax also varied from region to region. The rising prices of food compelled the middle class to lose faith in the government. Other irregularities like the persecution of religious minorities and the state intervention in personal lives also annoyed the public. The people became increasingly dissatisfied with the monarchy. The antiquated legal system only added to the woes of the people with the government becoming synonymous with corruption and inefficiency. Earlier it was not so but now the king had a very autocratic and absolute behavior. The parlement had many times opposed the king's action feeling that traditional rights and liberties of the people were threatened. However, I always felt that the king was well intentioned because he made many attempts to restore normalcy since the time he was enthroned. In the mid 70s he had appointed Turgot as chief finance minister to take care of the worsening situation.

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Human history Essay Human history has witnessed numerous examples of wars. Our history has taught us that wars are unique by nature. Different philosophers at different times were trying to generate solid philosophical understandings of what war and strategy were. As a result, we possess sufficient theoretical basis for discussing the philosophical foundations of war, yet we have not been able to predict our military failures. After the end of WWII the world has finally taken a deep breath, and people were confident that violence would never enter their lives again. However, we are still surrounded by constant risks of war, and continue witnessing the acts of violence, and murders. Certainly, contemporary wars are completely different from those at the beginning of the 20th century: the development of the new weaponry types and communication technologies, have turned the simplest military actions into highly sophisticated acts. The war in Iraq has critically impacted the military balance in the world, and it is interesting to see, how Iraqi war would be explained through the prism of various philosophic works. Clausewitz: On War Carl von Clausewitz has written a well grounded research on the philosophy of war. His theoretical assumptions make it possible to distinguish philosophic implications of military actions. Having evaluated what war is, Clausewitz was able to create a general structure of war, and I think that his ideas are easily applied to the issues of the war in Iraq. â€Å"War is nothing but a duel on an extreme scale. If we would conceive as a unit the countless number of duels which make up a war, we shall do so best by supposing to ourselves two wrestlers. Each strives by physical force to compel the other to submit his will to his will: each endeavours to throw his adversary, and thus render him incapable of further resistance† (Clausewitz 1989, p. 4). Although, this Clausewitz’ definition is very objective, grounded, and universally applicable (any war implies the fight of several opponents for power), there are some amendments which should be made in terms of war in Iraq. It is difficult to admit, but it is true, that the war in Iraq is nothing more than the fight for power: Clausewitz does not distinguish whether this might be economic, social, or military power, or some other different aspect of political superiority. Clausewitz risks applying limited perspectives to discussing what war is. In the fight between the two wrestlers, only one of them initially seeks superiority. As a result, at the initial stage of war, only one of the opponents fights for power and superiority. Clausewitz supports this line stating that â€Å"two motives lead men to war: instinctive hostility and hostile intention. In our definition of war, we have chosen as its characteristic the latter of these elements, because it is the most general†. Has the U. S. started the war in Iraq with hostile intentions? Probably, it has. Many of us argue the fact that the U. S. military actions in Iraq were primarily aimed at promoting democracy in the country. To be objective, hardly any democracy can survive in the whirl of blood, murders, terrorist acts and violence caused by military actions. However, in the fight between Iraq and the U. S. Clausewitz seems to have neglected one essential stage of developing military actions: the first stage is the military intervention, and it hardly looks as the fight of the two wrestlers. On the contrary, its image is similar to unexpected blow on the side of the opponent to which another wrestler cannot stand and falls. The situation described by Clausewitz is actually the next stage of war. Iraq required certain period of time to gather it strength and to enter the war as an equal. At the stage when we started to receive the reports on murders and terrorist acts against American soldiers, one could suggest that the war has turned into the discussed fight. However, in this fight one of the opponents was trying to prove his superiority, while the other tried his best to defend the integrity of his physical territory and peace in the country. We cannot but agree with Clausewitz that war is never an isolated act, and it is never a separated single military blow. â€Å"War does not spring up suddenly, it does not spread to the full in a moment; each of the two opponents can, therefore, form an opinion of the other, in a great measure, from what he is and what he does, instead of judging of him according to what he, strictly speaking, should be or should do† (Clausewitz 1989, 5) The war in Iraq had long prehistory. The United States were continuously trying to defend their position in this military conflict. It was evident that the war was inevitable. As a result it is difficult to argue the position of Clausewitz. Actually, the work of Clausewitz seems to be very close to what we currently witness in Iraq. Of course, we do not know much as none of us has fortunately participated in this campaign. All we have at our disposal are news reports and other secondary information, but this secondary information allows analyzing the events in Iraq from the viewpoints of several philosophers. Clausewitz creates a philosophic picture of war. He implies that war does not change its face, and the structure of military actions and interactions remains unchanged, no matter at what historical period of our development a war may occur. This does not really matter, whether we use nuclear weapons or fight in the open sea – the war is always the utmost use of force, which does not break out of sudden, and which is the means of proving one’s superiority. Jablonski: Roots of Strategy In his work, David Jablonski has evaluated the works of the four theorists, as applied to military actions and military strategies. It is surprising, that Jablonski was able to avoid bias in his discussion. It is even more surprising, that the works of philosophers written at the beginning of the 20th century seem to have predicted the exact course of events during the war in Iraq. This, on the one hand, continues the line found in the work of Clausewitz: the essence of military actions remains unchanged through the centuries. On the other hand, Jablonski’s selection helps us understand WHY the U. S. was involved into the war in Iraq, and has actually initiated it. â€Å"In the United States our people have been slow to realize the changed conditions. Isolated as we have been from possible enemies, the people could see little chance for aggression by others. Separated as we are from Europe by the Atlantic, and from Asia by the Pacific which form most certain and tremendously strong defensive barriers, we seemed to be protected by the design of the Almighty. [†¦] The vulnerability of the whole country to aircraft as distinguished from the old conditions that obtained when the frontiers or the coast had to be penetrated before an invasion of the country could be made, has greatly interested the people of the nation† (Jablonski 1999, 452) What facts do we have in the war against Iraq? First, the U. S. has for long been isolated from others’ aggression. Even during WWII the U. S. was not directly involved into military actions. The terrorist acts of 2001 have been a tremendous shocking therapy to the whole American nation. The continuous isolation from the direct aggression has made the U. S. senseless towards possible military and terrorist threats. The image of the almighty nation was rather exaggerated, and the events of 9/11 have proved this assumption. The terrorist attacks had to attract the attention of the U. S. to its vulnerability and to eliminate the discussed senselessness, but the country has misinterpreted these events. The senselessness has turned into aggression against the states which were suspected in promoting terrorism (Iraq is in the top list of such ‘promoters’). As far as the United States has not experienced any acts of continuous aggression, which it could not stand, it has not fully realized the continuous effects of military actions brought into Iraqi land. In the introduction to his book, David Jablonski puts emphases on the most critical elements of war. â€Å"Modern military forces normally work in an environment in which the major dilemma is that of properly matching continuity and change. [†¦] the core attribute to such thinking is to imagine the future as it may be when it becomes the past – a thing of complex continuity. † Thus, planning continuity and looking at military actions through the prism of the past is the crucial element in making this strategy reasonable and justified. What are continuous impacts that the U. S. has caused onto the Iraqi population? These are economic defeat, and the need to restore all social and political structures of the country. It is still unclear whether the U. S. was able to promote democratic ideals in Iraq, but it is evident that it has failed to apply the principles of â€Å"continuity through the past† to planning the Iraqi military strategy. Jablonski states that the significance of the theoretical works he discussed in his book is in that they are presented in a structured manner, and can be easily understood and applied in practice. It seems that both the U. S. in its war in Iraq, and the terrorists in their 9/11 attacks have applied the principles discussed by Jablonski: â€Å"sometimes implicitly, more often explicitly, they created images of how aerial destruction of ‘vital centers’, could bring a nation to its knees. After all, there were the examples of mass panic on the home fronts and mutiny in the trenches during the recent war. † Similar to Clausewitz, who creates parallels between military actions and wrestling, Jablonski also underlines the importance of the sudden effect. Consequentially, we come to understanding an interesting military controversy: military campaigns cannot be sudden, but the â€Å"sudden effect† of aerial or other destruction often determines the success of the planned military campaign. These two elements are integral to the U. S. intervention to Iraq, too. Liddell-Hart: Strategy There are the two crucial elements which make Liddell-Hart’s view applicable to the war in Iraq: first, the author extensively researches the historical implications of specific military actions, and second, he does not expand his research to broader notions, but is rather concentrated on the ‘cause-effect’ research. His book is in many instances similar to that of Clausewitz. This is why the author is initially biased. In both works the reader meets identical philosophical parallels: â€Å"To move along the line of natural expectation consolidates the opponent’s balance and thus increases his resisting power. In war, as in wrestling, the attempt to throw the opponent without loosening his foothold and upsetting the balance results in self-exhaustion, increasing in disproportionate ration to the effective strain upon him. Success by such method only becomes possible through an immense margin of superior strength in some form – and, even so, tends to lose decisiveness. † (Liddell-Hart 1991, 5) In this citation, we find many elements which have already been found in other philosophical works: loosening foothold may be paralleled to the sudden aerial attacks, while moving along the line of natural expectation is similar to complying with the principles of continuity and thorough planning. Simultaneously, it is difficult to apply this statement to the military actions in Iraq. If the U. S. used Liddell-Hart’s philosophical implications in developing its strategy in Iraq, it would never apply the means of sudden attack against the Iraqi nation. People in Iraq would not know what means being bombed. As a result, the U. S. would risk losing its powerful positions. The philosophic perspective created by Liddell-Hart is hardly applicable to the war in Iraq or to any other military campaign in contemporary world. In addition, when Liddell-Hart speaks about morale in war, he represents its too idealistic image: the violence of American soldiers against Iraqi people eliminates any possibility to link morale to the war in Iraq. Niccolo Machiavelli: The Prince â€Å"A prince ought to have no other aim or thought, nor select anything else for his study, than war and its rules and discipline; for this is the sole art that belongs to him who rules, and it is of such force that it not only upholds those who are born princes, but it often enables men to rise from a private station to that rank. † This is another aspect of the war in Iraq, described in the terms of Niccolo Machiavelli’s â€Å"The Prince†. As Hitler used the war to prove his superiority and to create the nation of Aryans, the U. S. seems to be in constant need to prove its superiority to other nations. Several recent decades have turned into the years of constant fight, in which the U. S. always positioned itself as the leading and powerful nation: Vietnam, Afghanistan, Kuwait, Yugoslavia, and finally, Iraq; who is going to be the next? Machiavelli makes special emphasis on the importance for the prince to understand and to possess the art of war: â€Å"a prince who does not understand the art of war, over and above other misfortunes already mentioned, cannot be respected by his soldiers, nor can he rely on them. † (Machiavelli, 2006) The best information and intelligence resources have been employed to develop a sound military strategy towards Iraq, yet the U. S. was not able to display a skilful approach towards Iraqi intervention. Numerous deaths of the American soldiers and their inability to find common language with the native population, whom they had to protect, suggest that the United States did not possess any sound military skills. Expectation of easy victory usually leads to easy failure. The war in Iraq has displayed the U. S. inability to analyze the world military history, about which Machiavelli speaks. The author refers to the importance for the prince to study the actions of illustrious men and to see how they behaved themselves during war. Being powerful does not mean being non-educated; being powerful means being skillful, reasonable, and objective. Military failures in Vietnam and Yugoslavia have not taught the U. S. any meaningful lessons. In distinction from Clausewitz, Liddell-Hart, and Jablonski, Machiavelli did not apply any historical perspectives to evaluating military strategies, but he was wise enough to emphasize the importance of historical lessons, and of the ability to properly evaluate these lessons. Peter Paret: Makers of Modern Strategy While Clausewitz applied the painting parallels to researching war, Paret has performed a profound research of several philosophic writings related to the topic of war. All authors he discussed in his book sought to answer several crucial questions: whether it was possible to evaluate war, whether it was a viable tool of foreign policy, and how ethical war was. Paret’s views are directly connected with the understanding of nuclear threats as applied to military strategies. Paret’s book is actually the selection of the major philosophic works and their evaluation. It seems that modern philosophers try to distance themselves from creating their own ideas about war, but prefer analyzing the ideas of others as applied to contemporary political and military environment. In the introduction to his book, Paret writes that â€Å"strategy is the use of armed force to achieve the military objectives and, by extension, the political purpose of the war. To those engaged in the direction and conduct of war, strategy has often appeared more simply, in Moltke’s phrase, as a system of expedients† Thus, war is initially the conjunction of political and military ideas. The war in Iraq is also the combination of political and military aims, but which of them prevails? In his book, Paret often cannot make a case. He states that Machiavelli lived during the time when warfare was unregulated and thus the relevance of his assumptions could decrease. However, who says that our warfare is regulated? Paret suggests that while Clausewitz supported the idea of war to be limited in time, goals, and strategies, there was no place to global military campaigns. Does this mean that local military conflicts similar to those in Iraq cannot expand beyond the geographical borders of the Iraqi nation? They can, and the conflict in Iraq has already stretched itself across the world. The war in Iraq has already turned into the political fight between the two opposing political camps, and the perspective of the global war has never been so close since the end of WWII. This is why it is difficult to understand the aim of Paret’s analysis. For the aims of objective military research, one should rather read the original works of philosophers, than their subjective interpretations made by contemporary authors. Sun Tzu: The Art of War â€Å"Whoever is first in the field and awaits the coming of the enemy, will be fresh for the fight; whoever is second in the field and has to hasten to battle will arrive exhausted. Therefore the clever combatant imposes his will on the enemy, but does not allow the enemy’s will to be imposed on him. [†¦] If we do not wish to fight, we can prevent the enemy from engaging us even though the lines of our encampment be merely traced out on the ground. All we need do is to throw something odd and unaccountable in his way† (Sun Tzu 1971, 24) The ideas of war produced by Sun Tzu, partially seem as odd as the instruments he offers to use if one does not want to fight. On the one hand, being first to the field also implies using ‘sudden’ tactics. On the other hand, what odd instruments could Iraqi people use to openly claim their desire not to start war with the U. S.? One should not repeat its tactics which had been successful earlier, but it should be regulated according to the constantly changing military environments. Moreover, using the tactics which has already proved to be a failure is a guaranteed double failure. The U. S. has not taken into account numerous important elements of an effective military strategy: being sudden does not always mean being successful. Aerial attacks make people fall to their knees, but do not break them completely. The U. S. develops a sound strategy of removing its military from the Iraqi territory. The aim is to turn retreat into a victory, which is virtually impossible. Until the U. S. is able to re-evaluate its defeats and tactics in previous military campaigns, it will have to be prepared to new military failures. Conclusion I think that each of the analyzed philosophers has something to say about the war in Iraq. Each of them discussed interesting elements of military strategy which could be applied to Iraqi military campaigns. Although certain views are limited, some risk being biased, and some cannot make the case at all, all of them deserve attention at least for having researched the question which we will hardly ever answer: What is War? It is never stable, it is always changeable, it always has a different face, and sometimes we even fail to recognize it from the start. One thing is evident: no matter how difficult a war can be, no excuses can justify our inability to fight well. BIBLIOGRAPHY Clausewitz, C. On War. Princeton: Princeton University Press, 1989. Jablonski, D. Roots of Strategy. Book 4. Merchanicsburg: Stackpole Books, 1999. Liddel-Hart, Basil H. Strategy: Second Revised Edition. New York: Meridian Books, 1991. Machiavelli, N. The Prince. The Project Gutenberg, 2006. Available from http://www. gutenberg. org/files/1232/1232-h/1232-h. htm Paret, P. , G. A. Craig F. Gilbert. Makers of Modern Strategy: From Machiavelli to the Nuclear Age. Princeton: Princeton University Press, 1986. Sun Tzu. The Art of War. Translated by Samueal B. Griffith. Oxford: Oxford University Press, 1971.

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Sam Borkin History 212 Vance Life of the Jazz Age Many things changed after the Civil War. Including industrialization, emergence of cities, and women and children also won more freedom than from before. First of all the city replaced the countryside as the focal point of American life in the 1920s. Population of America changed. It grew rapidly. The current census at the time revealed that more than half of America's population lived in cities and still continued to grow. Cities with a population of 250,000 people added nearly eight million people to their populations. New York City grew by 25%. Between 1920 and 1930 Detroit doubled their population as well. Metropolitan areas grew rapidly as whites and blacks poured in looking for job opportunities in the new consumer industry. The Skyscraper soon became the most visible feature of the city. Since faced with inflated land prices builders decided to build upward. No one knew that they would be developing an American icon for cities. In the metropolis life was different. The old community of home, church, and school were absent, but there were important gains to replace them. Some people became lost and lonely without the old institutions and many thrived on the new urban environment. Like I said the landscape and industrialization weren't the only major changes, but the family did as well. Before women and children didn't have as much freedom, but now in the new urban society freedom seemed to emerge. During the 1920s there was no permanent gain in the number of working women. 2 million more women were employed in 1930 than they were in 1920. Most women had low paying jobs ranging from stenographers to maids. In 1920 women had gained the right to vote, but t... ...f the twenties. By the end of the decade cars were basically necessities. For every road there was a one car for every five Americans. Due to the huge surge of dominance in the automobile business many businesses that were correlated with automobiles became very popular. These businesses or services were gas stations or motels. They were there to meet the needs of the drivers.7 All in all the Roaring Twenties was full of many different things. Some were bad some were good. Though some of the bad things are still around today the good things that happened in the twenties help shaped America to what it is today. The turmoil for many people had taught a lesson for the people of today’s era. This was especially so when talking about the Great Depression. You can be down in your luck, but just remember there are always positives to come with every negative.

Red Lake High School Shooting Essay

Jeffrey James â€Å"Jeff† Weise was an Ojibwe Native American adolescent, and a student at Red Lake Senior High School in Red Lake, Minnesota. He killed nine people and wounded five others in a shooting spree on March 21, 2005, when he was just 16 years old. Weise first murdered his grandfather and grandfather’s girlfriend at his trailer home in Red Lake. He then shot and killed an unarmed security guard, a teacher and five students at Red Lake Senior High School. The shooting ended when Weise committed suicide. Research shows that Jeff was a strange young man, interested in Gothic things black clothing and Nazism, but a look a little further into his past led to a few interesting revelations. Jeff’s parents were never married, because his mother was only 17 when she gave birth. She was forced to give Jeff to his father when he was three months old. Then when he was two his mother took him back. She was reportedly an abusive alcoholic with a tendency to both physically and emotionally abuse her first born son. In 1997 Jeff’s father committed suicide after a two day standoff with police. Then in 1999 his mother suffered brain damage after a car accident in which she had been drinking and driving. Jeff was then placed in the care of his grandmother at the Red Lake Reservation. Jeff did not have the right start in life. His parents should have been older and more ready for a child when he was born. They also should have been married. Jeff also should have had a more stable home life as an infant. It is doubtful that he had a firm attachment with his mother or father considering that he was passed between them at 3 months old and 2 years old. He also should not have been physically or emotionally abused. His mother failed him in that aspect and the fact that she was an alcoholic makes it even worse. It is also doubtful that Jeff dealt with his father’s suicide in a healthy way. He did not have the support that he should have had from his mother. By the time he got to his grandmother’s care he had already led a very difficult life. This ties in to every chapter that we have discussed so far. It refers to attachment, abuse, adolescence and everything. It all goes back to the first thing we talked about that said when parents fail to give their child a good start in life everybody suffers, as is the case with the families of Jeff’s victims.

Native Americans And African Americans - 1957 Words

The Europeans arrived to the Americans for the freedom both religious and from overpowering monarchies of their native lands back in Europe. In the European cities there were also overpopulation which destroyed the cities and towns with diseases. In the Americas the Native Americans were the first to inhabit the land; the Native Americans were peaceful people who relied on the land and its resources to survive. As the European settlers arrived and started to colonize the Native Americans tried to live amongst them but then they were forced to migrate west. Europeans influenced the Native Americans trying to â€Å"civilize the savages† but in reality the Europeans were just destroying a culture. Where the Natives Lived The Native Americans were the first to come to the Americas, live and adapt to the environment. Within North America the Native Americans were divided and spread out into six regions which covered a vast part of North America. Each region had difference environmental conditions and resources but the Native Americans took the area and adapted toward their advantage but also each region provided a different set of challenges that help shape the people that lived there. The regions were known as the Eastern Woodlands, the Plains, the Southwest, the Northwest Coast, the Arctic and the Sub-Arctic (Wolff 2009). The Eastern Woodlands The Eastern Woodlands consisted of land that covered from the Atlantic Ocean to the Mississippi River and up to the Great Lakes. TheseShow MoreRelatedAfrican Americans And The Native Americans1639 Words   |  7 PagesThe history of the Native Americans and the white colonist that would become the United States of America have always been a disaster for the Native Americans. The land greed of the whites had driven the tribes of the East west, and destroyed the culture of the Midwestern Plains tribes. 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