Island of the Sequined Love Nun Chapter 20~23

20 Leadership's a Bitch The storm had been easy on the Shark People. A little thatch lost from a roof here and there, a cookhouse blown over, some breadfruit and coconuts stripped from the trees, but not enough to cause hardship. Some seawater had washed into the taro patch, but only time would tell if it was enough to kill the crop. The Shark People went slowly about the business of cleaning up, the women doing most of the work while the men sat in the shade of the men's house, drinking alcoholic tuba and pretending to discuss important religious matters. Mainly they were there to pass the heat of the day and get good and drunk before dinner. Malink, the high chief of the Shark People, was late rising. He awoke shivering and afraid, trying to figure out how to interpret a strange dream. He rolled off of his grass sleeping mat, then rose creakily and ambled out of the hut to relieve himself at the base of a giant breadfruit tree. He was a short, powerfully built man of sixty. His hair was bushy and gone completely white. His skin, once a light butterscotch, had been burned over the years to the dark brown of a tarnished penny. Like most of the Shark men, he wore only a cotton loincloth and a wreath of fresh flowers in his hair (left there by one of his four daughters while he slept). The image of a shark was tattooed on his left pectoral muscle, a B-26 bomber on the other. He went back into the hut and pulled a steel ammo box out of the rafters. Inside lay a nylon web belt with a holster that held a portable phone, his badge of leadership, his direct line to the Sorcerer. The only time he had ever used it was when one of his daughters had come down with a fever during the night. He had pushed the button and the Sorcerer had come to the village and given her medicine. He was afraid to use the phone now, but the dream had told him that he must deliver a message. Malink would have liked to go down to the men's house and discuss his decision for a few hours with the others, but he knew that he couldn't. He had to deliver the dream message. Vincent had said so, and Vincent knew everything. As he pushed the button, he wished he had never been born a chief. The High Priestess was also sleeping late, as she always did. The Sorcerer jostled her and she pulled the sheets over her head. â€Å"What?† â€Å"I just got a call from Malink. He says he's had a message from Vincent.† The High Priestess was awake now. Wide awake. She sat upright in bed and the Sorcerer's eyes fell immediately to her naked breasts. â€Å"What do you mean he's had a message from Vincent? I didn't give him any message.† The Sorcerer finally looked up at her face. â€Å"He was terrified. He said that Vincent came to him in a dream and told him – get this – to tell me that ‘the pilot was alive and on his way, and to wait for him.'† She rubbed the sleep out of her eyes and shook her head. â€Å"I don't get it. How did he know about a pilot coming? Did you say something?† â€Å"No, did you?† â€Å"Are you kidding? I'm not stupid, Sebastian, despite what you might think.† â€Å"Well, how did he find out? The guards don't know anything. I haven't said anything.† â€Å"Maybe it's a coincidence,† she said. â€Å"Maybe he was just having bad dreams from the storm. Vincent is all he thinks about. It's all any of them think about.† The Sorcerer stood and backed away from the bed, eyeing her suspiciously. â€Å"Coincidence or not, I don't like it. I think you need to have an audience with the Shark People and give them a direct message from Vincent. This whole operation depends on us being the voice of Vincent. We can't let them think that they can reach him directly.† He turned and started out of the room. â€Å"Sebastian,† she said and the Sorcerer paused and looked over his shoulder at her. â€Å"What about the pilot? What if Malink is right about the pilot being on his way?† â€Å"Don't be stupid, Beth. The only way to control the faithful is to not become one of them.† He turned to leave and was struck in the back of the head by a high-velocity whiskey tumbler. He turned as he dropped to the floor grasping his head. The High Priestess was standing by the bed wearing nothing but a fine golden chain at her hips and an animal scowl. â€Å"You ever call me stupid again and I'll rip your fucking nuts off.† 21 How the Navigator Got from There to Here Watching the sharks circle the boat, Tuck felt as if he was being sucked down the vortex of a huge bathroom drain. â€Å"We need a better weapon,† Tuck said. He remembered a movie once where Spencer Tracy had battled sharks from a small boat with a knife lashed to an oar. â€Å"Don't we have any oars?† Kimi looked insulted. â€Å"What wrong with me?† â€Å"Not whores. Oars!† Tucker pantomimed rowing. â€Å"For rowing.† â€Å"How I know what you talking about? Malcolme always say oars. ‘Bloody oars,' he say. No, we don't have oars.† â€Å"Bail,† Tuck said. The navigator began scooping water with the coffee can as Tuck did his best to bail with his hands. A half hour later the boat was only partially full of water and the sharks had moved on to easier meals. Tucker fell back onto the bow to catch his breath. The sun was still low in the morning sky, but already it burned his skin. The parts of his body not soaked with seawater were soaked with sweat. He dug into the pack and pulled out the liter bottle of water he had bought the day before. It was half-full and it was all they had. Tuck eyed the navigator, who was bailing intently. He'd never know if Tuck drank all of the water right now. He unscrewed the cap and took a small sip. Nectar of the gods. Keeping his eye on Kimi, he a took a large gulp. He could almost feel his water-starved cells rejoicing at the relief. As he bailed, Kimi sang softly in Spanish to Roberto, who clung to his back. Whenever he tried to hit a high note, his voice cracked like crumpled parchment. Salt was crusted at the corners of his mouth. â€Å"Kimi, you want a drink?† Tucker crawled onto the gas tank and held the bottle out to the navigator. Kimi took the bottle. â€Å"Thank you,† he said. He wiped the mouth of the bottle on his dress and took a deep drink, then poured some water into his palm and held it while Roberto lapped it up. He handed the bottle back to Tucker. â€Å"You drink the rest. You bigger.† Tucker nodded and drained the bottle. â€Å"Who's Malcolme?† â€Å"Malcolme buy me from my mother. He from Sydney. He a pimp.† â€Å"He bought you?† â€Å"Yes. My mother very poor in Manila. She can't feed me, so she sell me to Malcolme when I am twelve.† â€Å"What about your father?† â€Å"He not with us. He a navigator on Satawan. He meet my mother in Manila when he is working on a tuna boat. He marry her and take her to Satawan. She stay for ten years, but she not like it. She say women like dirt to Micronesians. So she take me and go back to Manila when I am nine. Then she sell me to Malcolme. He dress me up and I make big money for him. But he mean to me. He say I have to get rid Roberto, so I run away to find my father to finish teach me to be a navigator. They hear of him on Yap. They say he lost at sea five year ago.† â€Å"And he was the one that taught you to navigate?† Tucker knew it was a snotty question, but he had no idea what to say to someone whose mother had sold him to a pimp. Kimi didn't catch the sarcasm. â€Å"He teach me some. It take long time to be navigator. Sometime twenty, thirty year. You want learn, I teach you.† Tucker remembered how difficult it had been to learn Western navigation for his pilot's license. And that was using sophisticated charts and instru-ments. He could imagine that learning to navigate by the stars – by memory, without charts – would take years. He said, â€Å"No, that's okay. It's different for airplanes. We have machines to navigate now.† They bailed until the sun was high in the sky. Tuck could feel his skin baking. He found some sunscreen in the pack and shared it with Kimi, but it was no relief from the heat. â€Å"We need some shade.† The tarp was gone. He rifled the pack, looking for something they could use for shade, but for once Jake Skye's bag of tricks failed them. By noon Tuck was cursing himself for pouring out the gallon of fresh water during the storm. Kimi sat in the bottom of the boat, stroking Roberto's head and mumbling softly to the panting bat. Tuck tried to pass the time by cleaning his cuts and applying the antibiotic ointment from Jake's first-aid kit. By turning his back and crouching, he was able to create enough privacy to check on his damaged penis. He could see infection around the sutures. He imagined gangrene, amputation, and consequently suicide. Then, looking on the bright side, he realized that he would die of thirst long before the infection had gone that far. 22 Finding Spam The octopus jetted across the bottom, over a giant head of brain coral, and tucked itself into a tiny crevice in the reef. Sarapul could see the light purple skin pulsing in the crevice three fathoms down. He took a deep breath and dove, his spear in hand. The octopus, sensing danger, changed color to the rust brown of the coral around it and adjusted its shape to fit the crannies of its hiding place. Sarapul caught the edge of the crevice with his left hand and thrust in his spear with his right. The spear barely pierced one of the octopus's tentacles and it turned bright red in a chromatic scream, then released its ink. The ink expanded into a smoky cloud in the water. Sarapul dropped his spear to wave the ink away before making another thrust. But his air was gone. He left his spear in the crevice and shot to the surface. The octopus sensed the opening and jetted out of the crevice to a new hiding place before Sarapul knew it was gone. Sarapul broke the surface cursing. Only three fathoms, eighteen feet, and he couldn't stay down long enough to tease an octopus out of its hole. As a young man, he could dive to twelve fathoms and stay down longer than any of the Shark men. He was glad that no one had been there to see him: an old man who could barely feed himself. He pulled off his mask and spit into it, then rinsed it with seawater. He looked out to sea, checking for any sign of the sharks that lived in abund-ance off the reef. There was a boat out there, perhaps half a mile off the reef, drifting. He put on his mask and looked down to get a bearing on his spear so he could retrieve it later. Then he swam a slow crawl toward the drifting boat. He was winded when he reached the boat and he hung on the side for a few minutes, bobbing in the swell, while he caught his breath. He made his way around to the bow and pulled himself up and in. A huge black bat flew up into his face and winged off toward the island. Sarapul cursed and said some magic words to protect himself, then took a deep breath and examined the bodies. A man and a woman – and not long dead. There was no smell and no swelling of the bellies. The meat would still be fresh. It had been too long since he'd tasted the long pig. He pinched the man's leg to test the fat. The man moaned. He was still alive. Even better, Sarapul thought. I can eat the dead one and keep the other one fresh! PART TWO Island of the Shark People 23 Deus Ex Machina The Sky Priestess first appeared in 1944 on the nose of a B-26 bomber. Conjured out of cans of enamel by a young aviator named Jack Moses, she lay cool and naked across the aluminum skin, a red pump dangling from a dainty toe, a smile that promised pleasure that no mortal woman could offer. As soon as Moses laid the final brushstroke on her black-seamed stocking, he knew there was something special about this one, something electric and alive that would break his heart when they flew her off to the Pacific. He caught a kiss in his palm and placed it gently on her bottom, then backed down the ladder to survey his work. He stood on the tarmac for perhaps half an hour, just looking at her, charmed, wishing that he could take her home, or to a museum, or lift her off the skin of the bomber and put her on the ceiling of a cathedral. Jack Moses didn't notice the major standing at his side until the older man spoke. â€Å"She's something,† the major said. And although he wasn't sure why, he removed his hat. â€Å"Ain't she,† Moses said. â€Å"She's off to Tinian tomorrow. Wish I was going with her.† The major reached out and squeezed Moses's shoulder; he was a little short of breath and the Sky Priestess had set off a stag film in his head. â€Å"Put some clothes on her, son. We can't have muffin showing up on a newsreel.† â€Å"Yes, sir. I don't have to put a top on her, do I?† The major smiled. â€Å"Son, you put a top on her, I'll have you court-marshaled.† â€Å"Yes, sir.† Moses saluted the major and scampered back up the ladder with his brushes and his red enamel and painted a serpentine scarf between her legs. A week later, as a young pilot named Vincent Bennidetti was leading his crew across the runway to take the Sky Priestess on her first mission, he turned to his navigator and said, â€Å"I'd give a year's pay to be that scarf.† A half century away, Beth Curtis pinned a big red bow into her hair, then, one at a time, worked sheer black-seamed stockings up her legs. She stood in front of the mirror and tied the red scarf around her waist, letting the ends trail long between her legs. She stepped into the red pumps, did a quick turnaround in the mirror, and emerged from her bungalow to the sound of the Shark People's drums welcoming her, the Sky Priestess. Vincent Bennidetti and his crew flew the Sky Priestess on twelve missions and sank six Japanese ships before a fusillade from a Japanese destroyer punctured her wing tanks and took out her right engine. But even as they were limping back toward Tinian, trailing smoke and fuel, the crew of the Sky Priestess knew she watched over them. They were, after all, charmed. For the price of a blown kiss or a pat on the bottom, the Sky Priestess had ushered them into battle like a vicious guardian angel, shielding them even as the other bombers in their squadron flamed into the sea around them. She had shown them where to drop their bombs, then led them through the smoke and the flak back to Valhalla. Home. Safe. The copilot chattered over the intercom to the navigator, airspeed, fuel consumption, and now descent rate. If they lost any more airspeed, the B-26 would stall, so Captain Vinnie was bringing her down into sweet, thick lower air at the rate of a hundred feet per minute. But the lower they flew, the faster the fuel would burn. â€Å"I'm going to level her off at two thousand,† Captain Vinnie said. The navigator did some quick calculations and came back with: â€Å"At two thousand we'll be short of base by three hundred miles, Captain. I recommend we level at three thousand for a safer bailout.† â€Å"Oh ye of little fucking faith,† Vincent said. â€Å"Check your charts for somewhere we can ditch her.† The navigator checked their position on the charts. There was a flyspeck atoll named Alualu about forty nautical miles to the south. And it showed that it was now in American hands. He relayed the information to the captain. â€Å"The chart shows an uncompleted airstrip. We must have chased the Japs out before they finished it.† â€Å"Give me a course.† â€Å"Sir, there might not be anything there.† â€Å"Ya fuckin' mook, look out the window. You see anything but water?† The navigator gave him the course. Vincent patted the throttles and said, â€Å"Come on, sweetheart. You get us there safe and I'll build you a shrine.† Sarapul was heading for the beach and the men's drinking circle when he heard the drums welcoming the Sky Priestess. That white bitch was stealing his fire again. He'd been thinking all afternoon about what he would say at the drinking circle: how the Shark People needed to return to the old ways and how he had just the ritual to get everyone started. Nothing like a little cannibalism to get people thinking right. But now that was all ruined. Everyone would be out on the airstrip, drumming and chanting and marching around like a bunch of idiots, and when the Sky Priestess finally left and the men finally did show up at the drinking circle, all they would talk about was the wonderful words of Vincent. Sarapul wouldn't be able to get a word in edgewise. He took the path that led away from the village and made his way toward the runway. After all, the Sky Priestess might pass out some good cargo and he didn't want to miss out on his share. Sarapul had been permanently banished from the village of the Shark People ever since one of the chief's grandchildren had mysteriously disap-peared and was later found in the jungle with Sarapul, who was building a child-sized earthen oven (an oom) and gathering various fragrant fire woods. Oh, the men tolerated him at the nightly drinking circle, and he was allowed to share in the village's take of shark meat, and the members of his clan saw to it that he got part of the wonderful cargo passed out by the Sorcerer and the Sky Priestess, but he was forbidden to enter the village when women and chil-dren were present. He lived alone in his little hut on the far side of the island and was regarded by the Shark People as little more than a monster to frighten children into behaving: â€Å"You stay inside the reef or old Sarapul will catch you and eat you.† Actually, scaring children was the only real joy Sarapul had left in life. As he emerged from the jungle, the old cannibal saw the torches where the Shark People waited in a semicircle around a raised platform. He stopped in a grove of betel nut palms, sat on the ground, and watched. He heard a click from the PA speakers mounted on the gate across the runway and the Shark People stopped drumming. Two of the Japanese guards ap-peared out of the compound and Sarapul felt the hair rise on his neck as they rolled back the gate and fifty years of residual hatred rose in his throat like acid. The Japanese had killed his wife and children, and if there was any single reason to return to the old ways of the warrior, it was to take revenge on the guards. Music blared out of the PA speakers: Glenn Miller's â€Å"String of Pearls.† The Shark People turned toward the gate and dropped to their knees. Pillars of red smoke rose from either side of the gate and wafted across the runway like sulfurous serpents. The distant whine of airplane propellers replaced the big band sound from the PA and grew into a roar that ended with a flash and explosion that sent a mushroom cloud of smoke a hundred feet into the night sky. And half-naked, the Sky Priestess walked out of the smoke into the moonlight. Chief Malink turned to his friend Favo and said, â€Å"Excellent boom.† â€Å"Very excellent boom,† Favo said. â€Å"There it is,† the copilot said. The B-26 was sputtering on her last few drops of fuel. Vincent nosed her over and started his descent. â€Å"There's a strip cut right across the center of the island. Let's hope we didn't bomb the shit out of it when the Japs had it.† His last few words seemed unusually loud as the engine cut out. â€Å"No go-around, boys. We're going down. Rig for a rough one and be ready for extreme dampness if we come in short.† Vincent could see patches of dirt on the airstrip, as well as fingers of vines and undergrowth from the jungle trying to reclaim the clearing. â€Å"You going in gear up?† the copilot asked, thinking that they might have a better chance of survival going over a bomb crater if they skidded in on the plane's belly. â€Å"Gear down,† Bennidetti said, making it a command. â€Å"We might be able to land her gear up, but she'd never take off again.† â€Å"Gear down and locked,† the copilot said. They glided in about ten feet over the reef. A dozen Shark men who were standing on the reef dove underwater as the airplane passed over them as silent and ominous as a manta ray. Bennidetti flared the B-26 to drop the rear gear first and they bounced over a patch of ferns and began the rocket slide down the coral gravel airstrip. Without the engines to reverse thrust, Vincent had only the wheel brakes to stop the bomber. He applied them gingerly at first, then, realizing that the runway was obscured by vines that might be covering a bomb crater, laid into them, causing the wheels to plow furrows into the gravel and filling the still air with a thick white cloud of dust. â€Å"We still burning?† Vincent asked the copilot over the rumble. The copilot looked out the window. â€Å"Can't see anything but a little black smoke.† The bomber rolled to a stop and a cheer went up from the crew. â€Å"Everybody out. Now,† Vincent ordered. â€Å"We still might have fire. They stumbled over each other to get out of the plane into the dust cloud. Bennidetti led them away at a run. They were a hundred yards from the plane before anyone looked back. â€Å"She looks okay, Captain. No fire.† That set off a round of cheering and backslapping and when they turned around again they saw group of native children approaching them from the jungle led by a proud ten-year-old boy carrying a spear. â€Å"Let me handle this,† Vincent told the crew as he dug into his flight suit pocket for a Hershey bar. â€Å"Hey, squirts, how you doing?† The boy with the spear stood his ground, keeping his eye trained on the downed bomber while the other children lost their nerve and backed away like scolded puppies. â€Å"We're Americans,† Vincent said. â€Å"Friendly. We are bringing you many good things.† He held the chocolate bar out to the spear boy, who didn't move or take his eyes off of the airplane. Vincent tried again. â€Å"Here, kid. This stuff tastes good. Chocolate.† He smacked his lips and mimed eating the candy bar. â€Å"You savvy American, kid?† â€Å"No,† the boy said. â€Å"I no speak American. I speak English.† Vincent laughed. â€Å"Well, I'm from New York, kid. We don't speak much English there. Go tell your chief that Captain Vincent is here with presents for him from a faraway and most magical place.† â€Å"Who she?† the kid asked, pointing to the image of the Sky Priestess. â€Å"She your queen?† â€Å"She works for me, kid. That's the Sky Priestess. She's bringing presents for your chief.† â€Å"You are chief?† Vincent knew he had to be careful here. He'd heard of island chiefs refusing to deal with anyone but Roosevelt because he was the only American equal to their status. â€Å"I'm higher than chief,† Vincent said. â€Å"I'm Captain Vinnie Fuckin' Bennidetti, Bad-ass of Brooklyn, High Emperor of the Allied Forces, Pilot of the Magic Sky Priestess, Swinging Dick of the Free Fuckin' World, and Protector of the Innocent. Now take me to your chief, squirt, before I have the Sky Priestess burn you to fucking ashes.† â€Å"Christ, Cap'n!† the bombardier said. Vincent shot him a grin over his shoulder. The kid bowed his head. â€Å"Christ, Cap'n. I am Malink, chief of the Shark People.† The Sky Priestess came out of the smoke and took her place in the middle of the semicircle of Shark People. Women kept their eyes to the ground even as they pushed their children forward, hoping that they would be the next to be chosen. The Sky Priestess threw the tails of her scarf over her shoulder and the music from the PA system stopped abruptly. The Shark People fell to their knees and waited for her words, the words of Vincent. It had been months since anyone had been chosen. Malink rose and approached the Sky Priestess with a coconut shell cup of the special tuba they had made for her. He was as stunned by her now as when he had first seen her painted on the side of Vincent's plane. She drained the cup and handed it back to the chief, who bowed over it. â€Å"Still tastes like shit,† she said. â€Å"Tastes like shit!† the Shark People chanted. Beth Curtis turned her head to suppress a smile and a belch. When she turned back to Malink, her eyes were fury. â€Å"Who speaks for Vincent?† â€Å"The Priestess of the Sky,† Malink answered. â€Å"Who brings the words and cargo from Vincent?† â€Å"The Priestess of the Sky,† Malink repeated. â€Å"And who takes the chosen to Vincent?† â€Å"The Priestess of the Sky,† Malink said again, backing away a step. He'd never seen her so angry. â€Å"And who else, Malink?† â€Å"No one else.† â€Å"Damn straight no one else!† She spat so violently she nearly disengaged the bow from her hair. â€Å"You told the Sorcerer that Vincent came to you in a dream. This is not true.† The Shark People gasped. Despite what the Sky Priestess and the Sorcerer thought, Malink had told none of his people about the dream. But Malink was confused. He had dreamed of Vincent. â€Å"Vincent said that the pilot is coming. That he is still alive.† â€Å"Vincent speaks only through me.† â€Å"But – â€Å" â€Å"No coffee or sugar for a month,† the Sky Priestess said. She pulled her scarf from her shoulders and the music began again. The Shark People watched as she walked away. There was an explosion across the runway and the Sky Priestess disappeared into the smoke.

Contemporary Management Approaches Essay

The four contemporary approaches to management are: Sociotechnical systems theory, quantitative management, organizational behavior, and systems theory. Sociotechnical systems theory tries to revamp tasks to get the most out of the operation of a new technology while maintaining the human aspects of the work, such as the employees’ interpersonal relationships. It also touts the use of teamwork and the partially self-governing work groups as important factors for creating efficient production systems (Bateman S. , 2013). The Quantitative management approach focuses on using the quantitative analysis on managerial problems and decisions. Formal mathematical models of the problem are used by managers to make a decision. Managers are not often trained to use these techniques so the quantitative management approach is infrequently used (Bateman S. , 2013). The Organizational approach assumes that employee effectiveness is based on understanding the intricate interplay of individual, group, and organizational processes (Evolution, 2012). Disciplines such as psychology and sociology are used to try and explain the behavior of employees on the job (Bateman S. , 2013). The Systems theory approach to management assumes that organizations are open systems that depend on inputs from the external environment that need to be transformed into outputs that meet the market’s needs for goods and services. Inputs are the goods and services that an organization takes in and uses to create products or services. Outputs are the goods and services that the organization creates (Evolution, 2012). I think the sociotechnical approach is the most important because it focuses on keeping current with the new technology. This approach also recognizes the importance of keeping the employees happy so as to maximize production. References Bateman, S. (2013). Management (M Starts Here series–soft cover), 3rd edition 2013. McGraw-Hill. Evolution, T. (2012). The Evolution of Management. Retrieved from Highered.Mcgraw-hill.com: http://highered.mcgraw-hill.com/sites/dl/free/007802952x/970138/bat2952X_Part2.pdf

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Introduction to Statistics and Econometrics - Essay Example In a study reported by CNN, several researchers undertook a study on the social networks of teenagers. The study found that dating teenagers is likely to be exposed to mixed-gender peer groups. Borrowing from this study, the article by MacMillan then claims that the drinking patterns of the 2nd degree friends was the strongest influence on the drinking behavior. According to the article, these 2nd degree friends came along with the peer group. It is through these assumptions that the article asserts that: Dating spreads drinking in teens! The assumption made by this article is a clear representation of a misguided assumption of causality. Instead of concluding that dating spread drinking in teens, the writer of the article should have argued that the strongest association of teenager drinking behavior occurred with that of the 2nd degree friends. This is because the measurements of the variables were taken based on friend and self-reports. It is therefore scientifically inappropriate to conclude that the 2nd degree friends increased the drinking habits in teens. Some other factors can also play roles in increasing the drinking habits. To test a possible causality between drinking habits in teens and 2nd degree friends; Convergent cross mapping as a statistical tool should be

Issues and Trends in World Politics - Redefining Security Essay

Issues and Trends in World Politics - Redefining Security - Essay Example In addition, legislators find it uncomplicated to agree on military answers to external legal issues than to agree on the utilization of different methods of persuasion that United States can employ. Moreover, this false picture makes countries to focus on military risks and to assume other different and probably extra perilous hazards than the military risks. Thus it lessens the general safety of the people. Also, the false picture created by explaining national security in military terms plays a role in the persistent militarization of global relationships. This enhances the world wide insecurity in the long term (Ullman, 1983, 129). First, Ulham highlights the trade off with liberty. During a disagreement there are two specified values, each significant to the development of human beings. At its plain state, this decision depicts itself as the extent to which countries may go so as to safeguard themselves against rivals that that they perceive as oppressive, toward embracing barri ers that are similar to totalitarian towards the United States citizens. It is an issue that is evident in the everyday existence, hauling and pulling between the constitution, intelligence agencies and the police. A second choice entails association with countries whose code of conduct is different from those of United States. It raises the question whether the United States administration should establish an association of significant military relationship with the Republic of South Africa, and face the danger of racial disagreements in the American cities, or the United States should continue treating the Republic of South Africa as a rival and probably establish national racial peace (Ullman, 1983, 131). This is a significant feature of a stable community. A third choice includes military against financial help to needy nations. This choice pose the question, should the policy of the United States aspire at assisting administrations in the third world against the military danger s they presume to be coming from the Soviet Union and its collaborators, or at assisting citizens from the developing countries have better self-sufficiency so as to probably create extra healthy communities with decreased birth rates, thus reducing the increasing pressure on worldwide resources? Lastly, numerous choices contrast domestic and global priorities. The foremost source of national securities in the near future will be struggle for resources and territory. According to Ullman, a large number of violent disagreements throughout history have been caused by the struggle for resources and territory. He asserts that the future will see an increase in conflicts because of territory. The preservation of the idea of national autonomy has made the invasion of nations noticeably defunct. Ullman argues that the struggle for resources will probably increase because of the high need for a number of significant products and supplies. Nevertheless, these future struggles are perceived t o incorporate territorial aspects, but these territories will either be sparsely occupied or be unpopulated. Most of these territories will entail numerous resources that may be exploited, for example, oil. Also, he argues that these conflicts over resources will frequently be in the form of military battles whose combat periods will be short, instead of those prolonged wars. These wars will also be between countries that are neighboring each other, for

MATH & ESSAY Speech or Presentation Example | Topics and Well Written Essays - 1250 words

MATH & ESSAY - Speech or Presentation Example The budgeted costs can be compared to the actual costs in order to control activities and identify significant deviations from expectations. The budgeted cost is to communicate the objectives and expectations down the organization, whereas the actual costs indicate the performance of the organization with respect ot he budgeted values. In financial terms, firewall refers to the regulatory legal barriers placed by the Glass – Steagall Act 1933 which attempted to prevent the transfer of inside information and performance of financial transactions between commercial and investment banks (Darwish & Evanoff, 2007). The regulatory firewall between the commercial and investment banking activities indicated that the commercial banks should curb their investment activities and that the income from investments should not be over 10%. These rules were extended and the Bank Holding Act came into practise in 1956 which separated the banking and the insurance sector. The banks were allowed to sell insurance, but they were not authorized to underwrite insurances. This acted as a firewall between the banking and the insurance sector. The firewall was initiated as it was found that the commercial banks were involved in the stock market to a great extent and were thus putting the deposits received from customers at great risk. Also, it was one of the reasons for the early stock market crash. Hence it was decided that there has to be some legal barriers in order to separate the commercial and investment

Careers in Psychology Essay Example | Topics and Well Written Essays - 250 words

Careers in Psychology - Essay Example With the increase in military men being sent to Iraq and Afghanistan, there will be an increase in demand for psychologists who need to assist them and their families. I think that this is the right career path for me since opportunity to travel around the world also exist since I can work in different VA nursing homes or be a member of teams assigned to take services to veterans who cannot go to hospitals. My view regarding the career options that I may take widened after reading DeAngelis’ article. I realized that I can even work with the Department of Homeland Security because they need psychologists to help them study the impact of terrorism on both the individual and the society. The article â€Å"Giving Each Other A Lift† by Packard, widened my view regarding my career. I realized that I can be of help to other psychologists and the other way around. I should not only be concerned with the development of my own career but rather I should try to reach out to other psychologists because it will benefit me too. Conferences and workshops are an ideal place to meet fellow psychologists who may be able to assist me in the areas of marketing and finances as well as possible career practice diversification.

Caring- Nel Noddings Essay Example | Topics and Well Written Essays - 2000 words

Caring- Nel Noddings - Essay Example These positive and negative things will have an impact on the child will become the intended person or not. Therefore, people want to â€Å"form beliefs and abilities required to continue going on with close relations and the desire to do so (Noddings, 2005, p. 21-22).† using Noddings’ four components including modeling, dialogue, practice, and confirmation in order to facilitate caring. The meaning of caring that emerges from the ethics include proficient standards, individual value, comprehending humankind continuance, understanding the meaning of norms, decisions, moral decisions, integrity, worth, people and colleagues in treatment. The extent of care is also pronounced in some good characters than others. In the case of decency or fairness, for example, that affection may not be readily apparent. With care, more than without any good values, its appreciation with passion is evident. When people care about each other, attending to each other’s needs, as a mot her looks after a new baby, physicist cares for a patient or an instructor cares for a struggling apprentice, the link between love and ethics is supposed. Care is an attribute that is interchangeable with love. The lack of care, more than anything else brings out man to be insensitive. To care is to how humanity, to show love. Not to love is to create a boundary between oneself and one’s own heart, on the same not, being humane to both those next to you and far away from you not only improve your relationship, it can also prolong your life, this is according to research conducted by a group of researchers at the university of Purdue. The absence of care is destruction of personality. Care may seem to be weighty, but on the contrary is the force that gives life its balance, its booming nature and its validity. Caring is taking excellent care of all things that matter to us. It involve being a compassionate witness, and listening keenly to another and not jumping to conclusion s. One shows that one cares with appropriate acts and kind words. When we do a job, we do it with our best effort. We are not insensitive to things that matter. We care deeply about the ethics we trust in. Caring can be said to be a sign of love. Should we care for others, then we are able to notice how they feel and attend to their needs. When we care about ourselves, we have nothing to offer others. Caring can as well be a gift from the heart. Caring for ideas and objects is different from caring for people and other living things. One cannot establish a bond with physics or a food processor. The cared- for cannot feel anything for us there is no significance in the second party. People instead describe a responsiveness for ideas and objects. We must consider the deepest sense of care as human beings. We care what will happen to us. We wonder whether there exists life just after death,or whether there is God who cares about us, whether those we love, love us back, whether we belon g somewhere. We wonder what we will be in future, who we are right now, how much control we have over our fate. For an adolescent, these are among the most pressing issues: who am I? How do others see me? Who love me? How do others perceive me? though schools spend most of time doing mathematics and physics than in trying to answer these questions take an example of yourself most likely you are wondering what will I be tomorrow .

The Turkish invasion in Cyprus at 1974 Research Paper

The Turkish invasion in Cyprus at 1974 - Research Paper Example All these were taking place in the knowledge of three guarantor powers which reacted three days after the Turkish invasion in Cyprus. The guarantor powers that included the United Kingdom, Greece and Turkey decided to agree upon the fate of the invaded island. Seemingly, Turkish had a lot of interest in having the most of the island, and, in fact, it ended up acquiring more than a third of the island illegally (Freedman 402). This came as a result of their Attila II pre-planned physical attack which saw them through their acquisition of the island disregarding opinions of other guarantor powers. The above actions were devastative in nature as many things were destroyed ranging from property in the island to individual lives that were claimed in the process of the attack. As a consequence of their brutality, more than 5000 individuals lost their lives. In addition, there resulted a fate unknown, and nobody could account for 1,614 missing Cypriots as well as 4 citizens from the US duri ng the invasion period, Congregation Record (18108). Before the attack on Cyprus by the Turkey, Greece had come up and led a coup whose intention was made known all. As Freedman (402) noted in his book, the Greek-led coup was to unite Cyprus Island with Greece. This is the sole reason why the Turkish military launched an operation to invade the same island to respond and resist the Greek dominion over the same island (Freedman 402). It is a clear fact that Greece was involved in the fight with Turkey over the Cyprus Island which led to atrocious consequences as the one that had previously mentioned. They tried various means of acquisition of the island including military approaches just to win it over Turkey, but it did not succeed as its expectation was. This fight between Greece, and Turkey over Cyprus made them differ over the Aegean territories. As a result, Greece itself tried to apply a diplomacy involvement in solving the issue at hand by then. This included their withdrawal from active participation in the NATO military command from the year that they experienced the fight between them and the Turkey (Freedman 402). This was s due to their partly protest over the issue regarding Cyprus Island that dominated largely by the Turkey. Huth, (136) brings an important aspect of Greek operations which are regarded to be full of diplomacy. For instance, the Greece itself was not willing to confront Turkey by counter attacking them using their available military to continue fighting over Cyprus Island. They avoided this kind of confrontation but rather withdrew and stayed calm over the issue. According to Huth (136), there have been three main crises that rank nationally between Turkey and Greece over Cyprus. The earlier ones, which happened before the 1974 Turkish attack like the 1964 and the 1967 ones, the government of Greece gave in to diplomatic intervention and resolutions. These diplomatic settlements were as a result of threats of using military for inte rvention posed by the Turkish government. Indeed, the 1974 confrontation did not see Greece use any military confrontation to contest against the Turkish invasion and domination upon Cyprus Island. There was a great challenge to international democratic peace in 1974when Turkey and Greece had the conflict over Cyprus Island, as Diez (169) has realized. It is important to note that, before this confrontation, Greece

Final Term Paper Example | Topics and Well Written Essays - 1000 words

Final - Term Paper Example Nobody knows for sure how change will turn out. To a certain extent, nothing is permanent except change itself. This should perhaps remind all of us how to cope with change and adopt to it. Some people adopt to change quite remarkably well, while others flounder and get left behind because of a different attitude towards change. Management scholars, change experts, and talented academicians have studied change and its effects on people, on how to manage the change process to make it a positive outcome, or on how to teach people to adapt and accept change as a positive event that will bring new options or opportunities for those quick enough and astute enough to embrace change as beneficial. The conventional wisdom is that people resist change because it implies chaos and uncertainty. However, a paradigm shift is needed to make people realize how change brings with it a new set of opportunities, the chance to start afresh and the option to wipe the slate clean, so to speak. Some peopl e definitely thrive when exposed to change because they are quick enough to grab the chances presented by change when old rules no longer apply and new ones are just now being implemented. The change process can be managed efficiently only if people open up their eyes and their minds to the benefits that change brings. Change can be a positive event because it brings progress for humankind in ways unimaginable but only if it is steered in the right ways. Discussion Since change is inevitable and oftentimes unavoidable too, people should be ready at all times to adopt and adapt to whatever changes are coming their way. Human recorded history is a continuum of constant changes over the centuries and cumulatively, all those changes can now be seen in the way human civilization has progressed over several millennia. Change itself can be evolutionary (gradual) or revolutionary (abrupt) depending on the circumstances but change is happening all around sometimes without people consciously knowing how change is proceeding. Some people will resist change because they prefer to stay in their comfort zones and be happy with the present way of doing things while some people embrace change for new opportunities it brings. This dichotomy in people's responses is starkly illustrated in the two groups of friends who discovered their cheese was missing; Sniff and Scurry were able to adapt and went about searching for new cheese, while another group (Hem and Haw) just waited for the cheese to just re-appear somewhat magically for them, without them doing anything (Johnson, 2003). Change can be managed actively and steered towards a desired outcome if people will be strong enough to do so. In other words, people can influence change in ways that are positive for them in the long run if they want to, all it takes is just personal willpower and political will to achieve positive change. It means people need to be proactive for change to succeed for them or otherwise, change will f orce people to adapt or wither away. This had been the case of most of ancient civilizations in the world, which achieved their heights and peaks of development but in the process, an unexpected change or event came along to which these civilizations were not able to adapt and caused their decline while new societies came along which prospered with change. Put differently, a person can be an active participant by being a change agent himself or choose to be a passive bystander watching all the change events affecting his own

Individual Project 1 EDU 620 Essay Example | Topics and Well Written Essays - 500 words

Individual Project 1 EDU 620 - Essay Example Thus, it demands a more dynamic personality having skills in analysis, planning, management, and implementation. Most importantly, it requires a learning attitude that leads toward continuous personal and professional development. Discipline of Instructional Design Wills(2009) states that instructional design is a discipline based on scientific principals and a specific set of assumptions verified by empirical data. Upon the base of this data, the professionals design their instructions to meet the specific learning needs of the particular audience. Hence, instruction is a science and instructional design is a technology based upon the science. (Merrill, Drake, Lacy, Pratt, & the ID2 Research Group, 1996).Further, it is a process that includes planning, management, implementation and assessment. Thus instructional design is a process to improve how instructions gets designed and delivered better. However, some scholars consider it not just a science but an art as well. Instructional Design as a Science The scholars who claim instructional design as aligned with science say that instruction is based upon some scientific principals—a huge body of research. Supporting this view point Rowland (1993) establishes that the principles that can explain cause and effect relationship are to be said scientific.

International markets small business in USA Essay Example for Free

International markets small business in USA Essay International markets small business in USA Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Venture capitalists invest massive of money to companies that want to expand but have no enough access to public funds. They are willing to invest in such companies because they earn massive benefit when the company succeeds. Consequently, venture capitalists look for firms with strong management staff, large markets and unique goods with high competitive advantage (Gladstone Gladstone 2004). They are driven by the desire to own a large portion of the company so that they can influence its direction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   International markets are complex due to their vast geographical coverage in the worlds rapidly changing and growing nations. The basics for international markers ranging from diverse culture and languages, handling issues related to business ethics, selection of distribution and global marketing channels and international communication. They are the key issues that guide the operationality of worldwide markets (Omar, Abduh, Sukmana, 2013)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This situation represent personal and professional dilemma where by the personal and professional interests that are simultaneously conflicting. I will use the principles of ethical decision making process seek supervision self mirror image and illumination of the process will also consider legal obligation that supersedes my professional and personal ethics (Wueste,1994). I will talk both the boss and supervisor to examine their feeling about my situation as that pertain my professional ethics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The small businesses are important in US economy in many aspects. They employ many people, actually about the half of the total workforce in there a key in driving the economy as opposed to giant multi-billion dollar companies (White House Committee on Small Business, 1962).They are instrumental in stabilizing forces in the economy .the owners are backbone for creativity innovation production and value creation in United States. The small business is actually what stimulates the economy. References Gladstone, D., Gladstone, L. (2004). Venture capital investing: The complete handbook for investing in private businesses for outstanding profits. Upper Saddle River, NJ: Prentice Hall/Financial Times Omar, A., Abduh, M., Sukmana, R. (2013). Fundamentals of Islamic money and capital markets. Singapore: John Wiley White House Committee on Small Business (U.S.). (1962). Small business in the American economy: Its contributions and its problems [and] the role of the Federal Government. Washington. Wueste, D. E. (1994). Professional ethics and social responsibility. Lanham, Md: Rowman and Littlefield. Source document

Family Support Programme for ICU Patient Relatives

Family Support Programme for ICU Patient Relatives Constantin Vintilescu From DNP Online Community Davidson, E., Daly, J., Brady, R. Higgins, P. (2010). Facilitated Sensemaking A Feasibility Study for the Provision of a Family Support Program in the Intensive Care Unit. Critical Care Nurse Journal 33 (2) 177-189. Introduction / Purpose Evidence has shown that family members of Intensive Care Unit (ICU) patients develop anxiety, depression, or post-traumatic stress syndrome -like symptoms. Paparrigopoulos (2006), Joint Commission on Accreditation of Healthcare Organizations (JCAHO) (2006) and the Society of Critical Care Medicine recommend family-centered care, but few studies demonstrate successful interventions to â€Å"decrease the ad ­verse psychological effect of critical illness on the family.â€Å" (Azoulay, 2005) This project served to examine the feasibility of such interven ­tions, and as a pilot program to investigate research procedures before the design of a controlled trial. Derived from business leadership models, â€Å"Facilitated Sensemaking,† provided the theoretical framework for the interventions: family members experience a disruption in their lives when a loved one is admitted to the ICU; they adjust with a compensatory process that may be influenced by nursing interventions. Methods The ‘Family Support Pro ­gram’ was developed consisting of personalized instructions delivered a clinical nurse specialist, and a family visiting kit in zip-locked plastic bag consisting of: a workbook including program introduction and instructions, cognitive recovery activities, activities to perform at the bedside including passive range of motion exercises, and personal care items. The program was offered to 30 consecutive families in a 32 bed â€Å"mixed-use ICU. All participants were English-speaking adult family members of mechanically ventilated adult ICU patients. To evaluate feasibility, data was collected on program acceptance, time of personal instruction, use of items in the family visiting kit, and family perception of program usefulness. In piloting the research procedure: a Family Sup ­port Program evaluation, and adapted Critical Care Family Needs Inventory (aCCFNI) was administered and psychometric properties of the instrument the reliability and validity of the questioner and scoring method were assessed. A convenience sample is a study of subjects taken from a group that is conveniently accessible to a researcher. One advantage of this is that it is easy to access, requiring little effort and time. This sampling method suffers from a major disadvantage in that it is not an accurate representation of the population, which can skew results quite radically. Use of a convenience sample is quite popular and prevalent, however, and it can be valid under certain conditions. Biases and Flaws Any number of biases can occur in a convenience sample. By selecting from a specific population such as students enrolled in Sociology 101, people visiting a mall between 10:00 am and 2:00 pm on Saturdays, or library patrons, the study inadvertently excludes a great deal of the population. Choosing only students in a particular classroom at a certain university can easily exclude certain portions of the general populace, such as children or those without the financial means to attend the school. Such exclusions are not always a problem. For example, a study on library patrons could easily take a convenience sample of people at a certain library and generalize the results. On the other hand, a study on social attitudes toward people with disabilities should not use only the students in a sociology class, which does not necessarily represent an accurate cross-section of the population. This inability to accurately generalize the results of such a group makes it ineffective for many studies. Researchers who want more valid results typically take a probability sample, which attempts to get an accurate representation of the population. It is not generally possible to study everyone, but it is possible to randomly assign people to a study with an eye toward retaining a balance of characteristics seen in the population in general. For example, organizations that conduct political polling usually try to draw on a large database of people and select subjects randomly. This randomization increases the chances of a more accurate pool forming to produce results that can be better generalized. If a convenience sample is used, researchers typically disclose this fact. Good research usually includes a detailed overview of the sampling techniques used, so that people reading about it have a better understanding of how it was conducted. When revealing that a convenience sample was used, the researcher may also present justifications for its use and defend its accuracy. Evaluation / Analysis Standard statistical methods were applied using SPSS. Each aCCFNI item was ranked in order of importance using a weighted average analysis to measure â€Å"the importance of the need and how well that need was met† (Davidson 2010). The Family Sup ­port Program evaluation questioner was in the same way analyzed with descriptive statistics. Results Of the thirty family members approached for the Family Support Program, all consented to participate. 22 surveys were returned. Quantitative analyses of the aCCFNI results determine all 45 needs had some importance. Likewise, all items offered within the family visiting kits were found useful to some fam ­ily members. 42 Referrals to ancillary services were made for the 30 family members. Discussion / Conclusion Like previous research, this study demonstrated the importance of each of the 45-aCCFNI needs. A list of top 10 needs was also identified and corresponds with work by other researchers. Several non-generalizable opportunities for unit-specific performance improvement, including parking and other transportation related areas of stress were identified. 27% of family members who participated in the study did not to complete the surveys. The authors speculate that, â€Å"the early critical care period may be too stressful to concentrate on writing.† Only two family members were observed writing in the provided workbook even though the workbook was reported as helpful on the program evaluation questioner. The authors point-out similar phenomenon demonstrated in the literature (Kloos 2008). The small sample size was identified as a study limitation. Results of this study are â€Å"also limited to English-speaking adult family members of mechanically ventilated patients† (Davidson 2010). The contents of the family visiting kits were re ­fined with feedback received from family members during the study. It was suggested to build a ‘family supply cart’ to wheeled around the unit and offer supplies to family members. Operational issues During the study, many unit-specific issues arose regarding current practice and were for ­warded to the leadership team for action. For example, while screening patients for inclu ­sion into the study, the investigator discovered that many patients did not have family mem ­bers or visitors. A visiting ministry to meet the social needs of those patients has been suggested. Nurses and families alike were unaware of the hospital’s family room in the medical li ­brary equipped with an Internet-connected computer and handy hot-linked Web sites as well as novels. Because of study refer ­rals, the librarian reported an increased use in the family room (M. Robinson, personal oral communication, September 30, 2007). An informational sheet of family-friendly med ­ical information sites was prepared for in ­clusion in the visiting kit and later use. A note card explaining library services was de ­veloped, printed, and stocked in the waiting areas. As found in studies by Lautrette et al,31 Melnyk et al,14 Jones et al,13 and Kloos and Daly,33 family members appreciate supportive interventions that are multimodal in nature, both verbal and written. In this study, families also self-reported and it was observed that tac ­tile interventions using common household items for hands-on bedside activities were a welcome addition to the family support services. CONCLUSION The Family Support Program based on the model of facilitated sensemaking is not only feasible but also helpful to family members of mechanically vented, adult ICU patients. The demonstrated reliability of the aCCFNI supports its continued use in identifying im ­portant needs and evaluating whether those needs are met for families of ICU patients. An overall score weighting importance and needs-met for each item aided in ranking op ­portunities for improvement. Future research is warranted to continue evaluation of the Fa ­cilitated Sensemaking theory and measure ef ­fect of these interventions on outcomes (eg, anxiety, depression, symptoms suggestive of risk for posttraumatic stress). Inclusion of this nursing intervention is warranted to assist family members in communicating with the patient as part of the list of bedside activi ­ties. Future study design should be expanded to other cultures or patient groups. Educa ­tional programs targeted to provide instruc ­tion f or nurses on how to include family mem ­bers into daily practice are also warranted. The time the lead investigator spent per fam ­ily in supportive interactions appeared rea ­sonable for inclusion into the bedside nurse’s practice. Feasibility was further supported in that family members accepted and used the inter ­ventions that were based on concepts of the Facilitated Sensemaking model. Information to assist with decoding by explaining equip ­ment, alarms, and surroundings was notably accepted. Instructions for interacting with or assisting ICU patients were appreciated. The provision of personal care supplies was found to be most helpful and useful. Verbal instruc ­tions and hands-on activities were preferred over journaling activities. References Azoulay, E., Pochard, F., Kentish-Barnes, N. et al. (2005). Risk of post-traumatic stress symptoms in family members of intensive care unit patients. American Journal of Respiratory and Critical Care Medicine .171 (9): 987-994 Paparrigopoulos, T., Melissaki, A., Efthymiou, A. et al.(2006).Short-term psychological impact on family members of intensive care unit patients. Journal of Psychosomatic Research.61 (5):719-722

Views on Sex Education in Schools

Views on Sex Education in Schools Introduction Sex education is possibly one of the most talked-about topics nowadays, especially among concerned citizens and the government. Sex is a natural thing for all of us and it is just right for the researchers as well as the readers to know and learn more about it. But the question is, is it right for sex education to be taught in primary schools? This research paper tackles the different issues about sex education. It contains the pros and cons of teaching sex education in primary schools. Opinions from different sides such as teachers in primary and secondary schools are considered. With such divisions, the reader can approximate their own comprehension of the topic and thus contribute ways to assist the primary students regarding this matter. In this research paper, the researchers would like to show the readers the importance of teachers perception on teaching sex education in primary schools. The researchers are convinced that this paper will be of great value to students and teachers. Conceptual Framework Sex Education Teachers Secondary Primary Perception Statement of the Problem The study aimed to find out the teachers view on teaching sex education in primary schools. What is the general profile of the respondents in terms of: Age Civil Status Gender Subject teaching What are the teachers views of teaching sex education in primary schools? What are the issues/concerns of teachers in the teaching of sex education primary schools? Is there a significant difference on how the teachers view the teaching of sex education when compared by primary and secondary schools? Hypothesis There is no significant difference between the perspectives of the teachers from primary and secondary schools. Assumptions of the Study The researchers assume that the questionnaires distributed to the respondents are answered honestly and truthfully, and that all data that will be gathered is reliable to the study. The researchers also assume that the personal values may affect the respondents reaction to the questions given and personal experiences may influence the response to the question. Research Locale The study will be conducted in Southville International School and Colleges located at 1281 Tropical Ave. cor. Luxembourg St., BF International, Las Pià ±as City, Philippines. The school will be the focus of the study because it is more convenient to the researchers, it has a big population and it is suited for the study. Significance of the study Parents: They will be guided on making the decision of letting their children study sex education in the school where their children are studying. Students: They will have an idea about what they can get from learning sex education. They will be aware that the very heart of this issue is for their future. Scope and Limitations: The research focused on the perceptions of the teachers towards teaching sex education in primary schools. The respondents are the teachers in primary and secondary level of school year 2010-2011, from Southville International School and Colleges. Definition of Terms Curricula- are the courses offered by an educational institution. It is also a set of courses constituting an area of specialization. Mandatory- can also be compulsory the teaching of sex education is obligatory. Optional- the teaching of sex education for young people is not compulsory. Perception- is a result of perceiving, observation, a mental image, or concept. Primary school- includes grades one to six. Secondary school- a school usually including years 7 to 10. Sexuality- is an expression of sexual receptivity or interest especially when excessive. Sex wise- it is a 12 part series which discussed sex education, family life education, contraception, family life education, contraception and parenting. Sex Education- is an education about human sexual anatomy, reproduction, and intercourse and other human sexual behaviour. Young people- are also referred to as teenagers or children ages between to 10 to 12. Review of Related Literature Sex Education It is sometimes called sexuality education or sex and relationships education, is the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy. Sex education is also about developing young peoples skills so that they make informed choices about their behavior, and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education. This is because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV and AIDS. It is also argued that providing sex education helps to meet young peoples rights to information about matters that affect them, their right to have their needs met and to help them enjoy their sexuality and the relationships that they form. It aims to reduce the risks of potentially negative outcomes from sexual behavior, such as unwanted or unplanned pregnancies and infection with sexually transmitted diseases including HIV. It also aims to contribute to young peoples positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their lifetime. Sex education that works, by which we mean that it is effective is sex education that contributes to both these aims thus helping young people to be safe and enjoy their sexuality. (http://www.avert.org/sex-education.htm, 2010) Beliefs Young people can be exposed to a wide range of attitudes and beliefs in relation to sex and sexuality. These sometimes appear contradictory and confusing. For example, some health messages emphasize the risks and dangers associated with sexual activity and some media coverage promotes the idea that being sexually active makes a person more attractive and mature. Because sex and sexuality are sensitive subjects, young people and sex educators can have strong views on what attitudes people should hold, and what moral framework should govern peoples behavior these too can sometimes seem to be at odds. Young people are very interested in the moral and cultural frameworks that bind sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbian and gay issues and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one s et of views over another, or mean that one agrees with a particular view. Part of exploring and understanding cultural, religious and moral views is finding out that you can agree to disagree. Effective sex education also provides young people with an opportunity to explore the reasons why people have sex, and to think about how it involves emotions, respect for one self and other people and their feelings, decisions and bodies. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence peoples feelings and options. They should be able to decide for themselves what the positive qualities of relationships are. It is important that they understand how bullying, stereotyping, abuse and exploitation can negatively influence relationships. . (As also stated at the website: http://www.avert.org/sex-education.htm, 2010) Sex education worldwide Africa Sex education in Africa has focused on stemming the growing AIDS epidemic. Most governments in the region have established AIDS education programs in partnership with the World Health Organization and international NGOs. These programs were undercut significantly by the Global Gag Rule, an initiative put in place by President Reagan, suspended by President Clinton, and re-instated by President Bush. The Global Gag Rule required nongovernmental organizations to agree as a condition of their receipt of Federal funds that such organizations would neither perform nor actively promote abortion as a method of family planning in other nations. The Global Gag Rule was again suspended as one of the first official acts by United States President Barack Obama. The incidences of new HIV transmissions in Uganda decreased dramatically when Clinton supported a comprehensive sex education approach (including information about contraception and abortion). According to Ugandan AIDS activists, the Glob al Gag Rule undermined community efforts to reduce HIV prevalence and HIV transmission. Europe Finland In Filand, sexual education is usually incorporated into various obligatory courses, mainly as part of biology lessons (in lower grades) and later in a course related to general health issues. The Population and Family Welfare Federation provide all 15-year-olds an introductory sexual package that includes an information brochure, a condom and a cartoon love story. England and Wales In England and Wales, sex education is not compulsory in schools as parents can refuse to let their children take part in the lessons. The curriculum focuses on the reproductive system, fetal development, and the physical and emotional changes of adolescence, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected. Britain has one of the highest teenage pregnancy rates in Europe and sex education is a heated issue in government and media reports. In a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception. France In France, sex education has been part of school curricula since 1973. Schools are expected to provide 30 to 40 hours of sex education, and pass out condoms, to students in grades eight and nine. In January 2000, the French government launched an information campaign on contraception with TV and radio spots and the distribution of five million leaflets on contraception to high school students. Germany In Germany, sex education has been part of school curricula since 1970. Since 1992 sex education is by law a governmental duty. It normally covers all subjects concerning the growing-up process, body changes during puberty, emotions, the biological process of reproduction, sexual activity, partnership, homosexuality, unwanted pregnancies and the complications of abortion, the dangers of sexual violence, child abuse, and sex-transmitted diseases, but sometimes also things like sex positions. Most schools offer courses on the correct usage of contraception. A sex survey by the World Health Organization concerning the habits of European teenagers in 2006 revealed that German teenagers care about contraception. The birth rate among 15- to 19-year-olds was very low only 11.7 per 1000 population, compared to the UKs 27.8 births per 1,000 population, and-in first place-Bulgarias 39.0 births per 1,000. Poland In the Western point of view, sex education in Poland has never actually developed. At the time of the Peoples Republic of Poland, since 1973, it was one of the school subjects; however, it was relatively poor and did not achieve any actual success. After 1989, it practically vanished from the school life it is currently an exclusive subject (called wychowanie do Ã…Â ¼ycia w rodzinie/family life education rather than edukacja seksualna/sex education) in several schools their parents must give consent to the headmasters so their children may attend. It has much due to the strong objection against sex education of the Catholic Church; the most influential institution in Poland. It has, however, been changed and since September 2009 sex education will become an obligatory subject in the number of 14 per school year unless parents do not want their children to be taught. Objecting parents will have to write special disagreements. North America United States Almost all U.S. students receive some form of sex education at least once between grades 7 and 12; many schools begin addressing some topics as early as grades 5 or 6. However, what students learn varies widely, because curriculum decisions are so decentralized. Many states have laws governing what is taught in sex education classes or allowing parents to opt out. Some state laws leave curriculum decisions to individual school districts. Two main forms of sex education are taught in American schools: comprehensive and abstinence-only. Comprehensive sex education covers abstinence as a positive choice, but also teaches about contraception and avoidance of STIs when sexually active. A 2002 study conducted by the Kaiser Family Foundation found that 58% of secondary school principals describe their sex education curriculum as comprehensive. Abstinence-only sex education tells teenagers that they should be sexually abstinent until marriage and does not provide information about contraception. In the Kaiser study, 34% of high-school principals said their schools main message was abstinence-only. The difference between these two approaches, and their impact on teen behavior, remains a controversial subject. In the U.S., teenage birth rates had been dropping since 1991, but a 2007 report showed a 3% increase from 2005 to 2006. From 1991 to 2005, the percentage of teens reporting that they had ever had sex or were currently sexually active showed small declines. However, the U.S. still has the highest teen birth rate and one of the highest rates of STIs among teens in the industrialized world. Public opinion polls conducted over the years have found that the vast majority of Americans favor broader sex education programs over those that teach only abstinence, although abstinence educators recently published poll data with the opposite conclusion. On the other hand, proponents of abstinence-only sex education object to curricula that fail to teach their standard of moral behavior; they maintain that a morality based on sex only within the bounds of marriage is healthy and constructive and that value-free knowledge of the body may lead to immoral, unhealthy, and harmful practices. Within the last decade, the federal government has encouraged abstinence-only education by steering over a billion dollars to such programs. Some 25 states now decline the funding so that they can continue to teach comprehensive sex education. Funding for one of the federal governments two main abstinency-only funding programs, Title V, was extended only until December 31, 2007; Congress is debating whether to continue it past that date. The impact of the rise in abstinence-only education remains a question. To date, no published studies of abstinence-only programs have found consistent and significant program effects on delaying the onset of intercourse. In 2007, a study ordered by the U.S. Congress found that middle school students who took part in abstinence-only sex education programs were just as likely to have sex (and use contraception) in their teenage years as those who did not. Abstinence-only advocates claimed that the study was flawed because it was too narrow and began when abstinence-only curricula were in their infancy, and that other studies have demonstrated positive effects. According to a 2007 report, Teen pregnancies in the United States showed 3% increase in the teen birth rate from 2005 to 2006, to nearly 42 births per 1,000. Virginia Virginia uses the sex education program called, The National Campaign to prevent teen and unplanned pregnancy. The National Campaign was created in 1996. The program focuses on preventing teen and unplanned pregnancies of young adults. The National campaign set a goal to reduce teen pregnancy rate by 1/3 in 10 years. The Virginia Department of Health ranked Virginia 19th in teen pregnancy birth rates in 1996. Virginia was also rated 35.2 teen births per 1000 girls aged 15-19 in 2006. The Healthy people 2010 goal is a teen pregnancy rate at or below 43 pregnancies per 1000 females age 15-17. Asia The state of sex education programs in Asia is at various stages of development. Indonesia, Mongolia, South Korea have a systematic policy framework for teaching about sex within schools. Malaysia, the Philippines and Thailand have assessed adolescent reproductive health needs with a view to developing adolescent-specific training, messages and materials. India has programs aimed at children aged nine to sixteen years. In India, there is a huge debate on the curriculum of sex education and whether it should be increased. Attempts by state governments to introduce sex education as a compulsory part of the curriculum have often been met with harsh criticism by political parties, who claim that sex education is against Indian culture and would mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex education programs.) In Japan, sex education is mandatory from age 10 or 11, mainly covering biological topics such as menstruation and ejaculation. In China and Sri Lanka, sex education traditionally consists of reading the reproduction section of biology textbooks. In Sri Lanka they teach the children when they are 17-18 years. However, in 2000 a new five-year project was introduced by the China Family Planning Association to promote reproductive health education among Chinese teenagers and unmarried youth in twelve urban districts and three counties. This included discussion about sex within human relationships as well as pregnancy and HIV prevention. The International Planned Parenthood Federation and the BBC World Service ran a 12-part series known as Sexwise, which discussed sex education, family life education, contraception and parenting. It was first launched in South Asia and then extended worldwide. Acrimonious Debate over Sex Education in the Philippines The educational module Adolescent Sexual Health, though not yet released to all high schools in the Philippines, has already drawn heavy criticism from the Roman Catholic Church, pro-life activists, and some parents. The way it is being taught lacks the reverence, the refinement that the subject matter demands, said Jo Imbong, legal officer of the Catholic Bishops Conference of the Philippines. Deciding when to teach children about sex should be left to their parents, he said. But Professor Corazon Raymundo, director of the University of the Philippines Population Institute (UPPI), said sex education in schools is necessary because it is not in the nations culture for parents to discuss sex with their children. The education department, which presented the module as a response to the nations booming population growth, emphasized it is not a sex manual but rather a teaching guide dealing with family planning, reproductive health, and the dangers of early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27 percent in 2002. Further, this age group now accounts for 17 percent of all induced abortions in the nation. Its high time that the ignorance of adolescents be addressed in a way that will allow them to make an informed choice, said Solita Monsod, former economic planning secretary. Now, however, education officials have responded to the criticism by withdrawing the module for further communications among stakeholders. Before it is returned to schools, some sections will be revised, said Lolita Andrada, the modules editor and the director of the Bureau of Secondary Education. In particular, the section on safe sex, which some viewed as a promotion of promiscuity, will be rewritten, Andrada said. (http://www.thebody.com/content/news/art23803.html, 2010) Dep.Ed. sued over sex education plan MANILA, Philippines (UPDATE) The former legal officer of the Catholic Bishops Conference of the Philippines on Monday sued the Department of Education for incorporating sex education in the curriculum of elementary and high school students. In an interview, lawyer Jo Aurea Imbong said she filed the case in behalf of 30 concerned parents who opposed the sex education plan. She described the sex education program as a form of contraceptive imperialism that assaults moral sensibilities and values of young people and actually encourages sexual promiscuity. We have examined the modules being used by DepEd and found that it promotes family planning, reproductive health and demographic development in subjects such as Mathematics, Science and English. It is specifically designed to transform the attitudes, behavior and social norms of young people based on a foreign model, she told abs-cbnNEWS.com. Imbong said the class suit aims to stop DepEd from implementing Memorandum No. 26, which integrates sex education in the curriculum for private and public schools. She said the program changes the attitudes and values of children especially in Christian families. Imbong said sex education was already being implemented in the basic education curriculum 12 years ago, and the new DepEd memo only updates the modules. She said adopting the sex education plan will fast-track moral decay among young people who are exposed to sex at an early age. While curiosity is normal for young people, it is still the primary responsibility of the parents and families to inform their children about sex, she said. She also noted that the sex education program is receiving funding from the United Nations Fund for Population Activities (UNFPA). In response, Education Secretary Mona Valisno said the sex education program is still being pilot-tested and that the discussions will focus on the science of reproduction, physical care and hygiene, correct values and the norms of interpersonal relations to avoid premarital sex and teenage pregnancy. She said the Deped consulted different sectors about the program including the CBCP and the Kapisanan ng mga Brodkaster ng Pilipinas. She said parents who were consulted about the program were very happy with it especially since it provides relevant information to children. She also questioned why a court case was filed especially since the program does not contradict the mandate of DepEd to protect childrens rights to quality education. Our curriculum doesnt talk about condoms and such. Its only exposure to the children to the right information in order for them to make the right decisionKung hindi natin kailangan, then the new secretary of education can change it, she told ANC. She said the sex education plan seeks to battle the high percentage of unwarranted pregnancies in the country, which is one of the 10 highest in the world, and prevent dropouts as a result of teenage pregnancies. She said the topics integrated into the modules will be scientific and informative and are not designed to titillate prurient interest. In Science, sex education topics will cover the reproductive system, parts of the body, reproductive cycle, and puberty. Under Edukasyong Pantahanan at Pangkabuhayan (EPP), proper behavior among and between peers of different genders will be discussed. In Health classes under MAPEH (Music, Arts, PE and Health), personal hygiene and reproductive health will be part of the lessons. In Heograpiya, Kasaysayan, at Sibika (HEKASI) classes, discussion will include the position of religion on premarital sex and the norms when people of opposite sex interact. In Math classes, data on issues like premarital sex, teenage pregnancy, and sexually transmitted infections will be used in studying mathematical analysis and statistics. (Dizon, 2010)

Its All Downhill :: Personal Narrative Essay Example

It's All Downhill From Here 8:02 a.m. Saturday. It's still dark, as usual, on these cold, winter days. Everybody else is still sleeping and enjoying the comfprting heat of their beds. I crack open the locked window by my bed, an act some deemed downright idiotic. I strip off my pj's, throw on my robe, and head for the shower. Drying off, I think about where I am abou to go. I dress piece by layered piece. I can't wait to hit the slopes! I round up my tools: body, boards, boots, bindings. Everything is in working order and ready for take-off. As I open the front door, I am shocked by the cold and fight my way through the wind to my car. I turn the key and put the heater on full blast. I am almost there. I step out of my car and survey the parking lot. Not too many cars. That's the way I like it. I take a deep breath and savor the frsh air. Already, I can feel the pressure of deadlines lifted off my chest. I strap my skis on, and prepare not just to tackle a run but other situations in my life as well. I skate over to the first pitch of the double diamond slope, and map out where I will take the first couple turns. It is almost like I am assessing my goals in life: getting accepted into Syracuse, owning a house in Colorado, raising a healthy family. I appreciate the sound of carving the first turn as if it was my very last. The crunching of the snow under my feet empowers me to crush the antagonists in my everyday life. The second and third turns secure my self-confidence. Only with the fourth turn do I start to realize that things are not always that easy. I heard it said often, "It's easier said than done." I never believed it until now. I only skid slightly over a patch of ice, but it is enough to start my heart thumping. I am suddenly aware that to finish this run or to reach my goals, I have to be ready for the tricky spots. I know that at any moment I could fall and be forced to start over. My lifetime goals can be affected by any number of things - grades slipping, drugs and alcohol - and I have to be ready to handle anything.

Going through the Mail :: Personal Narrative Essay Example

Going through the Mail "Would you please get the mail," my mother implored as I entered the door. Heading towards the mailbox, I wondered if I would find the typical assortment of bills and catalogues or something interesting addressed to me. To my delight, the first item was the new issue of PC Computing. Ever since I was introduced to computers when I was five, I have been fascinated by them. The summer before my sophomore year of high school, I wrote a program called Quickchange 95 using Visual Basic. This program changed the startup and shutdown screens of Windows 95. I distributed the program via shareware archives on the Internet, and I received email from all over the world from satisfied users. I shuffled through one of my mother's clothing catalogues to find my issue of Money Magazine. I have been interested in business and finance since the day which we started studying the stock market in fifth grade. The summer before my junior year, I combined my interests in business and computers by starting a web design company with a friend. We created a web site for a local bike shop which is only one of two bike shops in Connecticut to have a presence on the Internet. Currently, I am the head web designer for my school. I intend to combine computers and business in my future career. My goal is to work on the business side of a computer firm, and eventually, I would like to start my own computer company. A board of education letter of commendation for my participation in the FIRST robotics program also arrived today. I have been able to develop my entrepreneurial skills through the FIRST robotics program. FIRST is a national engineering competition in which partnerships are formed between local businesses and high schools to design and build a robot-like machine. The team has about six weeks to build a machine, that must be able to compete in a timed sporting event. I have been involved in FIRST each year of my high school career. Last year, I was team captain, and our team finished fourth in the country out of one hundred and fifty-six teams. As a result of my involvement with FIRST, I have improved my confidence, my leadership, and my team working abilities. FIRST gave me experience working with a diverse group of people with a variety of skills.

Pros and cons death penalty Essay

Corporal punishment can be defined as physical punishment that is meted out to someone because they have done something wrong. More often than not corporal punishment involves the use of canes to beat someone. Corporal punishment is normally meted out to children in schools by teachers and at homes by parents or guardians. The advantages of corporal punishment It helps to serve as a deterrent. When children see that someone has been whipped for misbehaving, they try not to do similar things in order to avoid getting whipped. With corporal punishment, parents are able to bring their children under control. There are certain children who can only be controlled through the use of the cane. Corporal punishment helps make children obedient, respectful, polite, etc. In the absence of corporal punishment, children likely go wild. Corporal punishment in school makes students take their studies seriously and also helps keep the students under control. Authorities are able to instill discipline in children through the use of corporal punishment in schools. It makes very recalcitrant and stubborn children submit to authority because they fear that if they don’t do the right thing they just might be whipped. The disadvantages of corporal punishment It can be very counterproductive in the sense that it can sometimes make children hardened and no longer afraid. It is very hurtful and can cause severe injuries to a child. This is the reason why in so many places it has been banned in schools. Corporal punishment strikes severe fear in the hearts and minds of students and can easily make them to drop out of school. Here, they are so afraid that they would be whipped for the least mistake they do. And this constant fear can make the students to drop out of school. Corporal punishment is very painful and is inhumane or cruel to use whips or canes to lash someone. Simply put, it is a barbaric practice. Human rights organizations and advocates all over the world consider corporal punishment on children to be a form of child abuse. When corporal punishment is used excessively in schools and at homes, it has the tendency of making children very hostile to their teachers or parents. This can lead to some children  fighting back – especially when the pain gets too much to take. Corporal punishment can scar children or disfigure them for life – both physically and mentally. Another disadvantage of corporal punishment is the fact that it can land the one meting out the physical punishment in big trouble. For example, if in the course of beating the child, the child suddenly gets severely injured or dies from the beating, then the teacher, parent, or guardian meting out the punishment will face the wrath of the law. Should corporal punishment be abolished? Having taken a look at the advantages and disadvantages of corporal punishment, I personally think that the disadvantages of corporal punishment far outweigh the advantages and for that reason I really think it should be abolished everywhere. Capital punishment or death penalty is a very common topic for writing a pros and cons essay, and many students choose it as a really great issue which opens plenty of room for discussion. The controversy of death penalty has been one of the most debatable issues for the last decade, and it is possible to find plenty of materials and plenty of ideas to support both sides of the issue. There are a great number of experts who support death penalty and believe that it is the only good punishment for mass murderers, rapists, killers, and other similar kind of criminals. At the same time, there are plenty of enthusiasts and promoters of death-penalty-free world, who underline that taking a human life is something a government has no right to do. If y ou have got an assignment to write a death penalty essay, continue reading this small article to get some interesting ideas and tips as to writing this kind of academic paper. First of all, let’s focus on the arguments of those people who are against death penalty as a punishment for heavy type of criminals. In addition to their main argument that humans have no right to take lives of other humans, even as a retaliation (since killers and murderers do take lives of other human beings), they very often address to religious issues and say that it is only God who can take our lives. He sends us to this world, and only He can decide when it is time for us to go from this world. They are convinced that death penalty is nothing else but an act of violence which has extremely negative effects on modern society. It violates the main right  that we all have, the right to live, and executing capital punishment is nothing else but a cruel and brutal way to kill a human being. Finally, they underline that practicing death penalty is not something that can stop violence and brutal killings, thus it will not work for increasing safety of our society. When speaking about the arguments of those who are supporting death penalty, those people are usually talking about using capital punishment as an instrument of fair justice. They are convinced that death penalty can serve very effectively as a tool to provide social safety. They are sure that death penalty can play a very powerful role as a deterrent and this way make criminals understand what price they are going to pay for doing such heavy criminal acts as murders, rapes, torturing their victims, etc. etc. Capital punishment proponents believe that death penalty can also serve as a threat to those who are planning acts of terrorism and other serious criminal acts. Finally, there is also an idea that exchanging capital punishment with life-long imprisonment is not a solution, and executing criminals is better and cheaper that supporting them in prison all their life long. They say that putting bad people to death is an expression of a true justice. I think the above mentioned arguments can be useful to those students who need to write death penalty pros and cons essay. Regardless of what side you are at and what viewpoint you’re going to support in your essay, you should mention both pro and con arguments. Start your work on your death penalty pros and cons essay with thinking about the way you’re going to present your arguments and creating a small outline of your essay. You can use several strategies for your presentation. After giving your thesis statement in the introduction of your essay (stating your viewpoint as to the issue, or saying if you are an opponent or a proponent of capital punishment), you can briefly mention the argument of the opponent side (in 2-3 paragraphs), and then bring your arguments to support your point of view. Another strategy is bringing the arguments of the opponent side one by one, and then responding to those with the argument supporting your own point of view. Good luck in your work!

Opeartions Humanities †War And Society Essay

‘May God bless our country and all who defend her,’ those were the last few words of Bush’s address to the US public about ‘Operation Iraqi Freedom’ on the 19th of March 2003. It might sound simple, but whatever was said before this made a difference to the lives of the Iraqis, Americans and the world. What were Bush’s intentions? Was it that simple, or was there a deeper meaning why he attacked Iraq? Firstly, President George Bush said.’ My fellow citizens, at this hour, American and coalition forces are in the early stages of military operations to disarm Iraq, to free its people †¦.’ It might be an honourable thought saving the world from the ‘powerful’ Iraq and helping the Iraqis. His purpose was for Iraq’s Self- Interest. He wanted to make sure there were no weapons powerful enough to endanger the world, he wanted to improve the well-being of the country and let the people get free from dictatorship. He wanted to defend the world. It was a noble thing to do for the world, but was it only for Iraq’s Self-interest? Could he have hidden agenda? As the United States and Iraq were involved in the 1991 Gulf War, their relationships were sour. By sending troops over to ‘free’ its people might actually mean to literally invade Iraq for revenge from the view point of some Iraqis. President Bush believed that the Iraqis to be free as they were restricted by their leader here. So if President Bush had achieved the support of the people, Iraq would not look like a country at all without support. In the other light, some of the Iraqis were indeed happy under Saddam Hussein, if President Bush sent troops there to tear the country up and turn it upside down, it would not help in any way at all except causing chaos. President Bush also said, ‘And you know that our forces will be coming home as soon as their work is done.’ President Bush should have withdrawn his troops after invading Iraq and found Saddam Hussein. The rest of the job should be left to the new government of Iraq. He could have supported the new government by providing arms, money food and not US troops after the change of leader. By doing this, he would be indirectly allowing the new Iraqi government to be independent and this would help them to mature and thus helping Iraq. I believed that Iraq’s self-interest did not serve as argument for the invasion of Iraq. It appeared to me that instead of freeing the people, it turned out to be creating more trouble for the country and people. Secondly, ‘Defend the world from grave danger,’ Bush stated. President Bush started the invasion as an act of self-defense. In the past few years, we had seen multiples terrorist attacks and the most major one being the destruction of the Twin Towers. After conformation, it was proven that the Al Qaeda (a terrorist group believed to be responsible for the bombing) was supported by Iraq, and also there were rumours that the Iraqis had Weapons of Mass Destruction in their control. President Bush wanted to find and eliminate the weapons of mass destruction and terrorists. Yes, I agreed that President Bush did not have many choices to choose from. In order to reduce the chances of another attack by the terrorists, and maybe the usage of the legendary Weapons of Mass Destruction, he had to send troops to attack Iraq for self-defense. Yes, I believed that we had to eliminate the two subjects, but was it possible? After losing the Gulf War in 1991, the Iraqis were hit severely and thus might not have the necessary equipments and facilities to build weapons of mass destruction. Also, conformations of the weapons should be clear before launching a search of it. The conformation should not be dependable on just what people thought or said. It should at least be seen. Who knows that maybe the weapon of mass destruction might be the Boeing planes that were used to destroy the twin towers, so President Bush should eliminate all the planes instead. Terrorists did not originate from Iraq, they could be found in many parts of the world, so why did President Bush want to eliminate the terrorists in Iraq only? It did not mean that by eliminating all the terrorists in Iraq would bring more peace to the world. Other terror groups might react violently and there might be more destruction. Instead, the US could have increase security and that would act as a psychological and physical barrier against terrorists from attacking the heavily secured areas. This would this deter the terrorists away and less harm would be done to both sides. ‘Prevention is better than cure,’ the US should be prepared at all times in terms of security and not give any chance to the terrorists. President Bush’s argument about self-defense was valid to a certain extend, but I believed that his methods used could be changed and a war might not be necessary. Internal security should be at a high level before considering attacking Iraq. Thirdly, ‘And helping Iraqis achieve a united, stable and free country will require our sustained commitment,’ commended President Bush. President Bush wanted to end the Saddam Hussein government and help Iraq become a democratic, self-rule nation. President Bush was using the argument of moral justice. He sent the US troops there to eliminate the leader and wanted to stop extreme tyranny, oppression and sufferings by war, as nothing else might work. President Bush wanted to save the innocent and was using the interest of altruism. War might be needed here but according to the actions of the US troops, the argument did not seem to stand. As altruism emphasizes the value of defending the innocent, the US troops were not doing so. It was part of war ethics not to harm or kill prisoners of war. From sources on the internet, US troops who were stationed at Abu Ghraib ( a prison where POWs are held), treated the prisoners of war in a very unrespectable manner. And tortured to a certain extend. So, did this mean ‘protecting the innocent prisoners of war?’ I know it was quite impossible for President Bush to look at this in a micro manner, but he could have at least educated the soldiers that torturing prisoners of war is a crime. Also, he wanted to help Iraq to become a democratic, self-rule nation, I believed he did not have the right to interfere and thus starting the invasion. The kind of ideology a country believes in should not be depended by other countries. A country should have the right to rule itself and ultimately benefit its people. Going back to the 20th century, we could clearly see how did the US tried to promote democracy and eliminate communism. US even went on to participate in wars that did not affect it as the US wanted democracy to be the worldwide ideology. The US might be fighting the war for a main reason, to promote democracy, and not free the people. President Bush did not free the people but instead tried to lock one ideology in the Iraqi minds. Does that mean ‘freeing the people?’ In addition, the war might be fought to prevent a new ideology from surfacing. Some people believed that a new ideology related to Islam might surface and thus threatening the survival of democracy which originated from United States. Islam is the most widely spread religion in the world. So it would not be difficult to influence the people into believing that there would be a new and better ideology. President Bush might be afraid of the growth of Islam and thus tried to use the argument of moral justice as a puppet. President Bush’s argument looked valid at first, but after reviewing what the US troops did, we could see the soldiers did not seem to bother about the war crimes even though President Bush wanted to free the people. Also, he should let the world have their choice of ideology, democracy or something else? Finally, ‘Millions of Americans are praying with you for the safety of your loved ones †¦.,’said President Bush. From this particular sentence, we could see that the Americans are concerned over the safety of the loved ones (US troops). President Bush wanted to ‘defend the world from grave danger’, and that meant that he loved the world or else he would not have such a thought. According to the argument of individuation and expression of love, the only way to show love is to be willing to die for what you love. If President Bush loved the world, he should been in Iraq, fighting the war as he would be willing to die for the world. In addition, if you love someone, you would not want the person to be hurt. By sending so many US troops into Iraq might cause them their lives. So does President Bush love these troops? Also in his speech he said, ‘†¦, with our Army, Air Force, Navy, Coast Guard and Marines, so that we do not have to meet it later with armies of fire fighters and police and doctors†¦Ã¢â‚¬â„¢ From this, we could see that he actually wanted to prevent the civil defense to act but instead the military to do the job. This might mean that he actually loved the civil defense more as he did not want to ‘trouble’ them and thus sending the not-so-loved military over to the danger zones. President Bush’s argument might not be valid here. As we could see that not everyone was treated equally and this might bring harm or even death to a small group that sacrificed their lives. In conclusion, the arguments that President Bush gave in regards to the Operation Iraqi Freedom were invalid most of the time. Some of the arguments looked as if they were to cover up something else. In addition, the speech he made and the actions carried out were not the same most of the time and ‘actions speak louder than words’. Until now, we still did not know why did he attack Iraqi, but we knew he could have made other better choices instead of going for war. http://www.newyorker.com/fact/content/?040510fa_fact (article on prison) http://www.whitehouse.gov/news/releases/2003/03/print/20030319-17.html (speech)