From Movements to Parties in Latin America. The Evolution...

The author analyzes how indigenous people’s movements in Latin America transformed into viable political parties. For her, these new parties are good for the democracy because they enrich and enhance the legitimacy of the political and electoral system. She assumes that the primary link between state and society are the parties and its accountability impact on the institutions. She proves that the crisis of the traditional parties and the transformation of the historical electoral constrains were determinant factors that contributed to ethnic party formation and consolidation. Van Cott conclusions were based on the study of six countries: Bolivia, Ecuador, Colombia, and Venezuela as successful cases, and Peru and Argentina as failed†¦show more content†¦Therefore, the asked question is under which conditions ethnic parties tended to merge and to endure? To untangle this question the book uses primary and secondary sources. The primary ones are the result of several years of field work in situ in the mentioned countries, except Argentina; and the secondary ones are an exhaustive review of the scholarly over democratic regimes and electoral systems, political parties and ethnic parties, and social movements in the international and national levels. While doing this, she builds her own basic category of analysis: the ethnic party. An ethnic party is defined as any political organization with a strong ethnic component: ethnic leaders, majority of ethnic members, or have ethnic or cultural related core demands. Within these strictures, she explores intrinsic and external reasons for party formation. When the indigenous communities realize that they could keep their traditions, their land, and basically, their autonomy, and at the same time be politically independent not a convenient minority for the left or for the dominant parties; they were internally ready to face the changes coming from the outside. This consolidation process takes approximately four to ten years when the social movement shapes itself and recognizes its capacity and political possibilities. The external circumstances got more attention from the author. The permissiveShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:

A Theory Of Sexism As Ambivalence Toward Women And...

Purpose The purpose of this study was to develop a theory of sexism devised as ambivalence toward women and validate a corresponding measure, the Ambivalent Sexism Inventory (ASI). Past research on sexism has been predominantly conceptualized as hostility toward women. However, from a historical and contemporary perspective, images of women have not been strictly negative. Within the realm of sexism, images of women can also be seen in a â€Å"positive† manner. Therefore, Glick and Fiske (1996) investigated the multidimensionality of sexism by examining both the hostile and benevolent aspects of sexism. Step 1: Item Generation Glick and Fiske (1996) used deductive methods to develop their preliminary scale items. The item generation process was guided by theory definitions of hostile sexism, benevolent sexism, paternalism, gender differentiation, and heterosexuality. Taking these theories into account, Glick and Fiske (1996) labeled the two sets of related sexual beliefs (hostile and benevolent) as ambivalent sexism. Furthermore, their theory of ambivalent sexism shares some similarities with past research on ambivalent racism. The initial item pool consisted of 140 items on a five point likert scale. Hinkin (1998) suggests that the statements of the items should be as simple and short as possible, something that Glick and Fiske (1996) did seem to keep in mind. Double-barreled and leading questions / statements also seemed to be avoided for the most part. Hinkin alsoShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOverview 23 †¢ Inputs 24 †¢ Processes 25 †¢ Outcomes 25 Summary and Implications for Managers 30 S A L Self-Assessment Library How Much Do I Know About Organizational Behavior? 4 Myth or Science? â€Å"Most Acts of Workplace Bullying Are Men Attacking Women† 12 An Ethical Choice Can You Learn from Failure? 24 glOBalization! Does National Culture Affect Organizational Practices? 30 Point/Counterpoint Lost in Translation? 31 Questions for Review 32 Experiential Exercise Workforce Diversity 32 Ethical Dilemma

Learning English A Lesson in Language and Culture Free Essays

string(125) " forms is intensely debated in Britain, where the world’s richest history of English has led to much linguistic diversity\." To those outside the educational system, the teaching of language may seem to be a simple communication of skills from one person to another.   For those involved in education, however, language instruction has long been linked to cultural bias and social engineering, leading to debates over the notion of a â€Å"neutral language.†Ã‚   Such a language would facilitate the exchange of objective concepts such as spelling, grammar, and pronunciation without imposing subjective cultural constructs such as beliefs abut class, gender, and religion. We will write a custom essay sample on Learning English: A Lesson in Language and Culture or any similar topic only for you Order Now As languages originate and develop in response to needs and conditions all too human, and therefore highly emotional, it is unlikely that any truly neutral language exists, and this is particularly evident when we consider the English language. The teaching of English has sociocultural implications that extend far beyond the learning environment, and this is best demonstrated by examining the relationship of Standard English to other varieties of English as well as to other languages being taught. The distinction between standard and vernacular forms of a language is based on the perceived differences between the educated and the uneducated.   The term â€Å"standard,† when used to describe language, generally refers to that form of the language that is used for formal and written applications by those who occupy the highest ranks of society.   Rules governing its usage tend to be rather strict and resistant to change. In contrast, a vernacular is the colloquial language used informally by a group of people, much less rigid in its forms and much more liable to change.   An online version of the Oxford English Dictionary, the recognized authority on the English language, exemplifies this divisiveness in its definition of the noun â€Å"vernacular† as â€Å"the language or dialect spoken by the ordinary people of a country or region.†Ã‚   Aligning the vernacular form with so-called â€Å"ordinary† folks naturally infers a similar association between the standard form and less ordinary people, the literate elite who use it. This lofty status is often justified by reference to the wealth of classical literature, historical documents, and scientific/technical writings that exist in both British and American Standar1d English.   An understanding of Standard English provides access to these canons and to the educational systems that utilize them.   These systems offer the knowledge and expertise necessary for the highest levels of professional and intellectual achievement.   Simply put, a better than average knowledge of Standard English offers a better than average chance at attaining prominence in highly skilled and specialized areas such as education, business, or technology (Brindley 208). Whether this effect is seen as favorable or unfavorable depends, as most things do, on the perspective through which it is viewed.   Any experience that affords people greater personal control over important life issues may seem universally appealing, yet insistence upon teaching only Standard English has evoked considerable controversy (Brindley 205).   Those who advocate the teaching of Standard English writing in a way that emphasizes its reliance on stringent rules and formats have been accused of perpetuating a desired status quo (Brindley 226-227). By learning Standard English, students are carrying on a long tradition of literary scholarship that has yielded many important intellectual gains and brought the western world to the forefront in industry and science.   Detractors see the teaching of Standard English as an imposition of social norms that depend on conformity and narrow-mindedness.   By forcing people to think in constrained ways about language, teachers are hindering both creativity and individuality for the sake of convention (Bourne 243). Such adherence to uniformity often puts the learner in an uncomfortable and confusing situation, as when the home background and the educational environment clash in terms of language.   Katharine Perera describes the difficulties encountered by children being taught Standard English while living in homes and neighborhoods where the vernacular is the mode of expression. For them, a change in their manner of speech represents an invalidation of their customary way of life and may create barriers between them and their peers.   The experience of speaking one way with friends or family who share their idiom, only to then be told by teachers that this language is wrong, forces most children to reluctantly choose one identity at the expense of the other (cited in Brindley 212). Concern over this loss of identity has fueled heated disputes in â€Å"mother-tongue† contexts, where English is taught as a first language and some form of it is used by much of the population as a native language (Brindley 206).   Davis and Watson report that in Australia, post-war migration increased the nation’s multiculturalism while weakening the influence of a common British legacy.   Responding to the resultant search for a national identity, the Australian curriculum acknowledges the relationship between this identity and language yet also recognizes the diversity that exists within â€Å"Australian Standard English† (cited in Brindley 206). The Australian Education Council’s statement on the English curriculum sets Australian English apart from American or British English chiefly by differences in vocabulary and pronunciation, and describes this national variety of English as a combination of the Standard Australian English used in schools and several vernacular forms, any one of which a student may use at home.  Ã‚   The curriculum statement also advises that Standard Australian English should be taught as an extension of local idioms and not as a replacement for them. Although the report further stresses importance of Australian Standard English because of its role in educational structures, professional fields, and spoken communication, it also recognizes the value of vernacular forms and the cultural backgrounds they represent.   Its national plan for teaching English also notes that language changes in respect to context and purposes, and it urges that students be made aware of this fact so they can apply their language skills accordingly.   The Council also officially confers equal status to standard and local forms of English, viewing neither one as inherently superior to the other (cited in Brindley 207) Sue Brindley relates that the issue of the relative worth of different language forms is intensely debated in Britain, where the world’s richest history of English has led to much linguistic diversity. You read "Learning English: A Lesson in Language and Culture" in category "Essay examples"   Standard English is an integral part of the official school curriculum, yet there is no consensus about exactly what constitutes standardized English and how it is connected to a student’s home variety (Brindley 208).   A Department for Education and Welsh Office statement cites strict observance to rules of vocabulary, grammar, spelling, and pronunciation as the distinguishing features of Standard English to be taught in England and Wales, yet this description is too vague to give a precise definition. Although the British policy encourages the use of standardized language for both written and spoken applications, it also recognizes that spoken English is more spontaneous and therefore less apt to conform to the same rigorous criteria used in more carefully planned written applications (cited in Brindley 210).   By associating Standard English with qualities like precision and clear diction, the British curriculum contradicts the viewpoint of many linguists and educators, as well as the sentiments expressed in the Australian English statement, by implying that school-sanctioned standardized forms are linguistically superior to other varieties (Brindley 211).   The obvious counterpart to this attitude is a belief that vernacular forms of English are inferior. Brindley speaks of educators who are concerned that such a prejudicial position will necessarily lead to a gradual erosion of the traditional cultural values that underlie the home life of those whose first language is the vernacular. Some teachers have taken it upon themselves to teach Standard English in a way that does not discriminate against home-based language varieties and, by extension, their associated ways of life. In this manner, they hope to allow students to derive the benefits inherent in a multicultural approach: a greater fund of knowledge about languages, a richer social experience, and a keener appreciation of different manners of thinking (212-213). In countries where the native language is not English, there is every bit as much controversy regarding the cultural aftereffects of learning English.   For people living in geographical areas marked by poverty and need, an education in English may be seen as a way to rise to the echelons of power and privilege.   Yet for those already enjoying that power and privilege, the promotion of English for the masses may be seen as either a welcome conversion or a dangerous threat.   Anthea Fraser Gupta’s account of the spread of English in colonial India traces the complicated history of the English empire’s influence over native Indians.   When Great Britain officially endorsed the teaching of English to Indians, the intent was to introduce not only the language of the United Kingdom but also its cultural and religious values. British officials were in effect attempting to create darker-skinned versions of themselves, seeing the inculcation of western ideals as a means of eradicating a way of life that they considered idolatrous, immoral, and unrefined ( 190-191).   At the same time, Indians in positions of power worried that giving the lower classes a glimpse of what was possible through an English education worked against their interests.   S.N. Mukherjee (cited in Gupta 192) reports that the Calcutta upper classes feared that those below their social rank would become dissatisfied with their inferior status. More than a hundred years after the events chronicled in Gupta’s account, teachers of English still encounter resistance from pupils who either feel that language is being forced upon them or resent social exclusion from English-speaking society (Bourne 243-244)..   Despite this, Jill Bourne informs us that the current trend in non-English speaking countries is to incorporate English language lessons into the primary school system.   Even in Malaysia, where this is not endorsed, private schools offer English instruction to students whose wealthy parents are willing to pay for what they perceive as an important step on the road to social success (244). Several countries, including Germany, the former Czech Republic, Hungary, Malay, and Hong Kong, have implemented some form of what America calls Language and Content Teaching, which blends language instruction with course content.   The focus is shifted from the English language to the curriculum material, which is presented through the medium of English.   However, in most parts of the world where English is taught, the emphasis remains on English as a subject itself (Bourne 244).   This suggests that for most nations, what is truly being sought is not an adoption of English values but the attainment of proficiency in a language that offers access to more profitable pursuits. It is easy to understand why countries such as Hong Kong, whose economy is deeply invested in international commerce, would feel pressured to acquire English fluency.   English is a major language of trade, and an inability to speak it proficiently is a definite disadvantage in the business arena.   This becomes clearer when we consider it on a smaller, more personal scale.   Anyone who has spent time among people who shared a common, foreign language knows the frustration and stigmatization that can result from an inability to communicate easily and appropriately with others. There is a natural human desire to feel connected to others in some way, and language provides an excellent means of achieving that sense of belonging.   When essential life factors such as economic, social, and professional standing are at stake, language becomes even more crucial. This relationship between modes of communication and key life issues is precisely why the concept of a neutral language is a hypothetical one.   The teaching of any language involves the transmission of much more than rules about grammar and pronunciation.   It inevitably requires some measure of cultural change on the part of the learner, and in the case of English instruction those changes can have profound effects upon many major aspects of life.   For this reason, educators and students alike must respect the various forms of language as reflections of valuable cultural and social traditions. Works Cited Bourne, Jill. â€Å"English for Speakers of Other Languages.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 243-270. Brindley, Sue, with contributions from Swann, Joan. â€Å"Issues in English Teaching.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 205-228. Gupta, Anthea Fraser. â€Å"English and Empire: Teaching English in Nineteenth Century India.† Learning English:   Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 188-194. â€Å"vernacular.† Compact Oxford English Dictionary. 2005. http://www.askoxford.com/concise_oed/vernacular?view=uk (3 Dec. 2005). How to cite Learning English: A Lesson in Language and Culture, Essay examples

Can We Save Planet Earth free essay sample

These megacities affect every aspect of the planets assets. The toxic effects of the industrial revolution have significantly imprinted our planet! This type of pollution is constantly being released into the atmosphere, twenty four seven, to maintain electricity, not to mention all the other industrial processes taking place for manufacturing of all the items every person on the plant uses daily. I have personally experienced the horror of the toxins of industrialization; I once lived in an industrial town on Lake Erie, in Ohio. All of my family that lived in this area, died there, from various types of cancers. Some days I could not see two feet out the front door. I moved to Florida, but most of my family lived and died there. Now in my home state of Florida, the Elkhorn coral is endangered with white spot disease caused by bacteria. Research has found that this type of bacteria is responsible for killing many corals in the shallow reefs of the Florida Keys. This particular bacterium is found in the intestines of both humans and animals. This articular bacterium is only affecting one species of coral, the once common Elkhorn coral. This type of coral is now hard to find in the Florida waters and will soon be in the endangered species category. Another major cause of marine pollution is oil spills, and the tedious work of cleaning them up. One study examines the development of safeguards against marine oil pollution in Alaska since the 1989 Exxon Valdez disaster, in which oil spilled from the tanker Exxon Valdez. Busengerg, G. ((2009), May). The potential threat of marine pollution caused by offshore oil and gas development activities in reas like the South China Sea are killing the sea life, and destroying the oceans, Song, Y. ((2008), April-Jun). Oil spills are usually unintentional releases of liquid petroleum at sea. Even small amounts of petroleum hydrocarbons hurt marine life and seabirds. Oil is heavier than water and soaks into the seabed and usually takes years to dissipate. Some popular ways to clean up the spills are dredging, skimming, dispersing, and bioremediation, but time is the only real effective method. Just killing sea life and polluting the land and waters in my home state of Florida. This oil pill will prove to be worse than the Exxon Valdez spill of 1989. The land and the oceans, as well as the atmosphere have been polluted. The water pollution is so great in the South China Sea, they are harvesting dead fish. Just imagine having to take the risk of eating dead fish because the pollution has killed the sea life, and that is all that is all that is left in the polluted oceans for food to feed your family, not to mention this is how most of the people native to this area make a living. These Chinese people rely on the sea life in the oceans for commercial trade to support their families. If this water pollution is not stopped, this area could become a starving society, like is prevalent in Africa. It is further alleged the atmospheric pollution has affected the earths climate and ozone layers. Some studies show over the past century, greenhouse gases and other air pollutants released into the atmosphere have been causing big changes like global warming, ozone holes, and acid rain. It is quite controversial as to the validity of societys toxic trends being responsible for climate changes. Without human presence on earth would the climate be changing, or is it Just propaganda from our overnment to hide information from us, or control our thinking? Is there actually a hole in the earths ozone layer? If this is a fact, what is the cause? Some argue; it is a natural transition of the earth over hundreds of thousands of years. However tragic, these stats and opinions are good food for thought! Ozone is an unusual type of oxygen molecule, which protects us from ultraviolet radiation in sunlight. That is why holes in the ozone layer are very bad news. The University Corporation for Atmospheric Research (UCAR). Retrieved from: Some scientists say the earths climate is warming! During the 20th Century, Earths average temperature rose 0. 60 Celsius (1. 1 OF). ). Scientists are finding that the change in temperature has been causing other aspects of our planet to change. The effects of global warming are far reaching say some. I encourage you to do more research on this subject before making a final decision. Make an informed intellectual decision after weighing all the facts, not Just concluding from one sided biased opinions. U. S. Environmental Protection Agency is very aware of the pollution issues and has been monitoring and putting laws in effect for many years. Retrieved from: Milagro, (Windows to the Universe) Under the Clean Air Act, EPA sets limits on how much of a pollutant is allowed in the air anywhere in the United States. Although national air quality has improved over the last 20 years, many challenges remain in protecting public health and the environment. There are multiple other environmental agencies at work to stop the toxic trends, such as DEFRA, Global Atmosphere Watch, Greenpeace, National Ambient Air Quality Standards, and Clean Air Act. Also the Clean Water Act, Kyoto Protocol, Water Pollution Control Act, and the Environmental Protection Act 1990. Below is a photo of the air pollution in Mexico City. It is unthinkable to have to live in this unhealthy condition, remember this is the area the recent Swine Flu, (HI NI) originated. I think this is a wake up call!! years from the late 1970s to the late 1990s but have actually been cooling the last eleven years. The global warming and subsequent cooling were even predictable due to hundreds of years of historical trends and observation of the impact of variations in solar activity on global temperature. Europe, North America and many other area of the Earth have recently experienced a score of unusually low emperatures. So where is the global warming that we are preparing for? If the past is a predictor of the future the earth is headed into a 30 year period of global cooling.

State Support free essay sample

State Support Provision for Children I have been asked to write a report explaining the historical development of the ECCE sector in Ireland Covering the current state provisions relating to children describing the legislation and regulations relevant to ECCE and how to use these in practise to maintain quality Findings: * Historical development of the ECCE sector in Ireland * Current ECCE provision by the state * Health and welfare * Equal Opportunity legislation * Quality ECCE Environment Siolta Historical developments of the ECCE sector in Ireland Traditionally childcare was provided by the family e. g. grandparents and other family members and the provision of formal childcare places were very limited. Traditionally the mother was the homemaker while the father went out to work to provide for the family. In the past 20 years family roles have changed and childcare in Ireland has had to evolve due to the economic downturn, in the past and more recently families found it a lot harder to cope financially as there was a big demand now for affordable Childcare In 1991 the Childcare Act was introduced , this changed how childcare provision was delivered. We will write a custom essay sample on State Support or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In fact the Pre- School Childcare Regulations 1996 came from the Act. This was the first time that childcare services were inspected and regulated. In 2010 the EECE pre-school scheme was introduced the objective of the free pre-school year is to provide a free year to all children the year before they attend primary school. It was intended to provide a quality childcare curriculum to all children attending the free year. â€Å"In a ten year period the level of service provision doubled in Laois with 40 services (primarily sessional) doubling to over 80 services†. Laois County Childcare Committee figures. Current ECCE provision by the state In 2010 the ECCE or free pre-school scheme was introduced. This replaced the childcare supplement and it showed the Government’s commitment to early childhood care and education as it ensures all children are guaranteed a free pre-school place, prior to their attendance at primary School. Services providing the free pre-school year must adhere to the principles and practices of Siolta which will be discussed in the last section of the assignment. Other provision includes the Childcare Education and Training Support (CETS scheme) which supports parents in training programmes to access a childcare place at a minimum cost. This scheme covers children of all ages to access a full time, part time or afterschool place. â€Å"The Childcare Education and Training Support programme (CETS) is administered by the Department of Children amp; Youth Affairs on behalf of FAS and the VECs. FAS and the VECs decide who is eligible to avail of the programme, and the main terms and conditions of the programme†. ttp://www. dcya. gov. ie/viewdoc. asp? DocID=120 Health and welfare One of the supports by the state for families is the provision of a medical card. A medical card is provided to families on low income to support them to get certain medical services free of charge. These service include attending a Doctor for free, hospital services and some dental treatment. To qualify for a medical card you are means tested and if you qualify it covers the whole family. The medical card scheme is rolled out by the Health Service Executive (HSE). The Department of Health and Children is responsible for health service provision in Ireland and these services are delivered by the Health Service Executive (HSE)† Donohoe J and Gaynor F, 2007, p203. Child benefit is a universal payment provided to all families whose children are under 16 years of age, or under 18 years of age if the child is in full-time education, or has a disability. The scheme is administered by the Department of Social Protection. You must register your baby when it is born to begin the claim process. There are different rates if you have one child and other rates for families with multiple children. â€Å"Child Benefit is paid at one and a half times the appropriate monthly rate for twins, and at double the appropriate monthly rate for triplets and other multiple births† Equal Opportunity legislation The Employment Equality Act 1998-2011 covers all workplaces and is designed to combat discrimination on nine grounds, these are gender, civil status, family status, sexual orientation, religion, age (does not apply to a person under 16, disability, race amp; membership of the Traveller community. This act covers all work places as mentioned above and if an employee feels they are discriminated on any of the grounds they are entitled to take a case to the Equality Tribunal. The role of the Equality Tribunal is to â€Å"investigate or mediates claims of unlawful discrimination under the equality legislation. A Tribunal mediator will facilitate parties to reach a mediated agreement which is legally binding. Where parties object to mediation, a case will be heard by a Tribunal Equality Officer, who will hear evidence from both parties before issuing a legally binding decision†. http://www. itizensinformation. ie/en/employment/equality_in_work/equality_authority. html The Equal Status Act 2002 and amended in 2004 also aims to combat discrimination but covers the provision of services such as training bodies etc. The Equality Authority provides information to the public on areas of discrimination, they do not take cases for individuals this is done by the Equality Tribunal m entioned above. Quality ECCE Environment Siolta As mentioned above for a childcare service to participate in the free pre-school year they must implement the principles and practices of Siolta. Siolta is the Irish word for seeds, the concept of the framework was that it was a development tool to support childcare services on a journey towards achieving their potential in terms of quality provision. â€Å"Siolta, the National Quality Framework for Early Childhood Education, was developed by the Centre for Early Childhood Development and Education on behalf of the Department of Education and Skills. It was published in 2006. Siolta is designed to define, assess and support the improvement of quality across all aspects of practice in early childhood care and education (ECCE) settings where children aged birth to six years are present. These settings include: * Full and Part-time Daycare * Childminding * Sessional services * Infant classes in primary schools† http://www. siolta. ie/index. php It is intended that Siolta can add value at many levels in practice situations e. g. support for team members and professional practice. Siolta comprises of 16 standards which cover all areas of practice. Services will address and aim to translate these into all areas of their childcare practice. Childcare services and the junior classes in primary Schools have been implementing the principles and practices as part of their curriculum for a number of years.

Definition and Examples of Sermons

Definition and Examples of Sermons A sermon is a form of public discourse on a religious or moral subject, usually delivered as part of a church service by a pastor or priest.  It comes from the Latin word for discourse and conversation. Examples and Observations For many centuries, from the early Middle Ages onward, sermons reached a far larger audience than any other type of non-ritualistic discourse, whether oral or written. They are entirely in the oral tradition, of course, with the sermonist as the speaker and the congregation as the hearers, and with a live relation between the two. The sermon gains in potential effect because of the hallowed nature of the occasion and the religious nature of the message. Moreover, the speaker is a figure endowed with special authority and set apart from the willing hearers who are listening.(James Thorpe, The Sense of Style: Reading English Prose. Archon, 1987)I have been rather reluctant to have a volume of sermons printed. My misgivings have grown out of the fact that a sermon is not an essay to be read but a discourse to be heard. It should be a convincing appeal to a listening congregation.(Martin Luther King, Jr. Preface to Strength to Love. Harper Row, 1963)The various means through which heare rs are gratified implies, of course, that a sermon may answer to very different needs. . . . In a sense, these motives for audience attendance correspond with the threefold aim of classical rhetoric: docere, to teach or persuade the intellect; delectare, to delight the mind; and movere, to touch the emotions.(Joris van Eijnatten, Getting the Message: Toward a Cultural History of the Sermon. Preaching, Sermon and Cultural Change in the Long Eighteenth Century, ed. by J. van Eijnatten. Brill, 2009) St. Augustine on the rhetoric of the sermon:After all, the universal task of eloquence, in whichever of these three styles, is to speak in a way that is geared to persuasion. The aim, what you intend, is to persuade by speaking. In any of these three styles, indeed, the eloquent man speaks in a way that is geared to persuasion, but if he doesn’t actually persuade, he doesn’t achieve the aim of eloquence.(St. Augustine, De Doctrina Christiana, 427, trans. by Edmund Hill)It was perhaps inevitable that Augustines opinion would have a strong influence on the future development of rhetoric . . .. Moreover, the De doctrina provides one of the few basic statements of a Christian homiletic prior to the emergence of the highly formalized thematic or university style of sermon about the beginning of the 13th century.(James Jerome Murphy, Rhetoric in the Middle Ages: A History of Rhetorical Theory From Saint Augustine to the Renaissance. Univ. of California Press, 1974)Excerpt fro m the most famous American sermon:There is no want of power in God to cast wicked men into hell at any moment. Mens hands cant be strong when God rises up: the strongest have no power to resist him, nor can any deliver out of his hands.He is not only able to cast wicked men into hell, but he can most easily do it. Sometimes an earthly prince meets with a great deal of difficulty to subdue a rebel that has found means to fortify himself and has made himself strong by the number of his followers. But it is not so with God. There is no fortress that is any defence against the power of God. Though hand join in hand, and vast multitudes of Gods enemies combine and associate themselves, they are easily broken in pieces: they are as great heaps of light chaff before the whirlwind, or large quantities of dry stubble before devouring flames. We find it easy to tread on and crush a worm that we see crawling on the earth; so tis easy for us to cut or singe a slender thread that any thing hangs by; thus easy is it for God, when he pleases, to cast his enemies down to hell. What are we, that we should think to stand before him, at whose rebuke the earth trembles, and before whom the rocks are thrown down!(Jonathan Edwards, Sinners in the Hands of an Angry God, delivered at Enfield, Connecticut on July 8, 1741)

To what extent can you consider the Arab World culture to be one Essay

To what extent can you consider the Arab World culture to be one singular culture - Essay Example Literature review is used in order to present important normative information on the Arab countries to which this study refers. On the other hand, the literature helps to identify the views of theorists regarding the characteristics and the importance of culture as part of a country’s social framework. Culture is an important part of a country’s history; in fact, culture reflects the development of a country’s social and political life. Through the decades, the changes on a country’s culture can be explained using the ‘social comparison’ theory; this theory is based on the assumption that every individual is likely ‘to use others to make sense of himself and his social world’ (Guimond, 2006, 15); in accordance with Singerman et al. (2006) ‘culture can be seen as a kind of soft power spreading the image and influence of the state beyond its borders among the peoples of other nations’ (Singerman et al., 2006, 157). At the next level, it is noted that the development of culture across a country – but also across a greater region – can be achieved using a series of different tools/ paths, like ‘media products, educational infrastructure and models of economic development and modernization’ (Singerma n et al., 2006, 157). The culture of Arab countries can be explained by referring primarily to the characteristics of Arab culture as an indication of a specific way of life; indeed, in the study of Moran et al. (2007, 316) it is noted that the term ‘Arab’ is mainly related with a specific way of life – the nomadic way of life; through the decades, the term has been used in order to refer to the culture of people living in Middle East; however, it is made clear that not all people living in this area have the same cultural characteristics mostly because today Arab is considered to be related with

Law of Evidence Essay Example | Topics and Well Written Essays - 1500 words - 3

Law of Evidence - Essay Example This is the case with Carrie, because she has admitted under cross examination that she had made one prior false complaint of rape against another man. Therefore, in the interest of preserving fairness and equity to the defendant in the case, the Judge may have to issue a warning to the jury to exercise caution. Moreover, the content of his warning should also take into account the fact that she has made a prior false complaint. Therefore, the judge may warn the jury to exercise caution and may suggest to the jury that they look for supporting evidence before arriving at a decision basely solely on Carrie’s evidence. (b) If Carrie had indeed been raped, she would have mentioned it to her friend Eva whom she saw first after the incident, but her response when Eve asked if she was all right was â€Å"sure, why not?† This further substantiates the grounds that Carrie is an unreliable witness The prosecution is likely to argue against the issue of a Manjukola warning. They are likely to state that the entire question of corroboration warnings which purportedly allowed protection for defendants was done away with by the Criminal Justice and Public Order Act of 1994. The reason for this was the complexity they brought into judicial proceedings and their tendency to confuse judges. Therefore they are likely to argue that Carrie’s interests will be compromised and the jury will be unnecessarily prejudiced through the issue of a Manjukola warning which is not necessary. 2. The two major issues that arise with this scenario are (a) Stefan’s silence in Court especially in connection with his alibi which could establish innocence and (b) the need for protection of the young witness Ingrid who has been threatened. Stefan will be treated as a competent witness for himself but not as a compellable witness. Therefore, he will be

Practice in creating, justifying, and explaining a decision-making Essay

Practice in creating, justifying, and explaining a decision-making proposal. All elements involved in the creation of this proposal, from problem definition through action plan - Essay Example It is believed that external head shall also provide required motivation and energy to the staff members. The company is a small branch of a banking concern located in a sound locality with a good track record. The branch was fully functional and operated under central supervision located within the city limits. The problem associated with this branch was high level of employee attrition. It was observed that employees left within 6 months of joining at different posts. The problem was critical for the post of operations manager of the bank. The bank branch had department strength of 6 operation managers, where the highest official had at most 12 months of experience with the branch. The event was triggered by retirement of the key operations head of the bank who had been in the position for over 25 years; and by a simultaneous change of department structure within the branch, which required a larger operations team. It was found that the employees were regular at their work for initial few weeks and their work quality was high during this time. After about four weeks on an average, the employee absenteeism started to reflect and their work quality also suffered. The relationship between different members of the department and ultimate head of the department was generally cordial. It was also seen that operations staff shared happy times with other staff of the bank as well as the branch manager. The underlying rationale behind this attrition is improper induction training provided to the incumbent and the lack of proper guidance at work. This resulted in poor work quality and less rewards (Tillman & Cassone, 2012). This had also entailed lack of job satisfaction, leading to attrition from work. The problem is more acute because most of the staff has been trained by less experienced members and the department majorly lacks in terms of knowledge pertaining to functioning of the banking process. The objective of this paper is

A League Of Nations

A League Of Nations The First World War (1914-1918) caused horrible slaughter and destruction in the countries of Europe and Asia. It produced a horror of war and created an idea to set up an international organization which would prevent the outbreaks of wars in the future. As a result of such ideas, and as a result of such discussion in the Peace Conference in Paris, in 1919, an agreement was reached by the victorious governments to set up an international body to be called the League of Nations. An agreement was entered into for this purpose. It was called the covenant of League of Nations. The covenant described the purposes, the constitution and functions of the League of Nations. On January 10, 1920, the League of Nations was formally established, with Geneva, in Switzerland, as its headquarters. History of League of Nations: The league did not live long. After a period of nearly 20 years, it ceased to exist, when the Second World War broke out. The membership of the League of Nations varied from time to time. At first it consisted of 42 member states, for example, England, France, Japan and other. Germany was excluded because she started the war. Russia was not allowed to join it, because it did not serve her isolationist policy. After the failure of the league to check Italian and Japanese aggressions and conquests in 1935 and in 1937, it was practically dead. The outbreak of the World War two put an end to the existence of the league. Aims of the League: The covenant of the league declared that the aims or purposes of the league were three: namely To preserve peace in the world To settle international disputes by peaceful methods and not by war To promote cooperation among the peoples and nations of the world, so as to increase welfare and prosperity of these nations. League Structure: The machinery of the league consisted of an assembly, a council, and a secretariat. Before World War II (1939-1945), the assembly convened regularly at Geneva in September; it was composed of three representatives for every member state, each state having one vote. The council met at least three times each year to consider political disputes and reduction of armaments; it was composed of several permanent members, France, Britain, Italy, Japan, and later Germany and the Union of Soviet Socialist Republics (USSR) and several nonpermanent members elected by the assembly. The decisions of the council had to be unanimous. The secretariat was the administrative branch of the league and consisted of a secretary general and a staff of 500 people. Several other bodies were allied with the league, such as the Permanent Court of International Justice, called the World Court, and the International Labor Organization. Members of League of Nation: The Countries Involved In The League of Nations Are As Follows: Abyssinia Afghanistan Argentina Belgium Bolivia British Empire separate membership for: United Kingdom Australia Canada India New Zealand Union of South Africa Bulgaria China Colombia Cuba Dominican Republic Ecuador Egypt Estonia Finland France Greece Iraq Iran Irish Free State Latvia Liberia Lithuania Mexico Netherlands Norway Panama Poland Portugal Thailand Turkey Sweden Switzerland Uruguay Yugoslavia V -LEGACY Never truly effective as a peacekeeping organization, the lasting importance of the League of Nations lies in the fact that it provided the groundwork for the UN. This international alliance, formed after World War II, not only profited by the mistakes of the League of Nations but borrowed much of the organizational machinery of the league. The Rise of League of Nation When League of Nations came into being, it did so much work and rose day by day. Some of its achievements by rising are as following: Settlement of Disputes: The League quickly proved its value by settling the Swedish-Finnish dispute over the Ã…land Islands (1920-21), guaranteeing the security of Albania (1921), rescuing Austria from economic disaster, settling the division of Upper Silesia (1922), and preventing the outbreak of war in the Balkans between Greece and Bulgaria (1925). In addition, the League extended considerable aid to refugees; it helped to suppress white slave and opium traffic; it did pioneering work in surveys of health; it extended financial aid to needy states; and it furthered international cooperation in labor relations and many other fields. Try to prevent the outbreak of another war: The league tried to prevent the outbreak, by outlawing war as an instrument of national policy of the sovereign state. An agreement not to resort to war by all great powers of the world was entered into, called the Locarno pact. Social and Humanitarian Achievemnt: The league of nations had several social and humanitarian achievements to its credit. Its health committee endeavored to fight against such cruel diseases all over the world, as malaria, cancer, syphilis, T.B and others. Further, the league had also controlled the trade and sale of such injurious things as opium. The Geneva agreement of 1925 proved that the retail, sale, import and distribution of opism shall be the monopoly of the states. Another committee of the league, called the permanent committee on arts and letters, performed two services, namely, it conserved the masterpieces of arts and letters and promoted intellectual cooperation. The league dealt with the important questions of labor and of the relations between the workers and employers. These functions were performed by the international labor organization (I.L.O). It is one of the bodies which has survived the league. Membership: The League grew in its membership, from 42 in 1920 to over 60 by 1929. More countries were showing commitment to the principle of peace-keeping. Peace-keeping Successes: During the first ten years of its existence, the league had several achievements to its credit. It settled several international disputes between states and nations and thus prevented the outbreak of war between them. During its twenty years of existence, the league settled thirteen political disputes. Among them the first important dispute was a quarrel between Italy and Greece over the island of Corfu in 1923. The quarrel was amicably settled by the intervention of the league. The second serious dispute was between Greece and Bulgaria over their boundaries in 1924. Both countries were about to fight but the dispute settled by the league peacefully. Improved Relations with Germany: League increasingly seen as a peace-keeping organization rather than a winners club, Germany was allowed to join the League in 1926. Fall OF LEAGUE OF NATIONS The success of League of Nations can be judge on the basis of its handling disputes and international conflicts incidents. The authenticity of any organization can be checked by its utility of solving political and social issues. During 1920s League provided a useful but modest addition to international diplomacy where round of negotiations and diplomatic relations develop. Stress was made on sitting together of nations for the settlement of disputes. Security was provided to frontiers and problems of Disarmaments were solved. but unfortunately League was helping and solving matters of minor states because of influence of BIG POWERS on world League failed to implement its will on them which gave a true picture of its contradiction of covenant. League failed in its main object of maintaining peace in the world. In spite of its efforts for two decades , the whole world was involved in a war in 1939. By that time, the machinery of the League Of Nations had completely broken down. The failure of League Of Nations can be attributed to many causes. They are: 1. Absence Of Great Powers : It was unfortunate that the covenant of the League of Nations was made a part parcel of the peace settlement. It would have been better if it had kept separate. There were many states which consider the Treaty Of Versailles as a treaty of revenge, and were not prepared to ratify the same. By not ratifying the treaty, they refused to be the members of the League. The absence of the great powers from the international organization weakened her and was partly responsible for its ultimate failure. Japan, Germany and Italy also left the League and their defection must have weakened the League. 2. Domination Of France and England: It was felt that the League Of Nations was dominated by England and France and consequently the other states began to lose their confidence in that organization. 3. Rise of Dictatorship: The rise of dictatorship in Italy, Japan and Germany also weakened the chances of success of the League of Nations. Japan was determined to acquire fresh territories and her unscrupulous patriotism threw to the winds of all principles of international law and morality. If the League was prepared to condone her fault of conquering Manchuria. She was prepared to give up her membership of the League and that is exactly what she actually did. When the League of Nations decided to take action against Italy on account for her aggression in Abyssinia, Italy left the league. In the wake up spreading dictatorship states continued to be the members of the League so long as their national interest were not in any way endangered and sacrificed. 4. Limitations of Legal Methods: The League Of Nations demonstrated the limitations of the legal methods. The League was fairly efficient in structure and probably would have worked if there had existed a realization of a community of interest. Law grows out of public opinion cannot operate in disjunction with it. In the case of League law proposed and opinion disposed. According to Lincoln: Public sentiment is everything. With public sentiment nothing can be fail ; without it nothing can be succeed. 5. Loss of Faith In League: Small nations lost their faith in the effectiveness of The League to save them from any aggression. The principle of collective security was not applied in actual practice. Each state decided to follow her own policy, the principle of security weakened and thus there was nothing to check the aggressive policy of Hitler. 6. Constitutional Defect: The League of Nations failed because of certain constitutional defects. In the cases of disputes brought before the council of the League under Article 11, decisions of the council had to be unanimous in order to adjudge a nation guilty of having violated the covenant by resort to war or unjustifiable aggression, In Article 15. If the decisions were not unanimous verdict under Article 11, the disputing parties were free to resume the hostilities after a period of 3 months. By allowing exceptions, the covenant seemed to assume that was remained the normal solution of international disputes. 7. Narrow Nationalism: Narrow nationalism was still the dominant among the peoples of the world. France was increasingly concerned with her national security, while Great Britain considered that problem less urgent than promoting commerce by fostering international trade. Japan intoxicated by her emergence as a world power, while Italy was desperate to redress her damage. Germany was indulged to retain her national prestige even at the cost of an aggressive military adventure. 8. Lack Of Mutual Co-Operation: The member of the league lack mutual co-operation which is always essential for the success of an organization. For France the League was an instrument for providing her security from Germany. On the other hand Great Britain wanted League protecting her imperialist interest. Hitler found League a great hurdle on the way of rise of Germany. 9. Separate Lines of Thoughts: The League was the offspring of a marriage of two separate lines of thoughts. In one of these which were developed my Mr. Taft and others in the U.S. The stress was on organized forces. There has to be League of enforced peace On the other hand the British attitude was extremely hesitant in its approach to the nation as enforced peace. If the fourteen points of Woodrow Wilson are consulted we find that a general association of nation is projected for the purpose of affording mutual guarantees of political independence and territorial integrity In its proposal the world peace is not mentioned and international co-operation is restricted to one limited object. These two inconsistent principles were incorporated in the fabric of the League itself and no wonder it failed. 10. The Depression undermined the League: The League was weakened by the Great Depression that swept the world after 1929. At a time of economic crisis governments were less interested in what happened in faraway places. Japan and Italy were able to invade other countries without being punished effectively by the League. 11. Manchurian Crisis: On the night of Sep. 18-19, 1931 some Japanese soldiers making an attempt to blow off the railway line near Mukdan. Japan took full advantage of this minor incident and on the 18th Sep, 1931 she invaded Manchuria and also occupied all Japanese cities north of Mukdan. League of Nations failed to implement sanctions on Japan and on March 27, 1933 Japan decided to withdraw her membership of League of Nation. CONCLUSION: According to most of the thinkers , existence of League Of Nations was at wrong time .Then , all the nations was indulge in the concept of narrow nationalism and sovereignty. Situation would have been much more different had except the concept of Internationalism. It is wrong to believe League Of Nations done nothing, it paved the way of United Nations Organizations.

Free Essays - A Raisin in the Sun :: Raisin Sun essays

â€Å"A Raisin in the Sun† is set at in an area where racism was still occurring.   Blacks were no longer separated but they were still facing many racial problems. The black Younger family faced these problems throughout the play.   The entire family was affected in their own way.   The family has big dreams and hope to make more of their poor lives.   Walter, the main character, is forced to deal with most of the issues himself.   Ruth, his wife, and Travis, his ten-year-old son, really don’t have say in matters that he sets his mind to.   Beneatha, his sister tries to get her word in but is often ignored.   Lena (Mama) is Walter’s mother and is very concerned about her family.   She tries to keep things held together despite all of the happenings.   Mama’s husband had just recently died so times seemed to be even harder.   They all live in a small apartment when living space is very confined (Hansberry 1731).   They all have dreams in which they are trying to obtain, but other members of the family seem to hold back each other from obtaining them (Decker).      Walter has a steady, but low paying job and wishes that he could do more for his family.   The money he makes hardly provides enough for his family to survive.   He is constantly thinking about get rich quick schemes to insure a better life.   He doesn’t want to be a poor back man all of his life and wishes that he could fit in with rich whites.   He doesn’t realize that people won’t give him the same opportunities, as they would if he were white (Decker).   Walter feels that he needs to provide more for his family and starts to ask around on how to make some money.   He gets the idea of opening up a liquor store and has his heart set on it.   Because he wants to please everybody he loses his better judgment and acts without thinking of the long-term effects.   He is ready for a change and feels the store will bring his family a better life (Hyzak).   â€Å"Mama, a job? I open and close car doors all day long.   I drive a man around in his Limousine and say, Yes, sir; no, sir; very good sir; shall I take the drive, sir?   Mama, that ain’t no kind of job ... that ain’t nothing at all† ( Hansberry 1755).