To Kill A Mocking Bird By Lee Essay Example For Students

To Kill A Mocking Bird By Lee Essay The book To Kill a Mockingbird was written by Harper Lee. It was published in1960 then it went on to win the Pulitzer prize in 1961 and was later made intoan Academy Award winning film. Harper Lee always considered her book to be asimple love story. Today it is regarded as a masterpiece of American Literature. There are so many characters in this book that I cant name all of them. Hereare most of the characters. The Finch family contains of Atticus (The head ofthe household), Aunt Alexandra (Atticuss sister), (Jem) Jeremy (The oldest ofAtticuss two children), (Scout) Jean Louise (The youngest of the two . She alsotrys to be a boy by doing boy things). And you cant forget their black maid. We will write a custom essay on To Kill A Mocking Bird By Lee specifically for you for only $16.38 $13.9/page Order now Her name is Calpurnia. Miss Rachael is Dills aunt that lives in Maycomb. Dillis a friends with Jem and Scout. According to Scout they are married. (Boo)Arthur Radley is the person that takes Jem back to his house after Jem gets hurtby Bob Ewell. Tom Robinson is a black man that was accused of raping MayellaEwell. Bob Ewell is Mayellas father. He is out for revenge on Atticus for whathe did to him and his daughter. Mayella is Bobs daughter who supposedly gotraped by Tom Robinson. Judge Taylor is the Judge of Maycomb County. Heck Tate isthe county law official. I think the protagonist in the story is Atticus Finchbecause he has the main part and he has the biggest decision to make. Thedecision being whether to defend or not to defend Tom Robinson. To Kill aMockingbird is set in Maycomb County, an imaginary district in Southern Alabama. The time is the early 1930s, the years of the Great Depression when poverty andunemployment were widespread in the United States. The story begins during thesummer when Scout and Jem meet a new playmate named Dill who has come fromMississippi to spend the summer with his Aunt Rachael. Dill is fascinated by theneighborhood gossip about Boo Radley. Egged on by Dill, Jem andScout try to think up ways to lure him out of his house. Soon it is Summer again, and Dill returns for another visit. The childrens plans for making contactwith Boo Radley grew bolder this year, and on Dills last night they decide tosneak up onto the Radley porch and spy on Boo. Jem goes first, but just as hereaches the window, Nathan Radley catches site of them and scares them off witha blast from a shot gun. Jem realizes that Boo is not a monster after all, buthas been playing along with them. Scout does not figure this out until thewinter, on the night that the house of their neighbor burns to the ground. WhileSco ut is standing outside in the cold, someone sneaks up behind her and places ablanket around her. Later, Scout and Jem realize that there was only one personin town who has not already at work fighting the fire and that was Boo. Now thatJem and Scout realize that Boo is basically a kind person, their interest in theRadley family begins to fade. In the meantime, they learn that their father hasbecome the defense lawyer for Tom Robinson, who is charged with raping MayellaEwell. As the trial of Tom Robinson grows nearer, the children become more awareof the strong feeling it has aroused in everyone in Maycomb. One day theirhousekeeper takes Jem and Scout to visit her church, and the children realizefor the first time that the black parishioners are supporting Tom Robinsonswife. Two nights before the trial is to start, a group of men come to the Finchhouse to tell Atticus about threats against Tom Robinsons life. Atticus spendsthe next night camped out at the jail to defend Tom from the mob. Jem, Scout andDill go downtown to check on Atticus and arrive at the same time as a group ofmen, who have come to kill Tom. Scout recognizes one of the men in the group asWalter Cunningham. Her friendliness embarrasses the man so much that he and themob leave. The next day, at the trial, Atticus questions make it clearthat Mayella and her father are lying about the rape. Neverless the jury convicthim because their prejudices prevent them from taking a black mans word againsttwo whites. Atticus is now a hero in the black community of Maycomb, but BobEwell, vows to get Atticus for showing him up as a liar in front ofthe whole town. Tom Robinson has give n up hope and trys to flee the prison, butwhile doing it he gets caught and shot. By the time Halloween comes around, theFinch family has begun to put Toms death behind them. There is a pageantplanned and Scout much to her dismay has been cast as a ham. After the pageantScout decides to walk home still dressed in her bulky costume , with Jem leadingthe way. The cowardly Bob Ewell. seeing an opportunity to get revenge on Atticusthrough his children. He follows the children down a dark street and tries tokill them. In the side. It is none other than Boo Radley, who had seen theattack from his window. Boo stabs Bob Ewell to death, and carries the woundedJem home. The sheriff decides to file a report that Bob fell on his own knifeand died, thus sparing Boo the publicity that would be sure to follow. Scoutnever sees Boo again after that night, but she has learned that he was a goodman all along. She has learned a lesson about understanding and tolerance. Andthrough the sheriffs action she sees that sometimes there can be justice andcompassion in the world. The title of the book, To Kill a Mockingbird is a keyto some themes in the novel. The title is first explained in Chapter 10 at thetime that Jem and Scout have just received air rifles for Christmas. Atticustells his children that it is a sin to shoot a mockingb ird. Later Miss Maudieexplains that Atticus meant that Mockingbirds are harmless creatures who donothing but sing for enjoyment. It is easy to see that themockingbird in this story is Tom Robinson a harmless man who becomesa victim of racial prejudice. Like the mockingbird, Tom has never done wrong toanyone. Even the jurors who sentence him to death have nothing personal againsthim. They find him guilty mostly because they feel that to take the word of ablack man over two whites would threaten the system they live under, the systemof segregation. Tom himself is guilty of nothing but being in the wrong place atthe wrong time.

Overcoming the Tyranny of Segregated Minds in Desegregated Schools

Overcoming the Tyranny of Segregated Minds in Desegregated Schools Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools Grantham, Scott Harmon are the authors of â€Å"Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schools†. They have achieved a lot in life, particularly in matters concerning education. For instance, Grantham is an associate professor in the Department of Education Psychology and Instructional Technology (DEPIT) at UGA University. Scott is a teacher and a program coordinator of the GCEP (Gifted and Creative Education Program).Advertising We will write a custom book review sample on Overcoming the Tyranny of Segregated Minds in Desegregated Schools specifically for you for only $16.05 $11/page Learn More Harmon provides leadership skills to educators and graduate students. They all expound on the aspect of enrollment and retention of students from marginal groups. In their book, the authors focus on the recruitment and retention of the African Americans. The title of the book links well with the book’s contents. For instance, the authors look at the challenges that the African Americans go through when joining the White-Americans in schools within the United States. I like the way the authors argue about racial discrimination in schools within the U.S. Some people, particularly the White-Americans, overlook and misunderstand the African American students without considering that they are gifted. This neglect is as a result of racial and cultural factors that affect scholarships and school settings. The authors bring a clear picture of how life is hard for the Black-American students in the U.S. In the book, the gifted Black-American students from different cultural backgrounds raise their views and experiences about the challenges they encounter during and after recruitment in schools. The authors clearly bring out the theme of minority students segregation in schools and other educatio n institutions. In addition, the theme of the book is brought out by the accounts of how black students and their families struggle to overcome institutional segregation in education. The book provides hidden narratives or stories about the suffering that racial and cultural discrimination causes to the Black-American students. Most of these minority groups have potential skills and talents. This is a must-read for education students. It can also be great for teachers who work with minority students. However, the book is not diverse to accommodate people with different interests. The book focuses on the African Americans, and hence shows some weakness. For instance, it focuses on the Black students, Black neighborhoods, Black Schools, and other racial and cultural issues affecting the Blacks (Grantham, Scott Harmon, 2013). Essentially, the book discusses the positive side of the African Americans only.Advertising Looking for book review on education? Let's see if we can hel p you! Get your first paper with 15% OFF Learn More It is an encouraging book that discloses many things experienced by the African American students. The Blacks in the US are discriminated against with regard to race and culture (Blank, Dabady, and Citro 2004). This book provides the Black students and parents with the guidance as they prepare and select their most preferred higher education. The book emphasizes on the gifted minority students. It is also a recommendable learning resource. The authors focus on the lives of the gifted Black minority students. The focus of the stories is centered on being raised in an environment that discriminates against the minority groups. The book gives a clear picture of the gifted students from the African American races and cultures. It shows how they struggle in discriminatory environments, which pull their success and progress downwards due to lack of extra support. It also brings into light the adjustments or changes that s hould be established within the education systems. It also changes the way people perceive the Blacks. In this case, the book advocates for the need to have good Black role models to be emulated by the black students. Indeed, I am intrigued by the way the authors present their narratives in the book. They acknowledge the need for a multicultural education system in diverse cultures. The authors use this book to educate the African American students to gain a healthy understanding of their ethnicity. It also empowers them to rise above challenges associated with stereotypes, as well as racial and cultural discrimination. For instance, the book narrates how many African American students have succeeded in studies through faith. The authors use their teaching skills to make educators, parents, and students gain advocacy skills. In this case, it is a good educational tool. The book â€Å"Young, Triumphant, and Black: Overcoming the Tyranny of Segregated Minds in Desegregated Schoolsâ⠂¬  has made good use of anecdotes. This is one of the strengths of this book. The authors explain his chosen anecdotes creatively. He does not lose the focus of the title of the book in the discussion. The readers of the book digest the content, and are taught on making the anecdotal evidence sufficient. It offers the best example in creating narratives for people interested. As earlier-mentioned, the book targets to educate teachers, learners, and parents about racial discrimination in the United States that favor the majority at the expense of the minority.Advertising We will write a custom book review sample on Overcoming the Tyranny of Segregated Minds in Desegregated Schools specifically for you for only $16.05 $11/page Learn More The authors of this book disclose that teachers have hard times trying to meet the needs of the minority students. In this case, they do not have a clear understanding of these students. It is recommendable for them to read this book because it discusses what Black students go through in White-dominated schools. This will make them conceptualize the problem and find the best ways to handle it. The authors provide readers with a clear vision of how parents and teachers who are culturally responsive curb racial and cultural discrimination. The anecdotes in this text indicate the successes of the gifted Black students. They also show how their families confront the stereotypes of the racially and culturally divisive institutions. References Blank, R. M., Dabady, M., and Citro, C. F. (2004). Measuring racial discrimination. Washington, DC: National Acad. Press. Grantham, T., Scott, M. T., Harmon, D. (2013). Young, triumphant, and Black: Overcoming the tyranny of segregated minds in desegregated schools. Washington, DC: Prufrock Press.

How to Pick Essay Topics

How to Pick Essay Topics Read how to choose essay topics that will best match your assignment and interests. How to Pick Proper Essay Topics for College Ok, so you’ve been given an essay writing assignment and were given the freedom of picking the essay topic on your own. At first, the idea of being able to choose any topic you want seemed attractive, but then you got lost in the options, right? This is a common situation. As a rule, it’s happening due to the fact that topic selection process gives you so many options that you can easily get lost in them without a proper approach. This article, therefore, will provide a basic breakdown of a topic selection process. It will not review cases when you have been already given a topic  but will focus solely on situations when you need to pick one. It would be logical to assume that you already know what subject is the essay needs to be written in – if you receive an essay writing assignment in your Literature class, your essay will focus on Literature; a Philosophy class, in turn, will require a paper about some philosopher and so on. Step One: Determine Your Essay Type Before starting to write or even selecting an essay topic, you need to consider what kind of paper you want to have at the end of the writing process. Speaking of essays, there is a whole range of essay subtypes, e.g. argumentative, persuasive, informal etc. Each of the essay subtypes requires a special approach. This article is about various essay types, you might want to check it out while preparing for essay writing: Essay Types Different types of essays may impose different requirements on the essay writing process as well as essay topics selection. For example, an argumentative essay will require that you select a rather controversial topic; otherwise, the reader will find the essay not so interesting to read. A comparative essay, in turn, requires that your essay topics introduce  two items that are going to be compared: pieces of literature, art, schools of thought etc. We have put together a short list of best  argumentative essay topics and compare and contrast essay topics, hope you find some of them useful. Step Two: Brainstorm You won’t go far in writing your essay without actually brainstorming for essay ideas that can be written about. Brainstorming for the possible essay topics can be turned into a quite simple and straightforward process. Before beginning to search for essay ideas, ask yourself a few simple questions within a chosen subject: Within the given subject, what aspects do I like most? (e.g. While selecting topics for a Philosophy paper I feel most attracted to Hegel’s school of thought). Why do you find this topic interesting? (e.g. Because I consider the four concepts of Hegelian Dialectics one of the greatest ideas in Philosophy) Do you have access to literature on the chosen essay topics? (e.g. There’s plenty of information on Hegel’s Dialectics at our local library; there is even more available online). Step Three: What Is Interesting for You? The bottom line is – when selecting a topic for your essay think about those topics that are of most interest to you. This approach ensures that you will have chosen essay topics that inspire you and give you the energy and enthusiasm to work on your paper and complete it successfully. Another point to consider is the availability of information on the topic – if the information is readily available, writing a quality essay would be piece of cake; if it’s not – you might want to look for a different topic. Interesting essay topics require conducting research, analyzing and summarizing the information got during the research. We hope you find these tips for writing topics useful. If, however, you are still struggling to pick an essay topic to write on, our writing professionals are ready to assist you  in accomplishing this task. One of the convenient options we offer our customers is a  free live support. Our support agents will help you in selecting the essay topics. If needed, they can ask our professional writers to come up with essay topics list. You will then have to simply pick one of the offered topics, place your order and wait until the paper is delivered to you. Please feel free to contact our support team at support@ anytime or visit our order page to place your order.

Social work dessertation proposal Thesis Example | Topics and Well Written Essays - 250 words

Social work dessertation - Thesis Proposal Example eption of the FSP in relation to the social life of their workers ,the roles they play, there relevance among others .It will also highlight the challenges the FSP face and how these challenges are mitigated. To complete the dissertation ,there will be use of a wide range of recourses, one of them will be articles written on the above topic, this could be by morgue attendants, the public or interested parties on the topic ,this articles may have been published or not. Secondly books will also be used in the collecting any relevant material, books carry relevant information that can be defended by the users at any given time, they are detailed and reliable too. Thirdly, magazines and newspapers are likely to provide a substantial number of information for the study. Journal articles and funeral service websites will subsequently be used to gather information. However there is very limited research done on the above topic, this factor should encourage researches to research and publish more articles and books on the same. II) Distribution of FSP ; this will carry out an analysis of FSB distribution ,what is the relationship between the populating size and the number of FSP, what factors contribute to the setting up of such, what process does a FSP undergo before being legalized , What is the mode of recruitment of its workers III) Management; This will cover the administration system at FSP, the pricing of the institutions, should such institution belong to the government, challenges faced by FSP and ways of tackling the challenges. IV) Services offered by FSP.: The kind of services offered, the major ones and subsequent services ,do they add value to the dead, how do they console the relative s of the bereaved, do they advertise their services and what incentives do they offer

Teaching Today's Teachers to Teach Essay Example | Topics and Well Written Essays - 750 words

Teaching Today's Teachers to Teach - Essay Example Griggs uses Psalm 78 as a basis for his argument, but this is an argument that I cannot support. While I believe that children must be a priority for the church in regards to teaching, I believe that the same Psalm suggests the very opposite in the first stanza of the Psalm. The Psalmist says â€Å"Give ear, O my people, to my teaching†¦Ã¢â‚¬  The Psalmist does not suggest that children should be the first priority here but rather the opposite. Take the West End Baptist Church as an example to illustrate this point. Greater emphasis is placed on Biblical learning for younger people and not enough for the senior persons of the church. As a result, there is an ineffective Christian Education Department not because of the teachers but because of misplaced emphasis. The philosophy that I’ve struggled to implement is to teach the parents and the children. There can be no direct distinction between the two; they are equally important entities for the modern day church, just a s they were for the early church. I further do not support the statement that â€Å"too many pastors don’t see teaching as their responsibility.† In order for preaching to be effective, it has to contain certain teaching elements. Otherwise it is simply entertainment. Any pastor who does not see the importance of teaching, from the pulpit, bible study group, church school, or by any other means through which we teach GOD’s word, is in the wrong business. I assessed all the pastors I knew, both male and female, and I could not think of one who would allow a novice teach the bible on behalf of them. I liked the following quote from the book: â€Å"too often we ask the newest, youngest, and least experienced members of our churches to do the teaching.† This suggests that the pastor is negligent in the handling of God’s word and His people. As I compared the West End Baptist Church with the reading

Atticus Finch Essay Example for Free

Atticus Finch Essay Abraham Lincoln once said, â€Å"You cannot escape the responsibility of tomorrow by evading it today.† Atticus Finch, in many ways, lives this quote everyday by understanding what has to be done today in order to avoid future consequences of today’s mistakes. Atticus is a kind-hearted, slow-tempered, wise man, who always knows the right thing to say. In the story, one can deduce that Atticus Finch is a kind-hearted man who knows what to do in order to fix the toughest of problems. The author remarks, â€Å"There was a brown book and some yellow tablets on the solicitor’s table, Atticus’s was bare† (138). This statement explains how Atticus is always prepared to do what is right, and still be humane about what point he is trying to get across. Therefore, Atticus must also set the example for his children by showing that he has a kind heart, so maybe his two children would learn to follow; however, in the story he is faced with many obstacles on the way, reducing his time spent trying to do the right thing. Atticus definitely knows how to react under pressure. In the story the author writes, â€Å"Miss Stephanie said Atticus didn’t even bat an eye, just took out his handkerchief and wiped his face and stood there and let Mr. Ewell call him names wild horses could not bring her to repeat† (185). This is a perfect example of Atticus having a long fuse. Even though Mr. Ewell cussed him until the cows came home, Atticus took it calmly and was relieved that Mr. Ewell finally got his steam out from the case. Whenever he is in trouble, he reacts calmly because he knows in the end it will all blow over. Atticus is obviously a very wise man, who can get the job done. In the part of the story with Mrs. Dubose, Atticus states, â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. Its when you know youre licked before you begin, but you begin anyway and see it through no matter what† (93). Atticus uses many quotes like this in the book, all consisting of the wisest comments out of the whole story. In this quote Atticus is lecturing Jem after he is finished reading his book to Mrs. Dubose, and Jem realizes that Atticus was talking about him. He also said he would have made him do it eventually anyway, just to show him what real courage was, even if he would not have destroyed Mrs. Dubose’s flowers. The author indirectly says that Atticus knows what he is saying. As I have stated, Atticus is a kind-hearted, slow-tempered, and wise beyond his year’s sort of man. Atticus is the ideal human being in the story. He is also the stories main protagonist, showing all the characteristics of a gentleman.

Electronic Resources for Nineteenth Century Studies :: Electronics Education Essays

Electronic Resources for Nineteenth Century Studies Electronic resources in nineteenth century studies (and the humanities generally) might best be described at the moment in terms of promise and peril. I say "at the moment" because, as we all know, any statement about electronic texts that is true today may be false tomorrow. I say "promise' because, as we also know, electronic media are promising wonders that could only have been dreamed of five years ago: searchable databases of an almost inexhaustible size and variety, immediate access to colleagues and scholars around the world; webs of content, context, and hyper linked materials that connect to an almost dizzying array of information; multimedia wonders of text, image, and audio files for classroom and scholarly use. I say "peril," because as we are increasingly coming to understand, these technological wonders arrive only with several crucial caveats: Internet addresses can be here today and gone tomorrow, CD ROMs and complex Web sites are astonishingly time consuming and cost ly to produce, proprietary interests are starting to use finance as a means of controlling access to information, and hardware is developing so quickly that the septium or octium chip can only be a matter of months in the future (unless all of our desktops are replaced by Java driven hollow boxes). We have reached an important moment in scholarly and pedagogical history when these developments should neither be embraced uncritically nor ignored. I would like to take this opportunity to review a number of current electronic resources in the humanities, with nods toward other hypertexts, as a means of assessing not only the ways that these new technologies may alter our work in the coming years but also the way they may already be altering our understanding of what information is, where it comes from, and how it is transmitted. While students and scholars can currently say, "look, I have instant access to material that would have taken me months to gather in the past," they are also forced to ask two important related questions: "how accurate is this information?" and "who are the authors of this material if it was gathered or drafted by a committee, edited by other individuals, coded and linked by still others, published by a complex consortia of interests, and then subject to ongoing and immediate modifications (in the case of Web resources at least)?" Academic research and teaching will undoubtedly alter in unimaginable way s as a result of emerging technologies.

Anti Americanism in The Middle East Essay

Anti Americanism in the Middle East is caused by various factors. Some causes are genuine and others are a result of peer pressure or influence by the leaders and radicals. Since the attacks on Washington and New York, the conventional concept and wisdom about the motivation that fuelled such deadly terrorism is gelled. This violence that we are often told is a reaction to misguided and misinterpreted American policies. For many years, some American actions such as its constant support for Israel and for the unpopular, oppressive and marginalizing Arab regimes has supposedly produced profound hatred and grievances throughout the people of Middle East. These grievances and hatred have come to a boil gradually over time, and this explains the constant Arabs attack on America and its allies by the Middle East nations. As much as anti-Americanism is largely spread among Middle East people and governments there is something that is highly misleading in this concept. Middle East’s M uslim and Arab hatred of America is not just, a response to the actual united states policies. The American policies have been highly pro-Muslim and pro Arab over the years. It is clear that such animus is obviously as a result of self-interested incite and manipulation by different influential groups within middle east countries, groups that employ anti-Americanism as a strategy and foil to shift public attention and interest from more serious issues within the middle east society (Katzenstein & Keohane, 2007). Anti Americanism is sometimes blamed and associated to the former president George Bush. Bush is a lightning rod behind the anti American feelings in the Middle East. This is because of the multiple wars happened during his tenure in office. Another cause is the American policies systems and power fuel resentment in the world. People from the Middle East are annoyed by the fact that as much as America is a super power it does very little to solve world issues. America has a reputation of backing policies which increase the gap between the poor and the rich. Another cause of anti Americanism in the Middle East is the fact that they have put themselves above the law. The American soldiers have killed many innocent people in the Middle East and no action has been taken against them. When the Islam leaders kill innocent people America leaders arrests and even kill them. Amerce is always bulling the Islam nations by discouraging the building of nuclear yet they have nuclear bombs themselv es. The American leaders like Bush have never been summoned ti the International Criminal Court for charges against Humanity despite the fact that they have caused the death of very many innocent people. The Americans have killed many people with drones which is very inhuman and no action has been taken against them (Hollander, 2004). Anti Americanism in the Middle East is also caused by the fact that America has created a worldwide impression that people from the Middle East are terrorists. People from the Middle East are linked with terrorist activities by America. This has influenced people from other nation’s perception on the Middle East people. When American soldiers attack the Middle East countries they don’t expect them to fight back. The American soldiers kill innocent women and children and when the nations engage in war they are regarded as threat to security. Anti Americanism is caused by the relentless support America gives Israel. The American government has supported Israel in almost all its wars against the Middle East nations. This has proved that America is totally against the Middle East nation and consequently causing the constant hatred between the Middle East people and America. The Washington foreign policy seemed to support the wars in Afghanistan and Iraq (Rubin, 2002). Americans prize personal empowerment and prize individualism more than the Arabs in the Middle East. The cultural values in America completely differ with the ones in America. Americans are Christians and the Arabs are Muslims. The countries don’t go along because some things that Arabs practices are considered irrelevant by the Americans. The religious and cultural difference between the two countries has also boosted the anti Americanism. Another factor that has led to the anti Americanism in the Middle East is the conflicting attitudes and policies toward military and security issues. The war in Iraqi and other countries in the Middle East has led to increased tension and negativism from the middle east people. Also the American foreign policy contributes to the hatred. The foreign policy seems to be selfish and against the Middle East. In the American foreign policy it is clear that America has no intention of working together with the Middle East. The foreign policy depic ts Middle East as the threat to world security. Anti Americanism is also contributed by the elite politicians and leaders who incite and preach against the Americans. This makes the people to have hatred towards America without particular reason. The Muslim leaders consider America as the major national threat. This incitement increases anti Americanism as people are influenced by the leaders’ sentiments (Lacorne, 2010) The Media has also contributed to the increasing anti Americanism in the Middle East. The media constantly programs which depict Americans as the enemies. The media portrays America as gods of war who are jealous of other nations. America does not support when the Middle East countries explore the nuclear weapons. The media keeps covering the programs which show the man less American drones roaming in the Middle East. This makes people to have continuous hatred against Americans. The drone issues have increased anti Americanism because it shows they are ready to kill people from Middle East at any time. The Arabs feel like Americans are denying them their freedom rights. They feel that they are always under threat and this makes them to be unsettled. Some tv reporters have been recorded inciting the general public against America. Recently the media majored on the coverage of the anti Muslim video that was released from America. This video clearly showed that some Americans hate the Muslims who are mainly found in the Middle East. The video has also been a major cause of anti Americanism especially with the media paying attention to it (Crockatt, 2003). There is also anti Americanism in the Middle East because there are those children who have been left homeless and orphaned because of the killings and bombings made by the American soldiers. These children grow up with total hatred against the Americans. There are also many people who were victims of the wars and some are friends and family members to people who the American drones killed. This causes people to be bitter thus increasing anti Americanism. The children grow up knowing that America is the cause of their sorrows. They consider Americans as selfish nation which only focuses on its national interests and gains on the expense of innocent peoples life. Anti Americanism has become a culture in the Middle East children are told by their parents that America is bad and they grow up with fixed minds against Americans. This perception is passed from generation to generation in the Middle East (Crockatt, 2003). For many years, anti-Americanism has become and served as a strategy of last resort which unsuccessful, failed political personnel, institution and movements in Middle East strive to improve their reputation and standing. America is accused for so much that goes bad in the Middle East and the general Arab world. This in most cases is used as an explanation or reason for social oppression, political and economic underdevelopment. By issuing responsibility and excuse for their own mistakes and shortcomings to America, Middle East leaders distract their people’s attention from internal differences and weaknesses that form their real grievances. And hence instead of pushing for equality for women, greater privatization, democracy, freedom of speech, due process of law , civil society or other relevant developments issues which are sorely needed in the Middle east, the leaders focus on hating America (Hollander, 2004). Also during the Cold War it was popular for people in the Middle East to portray American policies as anti-Arab. This was despite the concrete evidence in the contrary. This rhetoric became a common convenient strategy for radical regimes and movements to create legitimacy of their own and to refer to their opponents as Western (American) puppets. The nationalist and Islamist Radical Arab regimes also accused America backed governments of ignoring human rights and being antidemocratic to its people, This is despite the fact that the radical regimes in the middle east such as Syria, Libya, Iraq, and Iran have worse records as much as human rights is concerned (Crockatt, 2003). There are various explanations as to why the American actions have been disregarded in Middle East countries. First, whatever the level of U.S’ failure to comprehend Middle East, the Middle Easterners have greater inability to understand the Americans. Throughout the Middle East movements and leaders have always expect Americans to attack and kill them since they are enemies. This has caused greater tension between the Middle East and America. Secondly, it is vital to understand how tightly news and information is controlled in countries of the Middle East. It isn’t surprising at all those masses, which are shut off from the accurate information to constantly feed on biased antagonistic views which are always hostile and against the Americans. The people who have the capacity to present more accurate picture or information in this case are discouraged by censorship, peer pressure, and fear of being branded American agents. There are also the efforts to reduce all the American policies to a single issue: America support for Israel. The policies and true nature of Israel are also distorted in this context. This element and issue is significant to the salience and anti-Americanism rhetoric. Some people radical Arabs believe that Israel as a country is an evil agent which seeks to dominate the entire Middle East by destroying Islam and killing Arabs. This explains why Arabs view America’s support to Israel as evil. However, the truth, is that America has merely assisted Israel survive constant efforts from Middle East forces to subdue it. The American-Israel relationship was most ambivalent during Israel’s first years of existence, the United States totally refused to supply ammunitions and other aid. This relationship only intensified during the occurrence of hostile actions from the Arab Middle countries, which aligned with Soviet Union to sponsor the anti-American terrorism. The radicals a lso want to ensure that America fails in its peace efforts. It also explains why terrorism is always increased by people from the Middle East whenever it seems that American diplomatic pursuit of unity and peace might become successful. This explains why when Israel withdrew from Lebanon, motivated by America, was rebuked as a sign of weakness and a mark that the Israel’s enemies should start violence against the state. Also The Attacks in September were planned and organized at a time when peace process seemed to be closest to success. According to political analysts it is not an accident that Middle East anti-Americanism was at its peak at the moment when America was proposed to back and support creation of independent Palestinian nation which had its capital in east Jerusalem (Ceaser, 2003). Anti-Americanism is also useful in the oppressive Middle East’s Arab regimes It allows Middle East leaders to distract people’s attention from their own problems and failings. Instead of the leaders responding to important demands and issues such as, higher living standards; democracy, corruption, human rights, and incompetence, Arab rulers accuse America for their own ills and misfortune and refocus their anger against America. Middle east Arabic states like Saudi Arabia and Egypt have over the years obtained weapons and protection from America but the leaders still promote popular anti-Americanism by state controlled media and government policies . Iraq for example has used the anti-Americanism policy as a strategy in its efforts to; escape sanctions, get back to the Arab world, and rebuild its military strength. America is accused for murdering the Iraqis through sanctions, and no one remembers Iraq’s forceful seizure of Kuwait (Hollander, 2004).   The Middle East anti-Americanism has also proved very useful for other people besides the politicians. Anti Americanism allows journalists and intellectuals to vent and focus their anger against the government-approved enemy (America) instead of risking to criticize failure and injustices that they encounter at home. Anti-Americanism has also become useful for the general public. Holding America responsible and accusing them for everything that is wrong in their countries and lives helps them to explain how their world operates and why life seems not to improve for them (Revel, 2003). The major reason behind the prevalence of Middle east anti-Americanism is that it has been a useful strategy and tool for the radical leaders, moderate regimes and revolutionary movements to build their domestic support and pursue personal goals which have no significant costs. As a strategy in the middle east, anti-Americanism seems to provide something for every person. For the radical Islamists in the Middle East, anti-Americanism has been a method of mustering popular favor from people despite all attempts to implement a theocratic revolution fail as a result of being rejected by the masses. The Islamists in the Middle East have focused on anti Americanism instead of fostering xenophobia or channeling their battle from one that is among the Muslims in the Middle East to a struggle between all Muslims and Americans who purportedly disagree with Islam and seeks to destroy the Muslims (Revel, 2003). Conclusion Anti Americanism in the Middle East is bound to get worse as the leaders and the elite use it as a tool for distraction or reason for underdevelopment and excuse of underperforming. America has tried to win out the heats and interest of the people of Middle East but their efforts have been in vain. Even when the Americans act in good faith or in favor of the Middle East people the radicals still find a way to demonize their actions and used it against them. The Middle East media system is also another major cause because the content covered is highly manipulated to show America as the enemy. The internal conflicts experienced in the Middle East countries have posed impossible challenge and dilemmas for American policy makers. When America helps some friendly Arab governments such as Saudi Arabia and Egypt’s, it is blamed of sabotaging revolutionary movements against them. When America pressures Middle East governments to improve their positions on human rights or democracy, it is blamed and accused of imperialism. Anti Americanism is there to stay in the Middle East since it has grown into and accepted public culture and believe system. It is also supported my religion differences, Where majority of Americans are Christians and people from the Middle East are Muslims (Gentzkow & Shapiro, 2004). References Gentzkow, M. A., & Shapiro, J. M. (2004). Media, education and anti-Americanism in the Muslim world.  The Journal of Economic Perspectives,18(3), 117-133. Revel, J. F. (2003).  Anti-Americanism. Encounter Books. Katzenstein, P. J., & Keohane, R. O. (Eds.). (2007).  Anti-Americanisms in world politics. Cornell University Press.Hollander, P. (Ed.). (2004).  Understanding anti-Americanism: Its origins and impact at home and abroad. Chicago: Ivan R. Dee. Rubin, B. (2002). The real roots of Arab anti-Americanism.  Foreign Affairs, 73-85. Lacorne, D., Rupnik, J., Toinet, M. F., & Turner, G. (2010).  The rise and fall of anti-Americanism: A century of French perception. Macmillan. Crockatt, R. (2003).  America embattled: September 11, anti-Americanism, and the global order. Psychology Press.Katzenstein, P. J., & Keohane, R. O. (2007). Varieties of anti-Americanism: A framework for analysis.  Anti-Americanisms in world politics, 9-38.Ceaser, J. W. (2003). A genealogy of anti-Americanism.  Public Interest, 3-18. Source document

Case Brief Essay

Mr. David R. Bullock filed an appeal from his convictions for attempted statutory rape, and attempted sexual exploitation of a minor. David R. Bullock put himself in numerous conversations via email and chat rooms with a Newton County Deputy Sheriff who was conducting a sting operation against pedophiles. The Deputy took on a persona of a thirteen year old female by the name of â€Å"Ashley Anne†. Many of the conversations that took place between Mr. Bullock and â€Å"Ashley† were of a sexual nature. During conversations between Mr. Bullock and â€Å"Ashley†, he discussed how he would like to engage in certain acts (sexual) with her and her friends (girls of younger age) and how he would like to video those acts. He informed â€Å"Ashley† that the conversations about meeting with her and her friends should not be discussed because it was not legal for them to meet. Eventually a meeting was scheduled for a time and a place to meet and specific instructions were given to â€Å"Ashley† on how the meeting should take place. â€Å"Ashley† was told that upon her arrival to the specified location, she should meet Mr. Bullock in a specific area of that location. History On October 18, 2002, Mr. Bullock and the decoy â€Å"Ashley† were present at the specified location, along with computer and video equipment in his vehicle, which ultimately leads to the arrest of Mr. Bullock. At the time of the arrest, Mr. Bullock did not deny having conversations with â€Å"Ashley† but explained that if she would arrive, he just wanted her to be counseled by the authorities on the dangers of meeting strangers on the internet. Mr. Bullock argues that his case is a case of entrapment and that he took no â€Å"substantial steps† towards committing the crimes he has been charged with. Issue: The sufficiency of the evidence is challenged and Appellant claims an entrapment defense for the reason that he was not predisposed to engage in the charged offenses, we shall set forth in greater detail a series of sordid internet and telephone communications between Appellant and the purported 3 victim than we usually would. Holding First, Appellant does not admit that he committed the crimes for which he was convicted and, second, there is no evidence that Appellant was not predisposed, ready and willing to commit these crimes.   Appellant did not meet his burden of injecting into the case a proper case for entrapment. Rational Appellant tendered four jury instructions alleging the affirmative defense of entrapment.   Appellant cites to the evidence that Ashley induced Appellant to take the â€Å"substantial step† of committing the crimes of statutory rape and sexual exploitation of a minor when he was not otherwise so inclined.   Appellant contends that he was only willing to express his fantasies, which was not a crime he was charged or convicted of, and he was not willing to act upon his fantasies without the inducement by Ashley.   He notes that Ashley initiated the majority of contacts with Appellant; specifically, he claims Ashley initiated seventeen of the nineteen instant messages and four of the eight e-mails between her and Appellant.   Appellant indicated the portions of the conversations where Ashley first proposed that Appellant come to Diamond and persisted in trying to set a firm date; he claims he was reluctant to act on his desires.   Appellant†™s claim that he would not have committed the charged offenses but for the enticement by Ashley is not supported by the evidence.

Architecture of the Twin Tower essays

Architecture of the Twin Tower essays The idea of the Twin Towers came about in the early 1960s by the Downtown-Lower Manhattan Development Association. By 1962, the Port Authority of New York and New Jersey began plans to build the two towers. Minoru Yamasaki was chosen out of a dozen other architects. His plan included twelve million square feet of floor area, which also had to accommodate new facilities for the Hudson tubes and subway connections. After studying more than one hundred schemes in model form, Yamasaki decided on a two-tower development to contain the nine million square feet of office space. One tower became unreasonable in size and unwieldy structurally, yet several towers became too approximate for their size and 'looked too much like a housing project'; whereas two towers gave a reasonable office area on each floor, took advantage of the magnificent views, and allowed a manageable structural system. ¹ Critics claimed that the towers would Rob New York of character, ruin the skyline, disrupt television reception, and strain city services. ² They started construction in 1966. The World Trade Center consists of sixteen acres of land. In building of the Twin Towers, five streets were closed off and 164 buildings were destroyed. A total of 10,000 people were involved with the building of the Twin Towers. Sixty people died while in construction. The designs for the towers were inventive in several ways which include its elevator system and its structural system. A regular elevator known as the conventional elevator would have taken up half of the room on the lower floors. Otis Elevators developed express elevators which halved the number of shafts needed for the elevators. The structural system of the towers used an architecture called the Tube. Each tower had a structural core extending from the bedrock bottom to its roof. The cores were rectangular pillars with columns and girders. The...

Profile and Biography of Socrates

Profile and Biography of Socrates The Greek philosopher Socrates was born c. 470/469 B.C., in Athens, and died in 399 B.C. To put this in the context of the other great men of his time, the sculptor Pheidias died c. 430; Sophocles and Euripides died c. 406; Pericles died in 429; Thucydides died c. 399; and the architect Ictinus completed the Parthenon in c. 438. Athens was producing the extraordinary art and monuments for which she would be remembered. Beauty, including personal, was vital. It was linked with being good. However, Socrates was ugly, according to all accounts, a fact that made him a good target for Aristophanes in his comedies. Who Was Socrates? Socrates was a great Greek philosopher, possibly the wisest sage of all time. He is famous for contributing to philosophy: Pithy sayingsThe Socratic method of discussion or dialogueSocratic irony A discussion of Greek democracy often focuses on a sadder aspect of his life: his state-mandated execution. Family Although we have many details about his death, we know little about the life of Socrates. Plato provides us the names of some of his family members: Socrates father was Sophroniscus (thought to have been a stonemason), his mother was Phaenarete, and his wife, Xanthippe (a proverbial shrew). Socrates had 3 sons, Lamprocles, Sophroniscus, and Menexenus. The oldest, Lamprocles, was about 15 at the time his father died. Death The Council of 500 [see Athenian Officials in the Time of Pericles] condemned Socrates to death for impiety for not believing in the gods of the city and for introducing new gods. He was offered an alternative to death, paying a fine, but refused it. Socrates fulfilled his sentence by drinking a cup of poison hemlock in front of friends. Socrates as Citizen of Athens Socrates is remembered chiefly as a philosopher and the teacher of Plato, but he was also a citizen of Athens, and served the military as a hoplite during the Peloponnesian War, at Potidaea (432–429), where he saved Alcibiades life in a skirmish, Delium (424), where he remained calm while most around him were in a panic, and Amphipolis (422). Socrates also participated in the Athenian democratic political organ, the Council of the 500. As a Sophist The 5th century B.C. sophists, a name based on the Greek word for wisdom, are familiar to us mostly from the writings of Aristophanes, Plato, and Xenophon, who opposed them. Sophists taught valuable skills, especially rhetoric, for a price. Although Plato shows Socrates opposing the sophists, and not charging for his instruction, Aristophanes, in his comedy Clouds, portrays Socrates as a greedy master of the sophists craft. Although Plato is considered the most reliable source on Socrates and he says Socrates was not a sophist, opinions differ on whether Socrates was essentially different from the (other) sophists. Contemporary Sources Socrates is not known to have written anything. He is best known for the dialogues of Plato, but before Plato painted his memorable portrait in his dialogues, Socrates was an object of ridicule, described as a sophist, by Aristophanes. In addition to writing about his life and teaching, Plato and Xenophon wrote about Socrates defense at his trial, in separate works both called Apology. The Socratic Method Socrates is known for the Socratic method (elenchus), Socratic irony, and the pursuit of knowledge. Socrates is famous for saying that he knows nothing and that the unexamined life is not worth living. The Socratic method involves asking a series of questions until a contradiction emerges invalidating the initial assumption. Socratic irony is the position that the inquisitor takes that he knows nothing while leading the questioning.

Case study Assignment Example | Topics and Well Written Essays - 1500 words - 2

Case study - Assignment Example Management is essentially an act of fulfillment of objectives through people, and efficient management implies getting the maximum output from the people. Therefore, a good manager must encourage teamwork and enhance team spirit by meeting the needs of both the individual and the team. This paper will focus on a case study regarding problems of human resources. In any organization, managerial goal is to extract optimum performance from workers and employees for the benefit of the organization. The concept of High Performance Work Practices (HPWP) is a deliberate attempt to establish working patterns that will enhance the overall performance of the organization. This concept is not new and employees who embrace this concept are only implementing common sense approach to improve their performance level. HPWPs indicate assessment of own work, flexible working patterns, and other strategies to provide maximum results. HPWPs also encompass strategic recruitment policies and motivational schemes like promotions, financial rewards and flexible working hours (Sung & Ashton, 2005, p.2). According to research based on world reports, there are two major advantages of HPWPs. First, such practices maintain a steady improvement in the performance level of employees, and second, employee satisfaction can be enhanced both in terms of work and personal lif e. The combined impact of these two benefits is reflected in high level of employee commitment, improved financial performance, sustained competitiveness, and innovation (Sung & Ashton, 2005, p.8). In this section, I will be highlighting the problems of human resources in ServiceCo which is a â€Å"support services partner in the UK providing business solutions for clients across the local government, transport, education, health and defence sectors† (Alfes et al., 2010, p.8). Currently, 10,500 employees are engaged in 200 locations in UK. According to survey