Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law

Even though parliament can reprimand any action through its local regulation, global law does not allow the State to impose its rule outside its land. For instance, Saudi Arabian (SA) law states that infidelity is a felony that is punished by stoning to death.Advertising We will write a custom essay sample on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law specifically for you for only $16.05 $11/page Learn More This rule is applicable only in Saudi Arabia (Dupuy Kerbrat 2010, p. 64). It cannot be applied in other places even if a citizen of Saudi Arabia was found committing adultery. This takes us to the earliest code in the Lotus case, which says that a State cannot apply its rule in any shape in the land of another nation unless there is a global tradition or principle allowing the State to do so (Dixon 2007, p. 87). The UK-Netherlands accord of 1991 can serve as an example, where UK got approval from Netherlands before in dicting two Libyans charged with the Lockerbie intimidation (Shaw 2003, p. 23) Therefore, a jurisdiction centers deeply on the power to prescribe (Sweeney 2007, p. 50) in addition, this is what the paper will focus on. A state’s jurisdiction in the modern international system refers to its power to control the actions of individuals and property. Again, jurisdiction can be either civil or criminal (O’Keefe 2004, p. 736). Jurisdiction in real terms is not a universal concept that is; its meaning is not common to all people. The ancient activities of states and doctrinal inscriptions enables people comprehend that jurisdiction is broadly categorized into two major forms, that is, prescriptive and power to enforce. In the criminal context, jurisdiction to prescribe refers to the power of the state to invoke its criminal law in arbitrating certain actions. Jurisdiction to enforce on the other hand refers to the power of the state to employ criminal law practically through its criminal justice system that is, arresting (police), arbitrating (courts) and correcting (Amerasinghe 1994, p. 14).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Whereas jurisdiction to prescribe might be extra-territorial, the power to enforce is strictly territorial. This implies that any state cannot take its criminal justice system (CJS) to another state since this might be considered intrusion. In case a state would wish to prosecute its citizen abroad, it has to issue an arrest warrant to the foreign state and urge the same state to assist in arresting the culprit. It is therefore evident that the power to prescribe and the power to enforce are not compatible at all (O’Keefe 2004, p. 740). Jurisdiction to prescribe and the power to enforce are rationally self-sufficient. However, the two forms of jurisdictions are intertwined. The state has the authority to make laws as long as they benefit the public. The same laws are not applied universally since environments are different. Laws apply well where they originate since the procedure employed in making them is logical. For prescriptive authority, utilization of force to implement an opinion is more realistic inside state boundaries than outside. When it takes place outside state boundaries, the possibility of inter-state disagreement is inevitable. A state in the international system may decide to punish its citizen or a resident of another state in case its interest is in danger (Simma Paulus 1999, p. 21) This brings about hostilities among states, which may cause wars. International law allows a state to issue an arrest warrant even when the suspect is not available in the state, what is referred to as arrest in absentia. The best example is the mutatis mutandis case that applies to individuals based on citizenship, flaccid personality and service in the military. States have rights to prescri be laws according to the internationally established standards (Lawson Bertucci 1996, p. 69) Through this, the rule of law is guaranteed in the international system. The implementation of prescriptive authority based on a jurisdictional nexus instituted after execution of the offence is a type of ex post facto criminalization.Advertising We will write a custom essay sample on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law specifically for you for only $16.05 $11/page Learn More This is disgusting because a substantive public criminal proscription and its subsequent castigation are applied to the offender only after execution of the impugned behavior. It is not a matter of following a proficient public process (O’Keefe 2004, p. 743). Enforcement jurisdiction pertains directly to the use of coercive authority. Between the two forms of jurisdiction, Enforcement type is the narrowest. This implies that it survives only w hen the criterion for prescriptive authority exist (Domingo 2003, p. 54). Enforcement Jurisdiction is applicable only with respect to people, belongings, or behaviors. The connection between the two forms of laws is comprehensible. A state cannot implement enforcement jurisdiction unless it subscribes to prescriptive jurisdiction (Brownlie 2008, p. 38). A good example that elucidates this connection is the Canadian Criminal code, which states that the state can exercise authority over any individual within Canada. An individual can be impeached whether in a foreign state or in his own country as long as he/she committed an offence. Judges Higgins and Kooijmans categorize this type of jurisdiction accurately. Prosecuting an individual present in the state is termed as ‘in personam’. Prosecution of an individual who sought refuge to another state is termed as ‘in absentia’ (O’Keefe 2004, p. 755). The decision to implement international law uniformly is meant to bring peace and tranquility in the global society. List of References Amerasinghe, C 1994, The Law of the International Civil Service, 2nd edn, Vol. 1, Clarendon Press, Oxford. Brownlie, P 2008, Principles of Public International Law, 7th edn, Oxford University Press, Oxford.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dixon, M 2007, Textbook on International Law, 6th edn, Oxford University Press, Oxford. Domingo, OR 2003, The New Global Law, Cambridge University Press, New York. Dupuy, MP Kerbrat, Y 2010, Droit international public, 10th edn, Dalloz, Paris. Lawson, E Bertucci, ML 1996, Encyclopedia of human rights, 2nd edn, Taylor Francis, New York. O’Keefe, R 2004, â€Å"Universal Jurisdiction, clarifying the basic concept†, Journal of International Criminal Justice, Vol. 2, no. 3. Shaw, MN 2003, International Law, 5th edn, Cambridge University Press, Oxford. Simma, B Paulus LA 1999, â€Å"Symposium on method in International Law: The Responsibility of Individuals for Human Rights Abuses in Internal Conflicts: A Positivist View†, American Journal of International Law, Vol. 93, no. 302. Sweeney, B 2007, â€Å"Combating Foreign Anti-competitive Conduct: What Role for Extra-territorialism?† Melbourne Journal of International Law, Vol. 8, no. 35. This essay on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law was written and submitted by user Lauren D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Strategic Competitiveness Example

Strategic Competitiveness Example Strategic Competitiveness – Case Study Example E-Activities E-activities are so helpful in learning. They enable the to easily and fast create flash activitiesfrom a library of customable templates. Many teachers and lectures mostly engage their students in e- activities since they tend to make their work easier (Watkins, Pg. 100). In this work, I am going to discuss the first e-activity we had. From our first e-activity, the Cox Cable Company is found to be the most completive. Its two primary drivers are; ability to bundle core service offer discounts and faster internet speeds, better picture quality through Verizon. The first primary driver is the most influential. Apart from high quality services, many customers are normally happy when they are offered some discounts since human beings are rational, and they always want to minimize the cost. The company’s ability to bundle core service and offer discounts is, therefore, what influences many clients and, as a result, make the company be the most competitive in the mark et (Watkins, Pg. 101). In determining strategic actions, the input-output model (I/O model) only concentrates on gathering the most important resources to execute the strategy dictated by the circumstances and limitations in the outside environment (Watkins, Pg. 101). On the other hand, the resource-based model concentrates more on the internal environment of a firm than the external environment. The model looks at the internal environment on bases of its resources and abilities. It is, therefore, the most effective in determining strategic actions than the input-output model which only focuses on the internal environment (Watkins, Pg. 102). Out of the above two models, the resource-based model is, therefore, the best model that can enable the Cox cable company earn average returns. Companies, therefore, should be advised to use this model in determining their strategic actions so as to earn above average returns.Work citedWatkins, By Ryan, â€Å"Developing interactive e-learning activities.† Performance improvement, 44.5, (2005): 5-7, print

Strategic Competitiveness Example

Strategic Competitiveness Example Strategic Competitiveness – Case Study Example E-Activities E-activities are so helpful in learning. They enable the to easily and fast create flash activitiesfrom a library of customable templates. Many teachers and lectures mostly engage their students in e- activities since they tend to make their work easier (Watkins, Pg. 100). In this work, I am going to discuss the first e-activity we had. From our first e-activity, the Cox Cable Company is found to be the most completive. Its two primary drivers are; ability to bundle core service offer discounts and faster internet speeds, better picture quality through Verizon. The first primary driver is the most influential. Apart from high quality services, many customers are normally happy when they are offered some discounts since human beings are rational, and they always want to minimize the cost. The company’s ability to bundle core service and offer discounts is, therefore, what influences many clients and, as a result, make the company be the most competitive in the mark et (Watkins, Pg. 101). In determining strategic actions, the input-output model (I/O model) only concentrates on gathering the most important resources to execute the strategy dictated by the circumstances and limitations in the outside environment (Watkins, Pg. 101). On the other hand, the resource-based model concentrates more on the internal environment of a firm than the external environment. The model looks at the internal environment on bases of its resources and abilities. It is, therefore, the most effective in determining strategic actions than the input-output model which only focuses on the internal environment (Watkins, Pg. 102). Out of the above two models, the resource-based model is, therefore, the best model that can enable the Cox cable company earn average returns. Companies, therefore, should be advised to use this model in determining their strategic actions so as to earn above average returns.Work citedWatkins, By Ryan, â€Å"Developing interactive e-learning activities.† Performance improvement, 44.5, (2005): 5-7, print

A Study Survey on Home Building Industry

The housing boom kept this country afloat during the darkest moments after September 11, 2001 when other industries like travel, hospitality, entertainment, energy and telecommunications seemed uncertain. One can argue that such a relationship is cyclical; what comes around goes around in the manner of economic trends such as recession and depression but this is not the case with this correlation. People will always need housing. Below are strategies housing providers can implement to continue stimulating growth. Bennett Hecht writes that economic strategies for housing begins on the local level. He writes, â€Å"Housing development is a site-specific, self-sufficiency strategy designed to help developers create jobs and other income-generating opportunities for residents of their properties† (p. 1). This economic development strategy is founded on four objectives: (1)Decrease Cash Outflows from Housing Developments. Whenever possible, developers should purchase goods and services from sources within their housing developments, instead of â€Å"importing† them from other communities. This promotes local growth and activity. (2)Better Use of Space. Housing developers should use available space to sponsor the delivery of much needed services or facilities, such as child care, GED classes, or a convenience store. (3)Increase Cash Inflows. Nonprofit developers should also use available space to increase income to the property and residents by leasing space to paying commercial tenants, by entering into profit-sharing ventures with commercial tenants, or by providing services and products to outsiders. (4)Build Contracting Capacity. The ability to increase cash inflows is directly related to the ability of businesses to compete for work outside of the housing developments. By controlling the awarding of contracts, the developer can â€Å"incubate businesses† by awarding work to residents over a period of time until they can develop the work and contract management experience to, among other things, secure bonding necessary to compete for larger contracts. The beauty of these objectives is that they can be implemented at both the urban and suburban levels. In this respect all parties benefit from the strategy during a time when many housing companies are not planning for the future but riding out the wave of present economic growth. A Study Survey on Home Building Industry The housing boom kept this country afloat during the darkest moments after September 11, 2001 when other industries like travel, hospitality, entertainment, energy and telecommunications seemed uncertain. One can argue that such a relationship is cyclical; what comes around goes around in the manner of economic trends such as recession and depression but this is not the case with this correlation. People will always need housing. Below are strategies housing providers can implement to continue stimulating growth. Bennett Hecht writes that economic strategies for housing begins on the local level. He writes, â€Å"Housing development is a site-specific, self-sufficiency strategy designed to help developers create jobs and other income-generating opportunities for residents of their properties† (p. 1). This economic development strategy is founded on four objectives: (1)Decrease Cash Outflows from Housing Developments. Whenever possible, developers should purchase goods and services from sources within their housing developments, instead of â€Å"importing† them from other communities. This promotes local growth and activity. (2)Better Use of Space. Housing developers should use available space to sponsor the delivery of much needed services or facilities, such as child care, GED classes, or a convenience store. (3)Increase Cash Inflows. Nonprofit developers should also use available space to increase income to the property and residents by leasing space to paying commercial tenants, by entering into profit-sharing ventures with commercial tenants, or by providing services and products to outsiders. (4)Build Contracting Capacity. The ability to increase cash inflows is directly related to the ability of businesses to compete for work outside of the housing developments. By controlling the awarding of contracts, the developer can â€Å"incubate businesses† by awarding work to residents over a period of time until they can develop the work and contract management experience to, among other things, secure bonding necessary to compete for larger contracts. The beauty of these objectives is that they can be implemented at both the urban and suburban levels. In this respect all parties benefit from the strategy during a time when many housing companies are not planning for the future but riding out the wave of present economic growth.

Computer Security Essay Example | Topics and Well Written Essays - 500 words - 2

Computer Security - Essay Example Frequently, programs bundle spyware with freeware or shareware, though it can also arrive via email, instant messages or web downloads. On the other hand data breaches occur when personal consumer information is lost or stolen, and can result in the loss of hundreds or millions of records. This information can then be used to commit crimes, including fraudulent unemployment claims (Goodin, 2008), fraudulent tax returns (McMillan, 2008), fraudulent loans (Hogan 2008), home equity fraud (Krebs, 2008), and payment card fraud. Consumers can also suffer the burden of increased loan interest rates, being denied utility services, civil suits or criminal investigation (Baum, 2004). While the consumer costs incurred from credit card fraud may be negligible, out of pocket expenses can reach thousands of dollars. It is results of all these effects of spam that there had to be changes in infrastructure made. The anti-spyware legislation is currently under consideration in 27 U.S States as well a s in the U.S. Congress is one of these changes. It aims to prohibit spyware from delivering advertisements to a computer under certain circumstances..

Information for Decision Making Essay Example | Topics and Well Written Essays - 2000 words

Information for Decision Making - Essay Example The research methodology used in the paper is both qualitative and quantitative. Sampling has played an important role in data collection process. The sampling was supported through questionnaire. Data analysis provides the results based on findings. Cost and time table further emphasises on the need of budget and time for the research. Conclusion and recommendation gives an overview of the limitations and important of technology in an organisation. Table of Content Introduction 5 Background 6 Problem Definition 6 Research Objective 7 Research Design 8 Sampling 9 Data Collection 9 Questionnaire 10 Data Processing and Analysis 11 Reporting 12 Cost and Timetable Activities 12 Conclusion & Recommendation 13 Reference 15 Bibliography 18 Introduction Marketing research can be defined as the process of analysing, collecting and devising the required information. Marketing research is an important procedure for any company wanting to market its product in a new territory (Burns & Bush, 2007 , p.7). Marketing research methodology involves the explanation of the problem and the process to find the desired solution. The cause of problem and the research methodology plan are directly proportional to each other. Marketing research is an important component to collect the desired market information. Marketing research helps in identifying the problems and opportunities by linking the consumer and the marketer. It further evaluates and enhances the understanding of the marketing process and helps in finding the methods to make certain activities of marketing more presentable and effective (Schmidt & Hollensen, 2007, p. 19). Marketing research helps an organisation to modify the marketing-mix and also supports the activities which lead to the customer satisfaction. It is an important tool to make sure that both demand and supply are being taken care of by an organisation. In a broader sense it helps to develop a good equation between the customers and the suppliers (Bradley, 2 007, p. 4). Background The Royal Mint is the worlds oldest and the leading mint exporter. Founded over 1,000 years ago the Royal Mint has achieved the status of national treasure (Royal Mint, 2012). It is not only known for its art of coin making but high quality and craftsmanship makes it a worldwide leader. The Royal Mint is not subjugated to coin making only but is associated with craftsmanship of medals as well. UK might be the home to the company but it has its presence in more than 50 countries. The company which makes coins for UK has been roped in to make commemorative medals for the Olympics 2012 to be held in London. Over 1000 years of history and maintenance of the high quality artistry has made the company most sought after by different countries around the world. Technology has further improved the company’s structure and functionality. Technology has helped the company to keep a database of the customers and also build customer relationship through CRM system. P roblem Definition The problem definition is related to identifying the broad topic associated with research. The broad topic in relation to the research can be the problem faced by the Royal Mint in achieving the target of making medals for the Olympics 2012 along with meeting the deadline. The broad topic is further divided into narrow topic. The narrow topic is more related to the problems which can have an impact on the broad topic of the

Politics And History Of Japan Essay Example for Free

Politics And History Of Japan Essay Nazi rule in Germany was unleashed after the Reichstag Fire in Berlin and almost 3 years after this, the February 26 incident helped to introduce militaristic rule in Japan. The February 26 incident awakened the sleeping giant that was Japan and triggered off major world conflicts. The February 26 Incident On February 26, 1936 a breakaway faction of the Imperial Japanese Army composed of young junior officers and swearing allegiance to the Kodo ha faction within the Army, slipped into the middle of Tokyo and captured key government buildings including the one which housed the Diet or Japanese parliament and Army headquarters. Groups raided the residences of the Prime Minister and senior officials in an attempt to assassinate them.   Prime Minister Okada Keisuke had a narrow escape when the rebels killed his brother in law instead. Others, among them the Finance Minister, were murdered. Subsequently that day, the rebel faction went to the Army Minister to make their demands. They declared the government unfit to lead the affairs of Japan not able to do enough for it as a military power, instead more involved with politics and their self- interest. The action, the group declared was taken in the name of the Emperor. They demanded an immediate dissolution of the Government and the installation of a military General sympathetic to their cause. However, this infuriated Emperor Hirohito who was appalled at the killing of senior colleagues. He summoned Aide de Camp General Shigeru Honjo and declared the faction members as rebels who were acting without the authority of the Imperial Army. The Emperor wanted the rebellion to be squashed. But Army retaliation was not forthcoming as senior officers were still in agreement with the agenda of the rebels. However   the ‘Toseiha’ faction in the Army which was against the doctrines of the Kodo Ha, volunteered full support to the Emperor and even the Imperial Japanese Navy sprung into action, moving its ships into the Tokyo Bay to cut off the rebels. When Emperor Hirohito was informed about the reluctance of the Army to take decisive action, he vowed to personally lead his ‘Imperial Guard ‘into the fray. The following day, martial law was declared and the rebels were boxed in and pamphlets of the Emperor’s declaration were circulated indicating that there was no support from any of the forces for their attack. General Honjo, once a believer of Kodo Ha doctrines was on the Emperor’s side. The offensive lasted till February 29 when the army moved in to capture the rebels and senior members of the faction were ordered to commit ‘seppuku’ or ritual suicide rather than lose their honor in a public trial. Other junior officers were spared. Altogether, 70 coup members were arrested and prosecuted for the crime.[1] Subsequent Events   Ã‚   The four day siege resulted in martial law being stretched to July. The army, sensing an opportunity, used the power provided by martial law to expand its powers and budget. Prime Minister Okada was replaced by Koki Hirota. This effectively ushered in totalitarian rule in Japan which was to set the stage for the Second Sino – Japanese War.[2] Historical Background of Militarism In Japanese history, the role of the military, or to be more precise, militarism has had an overwhelming role in shaping Japan’s world view. Militarism stands for a nation’s strength and should play a dominating role in political as well as social life. The influence of militarism goes back to the days of the Meiji Restoration, known in Japan as the Meiji Ishin or Revolution. This period stretched back to the days of the Tokugawa Shogunate and caused far reaching social changes in Japan of the late 19th century. This was a direct reaction to the arrival of Commodore Matthew Perry’s fleet of American ships on Japanese shores. Commodore Perry forced a treaty – ending 200 years of Japanese insulation in matters of business – enabling trade between Japan and the United States. The Restoration came into being with the Satsuma Choshu Treaty which ultimately led to swearing of complete allegiance of the ruling Shoguns of that time to the Emperor. This was a creed forbidding all defiance to the Emperor (as Japanese history of that period depicts). Most Japanese leaders of that period were of Samurai descent and swore by the codes of the ancient Samurais – loyalty and allegiance to the ruler, dignity and honesty. The Japanese perception of events of that time was that the country’s sovereignty was threatened by outside forces. This justified building up a strong economic and military base to counter such a threat. This tradition continued till the 1800’s when mass conscription to the army and navy was considered an indication of unquestioning loyalty to the Emperor. Part of the reason for the widespread intrusion of militarism through to 1878 was the complete detachment of the forces from civilian society. The Staff commands established by the Imperial Japanese Army and Navy were responsible for formulating all defense strategy and were directly under the command of the Emperor. The Staff Chiefs were therefore under no obligation to the Prime Minister or any form of civilian law, During the Taisho period there was a return to democratic governance when the Washington Naval Treaty was signed and Japan participated in the League of Nations only to crumple with the onset of the Great Economic depression in 1929 when the world economy collapsed and caused trade barriers to be imposed by western nations. This was also coupled with domestic problems at home where several radical groups surfaced and there was even an attempt on the Emperor’s life, in 1932. These distressing events gave rise to patriotic feelings (maybe misplaced) in Japan. Such jingoism saw the military as the only solution to Japan‘s seemingly unending series of crises. The romantic notion that it was time for an Asian resurrection under Japanese rule took root. With the signing of the London Naval Treaty in 1930 by Prime Minister Osachi Hamaguchi and his party, the Navy was severely curbed in influence. This was seen by both the opposition and the military as endangering the country’s security. This whipped up jingoistic sentiment to the extent that Hamaguchi was killed in 1930 and the brief interlude with democratic rule came to an abrupt end. Subsequently, patriotic fervor in Japan gave the military free rein in Asia.[3] This was responsible for Japan’s involvement in several Asian conflicts: the Boxer Rebellion, World War 1, the Russo – Japanese War. The infamous Manchurian Incident of 1931 led to Japanese forces’ take-.over of all Manchuria – to protect Japan’s interests, chiefly Manchurian oil fields. The idea of military expansionism drove Japan into successive conflicts with China. In fact, there even was an attempted coup in Tokyo labeled the ‘Imperial Colors Incident’ which failed but was not made public knowledge. Ultimately, however, the swaggering domination of Japanese militarism failed to establish a dictatorship. The first nails into its coffin were driven by the government of Konoe Fumimaro, when, following wartime priorities his government, through the National Mobilization Law, brought all of Japan’s assets under its purview.   Also, in 1940, the formation of the Imperial Rule Assistance Association led to a single party political rule much discrediting the military.   On February 26, 1936, the rebel officers would hardly have been to foresee all this when they tried to take over Tokyo’s streets and were unleashing a murderous campaign. Until recent times, much romantic lore still surrounded military campaigns which allude to the glory of Japan’s military and Samurai like allegiance to the Emperor. The Emperor still remains a symbol of sovereignty in Japan and is much revered, being treated like a Head of State but is no longer the supreme authority over all Japan’s matters specially armed conflicts. Yukio Mishima spoke about the glory of Japan and the Emperor just before committing suicide inside a military barracks in 1970 and he was a well known literary figure in Japan   who wrote a novella on the February 1936 Incident–   proving that modern Japanese society still retains vestiges of its old fascination for matters martial. The members of the group that was behind the failed coup in 1936 are even being seen by some academics as. These were misguided bunch of young radicals who were only acting for Japan and God. They were not as ruthless as members of Hitler’s army were during the days of the Putsch.[4] February 26, 1936 – It’s Implications Under Koki Hirota’s rule m Japan and China engaged in the biggest war Asia right through 1945 from 1937 onward. The trend of militarism and military aspirations made stronger by the February Incident increased Japanese military aggression in Asian territory mainly to buttress its economic interests. The Second Sino – Japanese War was directly the result of Japanese policy toward China aimed at exploiting its natural reserves like oil.   Equally aggressive was the Chinese stance founded upon a new found realization of the unity of the Chinese people and their right to their own territory. A series of comparatively smaller sized conflicts led to a full scale conflagration. In 1937   The invasion of Manchuria – described above and particularly, the Marco Polo Bridge Incident of 1937 led to the war. Lugou Bridge in China is also known as the Marco Polo Bridge because Marco polo is supposed to have referred to this bridge while on his travels. It was controlled on its west end by the Japanese army and on the East by the Chinese Kuomintang Army. The bridge was a lifeline to Beijing to all areas under the Chinese army’s command – if this bridge fell – Beijing would too.[5] On June 1937, Japanese forces sent a message to the Kuomintang on the western end of the bridge about a missing soldier who might have gone over. They asked to be allowed to carry out a search on the opposite end. The Chinese refused the request acting under orders from their command chain. The Japanese countered this with a threat to open artillery fire if they were not allowed through. The prolonged aftermath saw led to the Japanese finally crushing the Kuomintang resistance and driving on toward Beijing and taking it over following which Japan had assumed control over the North China Plain, a strategically important region. The North China Plain has Beijing to its North East edge and Tianjin , an important industrial center on its North coast, What the Japanese actually did was to set up a ‘puppet’ state called Manchuoko , in Manchuria, installing the last Chinese Emperor   as a figurative head. This region actually prospered and its steel production exceeded Japan’s. Japan even gave up its membership of the League of Nations in 1933 after international protests over the incident but continued with its aggression in Chinese territory. Following the Marco Polo bridge incident, China and Japan engaged in full scale conflict from 1937 till 1945. On December, 1941, the Imperial Japanese Navy launched a full scale attack on the American Fleet docked at Pearl Harbor.   The compulsion of Japanese militarism post the February 1936 Incident and its acquisitive instincts in Asia made Japan very sensitive to the presence of others in the region. Its attack on Pearl Harbor was part of a preventive strategy aimed at halting what its military leaders saw as a build up of American interests in the region. Preventive conflicts have always risen because one or the other side believes that an offensive will result in preventing some projected or future incident. In Japan’s case it was its apprehension that American presence in the region was building up and would result in counter aggression for control over its territories in Asia and the Pacific. Pearl Harbor was the base for the American Naval Fleet and was attacked by almost 6 carriers of the Imperial Japanese Navy.   Waves of air attacks were also launched from the Navy vessels and over 300 aircraft flew over Pearl Harbor and destroyed the standing American fleet of ships. By this attack, America was forced to abandon its position of neutrality and enter into World War 2. For long America   was also building up its armed presence in Indo – China as we; as the East Indies as part of a series of counterbalancing moves aimed at keeping a check on Japanese movement in the region which was aggressively aimed at securing Asia and therefore its supreme position as its leader. Japan. Specifically, the objective of the Pearl Harbor attack was to secure Japanese advances into the East Indies islands and Malaya, both rich sources of oil and rubber. President Roosevelt was conscious of this when he ordered his fleet be strategically stationed in the Philippines region. According to Japanese assumption – a complete halt to American activity in the Pacific region – turned out to be completely wrong and it eventually had to surrender to American troops in 1945 bringing an end to World War II.[6] The Axis Pact In September 1940, Japan entered into a pact also known as the Tripartite Pact, with Fascist Italy and Adolph Hitler’s Nazi Germany which was the official declaration of the Axis Powers against the Allied powers. At the height of their power all 3 members commanded huge territories in Europe and Indo-China. Japan was under Emperor Hirohito and its main objective of signing the Pact was to protect its protect its military and economic bases in the pacific region. When Europe was engaged in its conflict with Germany, Japan insidiously moved into European colonies around the Pacific. America was the only nation to alert to Japanese intentions in this part of the world and countered Japan. Japanese believed that a war with the West was inevitable given its cultural differences but, given its unbridled militarism, Japan’s intentions were also materialistic. However, a certain section of the military leadership believed the conflict was to be aimed at hemming in Soviet Russia. But relations with the USA were also strained with American sponsored embargos on Japan m partly in response to its offensives against China. Japan saw US action against it as an act of western Imperialism and proceeded to band with Germany and Italy through the Tripartite Pact. Japan rushed headlong into its military inspired acquisitions also honed by the oil embargo imposed by the USA, which made it dependent on the resources of other countries. Many in Japan believed the conflict with the Americans could be resolved through negotiations but military leaders insisted on stepping up military offensive in Asia. When Germany was carrying out its Blitzkrieg in Europe m Japan was doing the same in Asia having control over large parts of Asia including Taiwan and Manchuria. But uncontrolled military offensives inevitably end and so did Japan’s end in the Battle of Midway when its fleet was destroyed by American ships.[7] The atom bombs over Hiroshima and Nagasaki preceded by the declaration of war by the Soviet Union broke Japan’s military might forcing it to surrender to America in 1945.   The international War Crimes Tribunal sentenced Japanese military leaders to death. Japan’s militarism blinded it to the might of America’s military might and made it underestimate Chinese resistance. Its territories were taken under American control.   The Japanese also miscalculated the output of the war machinery in America which h outrivaled that of Japan’s. Truly Japan’s military leaders had become complacent and could not realize that they were going through a death wish which was to almost obliterate Japan (the atom bombings) from the face of the Earth.[8] In conclusion it should be stated that one good outcome was Japan’s access to American industrial technology and Japan’s subsequent rise to the world’s major industrial leader. Today, largely because of this Japan is also a technology leader and makes business conquests in place of military ones through its electronics goods ad cars. Japan wages its own internal battles with rising economics problems and unemployment and job cutbacks but the collective Japanese psyche has grown wise to blind nationalism and tries to blend with the world. It now enjoys a stable democracy and single party rule with its armed forces under the command of the prime Minister, Japan has no need for war and a Pacifist constitution has m in fact been built into the Constitution which forces it to renounce aggression and armed conflict .this was bequeathed to it by America after the .defeat of 1945. Japan is well on its way to new millennium bidding goodbye to its aggression and the February Incident will always remain a blot on its history and its pacifist character. Bibliography: Goddard, J; Nation Management: Making the Most Out of It (Christchurch: Howard Price. 2006) pp 433-5 Gervers, V; Japan at War (Melbourne: HBT Publishers Pvt. Ltd. 2000) pp 167 Knott, P; Analysis of US Wars (Dhaka: Dasgupta Chatterjee 2005) pp 188-9 Kumar, H; Justice of Winners: Win Some, Lose None (Auckland: HBT Brooks Ltd. 2005) pp 334 Manning, C S; Principals and Practices of War Industry: Trade of Death (Christchurch: National Book Trust. 2004) pp 279 Powell, M; Anatomy of Modern Crusades: Independence to WWII (Wellington: ABP Ltd 2001) pp 49-53 Prawer, H A; Kingdom of Japan (Dunedin: Allied Publishers 2004) pp 221-5 Tyerman, J; Invention of the Japanese Great War (Dunedin: Allied Publications 2001) pp 233-37 [1] Tyerman, J; Invention of the Japanese Great War (Dunedin: Allied Publications 2001) pp 233-37 [2] Prawer, H A; Kingdom of Japan (Dunedin: Allied Publishers 2004) pp 221-5 [3] Goddard, J; Nation Management: Making the Most Out of It (Christchurch: Howard Price. 2006) pp 433-5 [4] Gervers, V; Japan at War (Melbourne: HBT Publishers Pvt. Ltd. 2000) pp 167 [5] Manning, C S; Principals and Practices of War Industry: Trade of Death (Christchurch: National Book Trust. 2004) pp 279 [6] Powell, M; Anatomy of Modern Crusades: Independence to WWII (Wellington: ABP Ltd 2001) pp 49-53 [7] Knott, P; Analysis of US Wars (Dhaka: Dasgupta Chatterjee 2005) pp 188-9 [8] Kumar, H; Justice of Winners: Win Some, Lose None (Auckland: HBT Brooks Ltd. 2005) pp 334

Cyranos Inevitable Destiny Essays -- essays research papers

Cyrano's Inevitable Destiny Who should take the blame for this tragedy? In Edmond Rostand’s Cyrano de Bergerac, Cyrano is portrayed as a valiant hero who exhibits humorous intelligence as well as great generosity. However, if we examine the play more carefully, we would find that Cyrano is personally responsible for his downfall; his constant aspiration for perfection and excessive deception eventually leads to his death. Such ornery behavior is exhibited when he adamantly insists on being himself, when he feigns the love letters for Christian, and when he hesitates to tell the truth and confess his love to Roxane. These acts ultimately aid in his defeat, leading us to conclude Cyrano is the only one to blame for his own destruction. Throughout the play, Cyrano exhibits his obstinate and presumptuous personality. He adamantly believes that his way is the only way and he defies any opposing force that comes against him. He refuses to listen to any sound advice from his friends. The most obvious example is when he refuses De Guiche's offer to be his patron. Instead of accepting the advice from his best friend, Le Bret, he has a rousing â€Å"No Thank You† tirade in front of the Cadets where he openly refuses to be under De Guiche’s patronage, proclaiming that living under another man's honor is beneath him. â€Å"Seek for the patronage of some great man, And like a creeping vine on a tall tree Crawl upward, where I cannot stand alone? No thank you!† (Cyrano, p.75) However, Cyrano should have realized that with De Guiche’s support he would have a higher status and a more stable economic source. The reason why Cyrano's ingenuity is never publicly recognized is because his poems are never published. Not only does he not have funds to pay for their publication, but his poems are often spontaneous and thus recapturable in their context without the situation to which it applied. A number of his poems are also on the objectionable because of the merciless way he regards others. If he would seize this brilliant opportunity, he would have made more friends and fewer enemies, and he would not have died so young. It was his impudent satire that infuriated his enemies to the point of conspiring his "accidental" death. This somewhat rash action reflects on Act I when he threw a bag of gold to th... ...rano thinks that Roxane doesn’t have to know the truth since it doesn’t mean anything anymore. It is ironic in Roxane’s discovery that it is Cyrano who has waited his whole life to tell her he loves her. It is hard to understand why Cyrano has waited so long to unfold the truth. If he had confessed his love to Roxane earlier, Roxane would definitely appreciate it and the couple then would have lived happily together. Instead, Cyrano’s ornery behavior has caused Roxane to love only once, but to lose that love twice. This is not fate nor coincidence. In complete control of his life, Cyrano is arrogant, deceptive, and hesitant in his actions; this ultimately leads to the great tragedy. As a result, we conclude that Cyrano has technically jeopardized himself. If Cyrano had not been so stubborn when he refused to be under De Guiche’s patronage, had not been so generous to feign the love letters for Christian, and had he not been so hesitatant when he deciding to confess his love to Roxane, the tragedy could become a romantic love story with a sweet ending. Again, Cyrano must hold all the responsibility for his actions and he must recognize that only he is to blame for this tragedy.

American Minorities and Sports Essay

Sports have always had an enormous impact on American society and culture. People use sports at all levels, whether it’s youth, high school, college or professional, to help build an identity, connect with others and grow as individuals. Even though American is a diverse country made up of different races, nationalities and ethnicities, discrimination has been in issue throughout America’s history. Sports took on an even greater meaning for some minorities during the 20th Century, especially Europeans and blacks. They used sports as a means of vertical mobility in order to advance themselves socially in America. The idea of social mobility was one concept that originally drew many immigrants to the country. Between 1880 and 1915, around 26 million immigrants moved to the United States, and about half came from several areas of Europe (Moore, 2011a). America offered the chance for people to better themselves and someone from any background could become successful and rise above their parents. During this time, Americans were already viewing sports as an important and democratic part of life, because it judged people on their talent and skill alone (Reiss, 1980). Competition was an opportunity to prove and show off your â€Å"manliness† and power. Sports were also seen as a way to gain vertical mobility, and for Europeans, it was a way to become more accepted into the American culture. Although they received more respect than blacks, they mostly were not considered truly â€Å"American† (Moore, 2011a). Boxing was a popular sport among young immigrants. Boxing was a sport that proved â€Å"manliness† and toughness, and turning professional meant chances to earn prize money. Most immigrants from Europe lived on the East Coast in cities that quickly became crowded and poor, and fighting was a functional skill to learn while living in the ghetto neighborhoods (Reiss, 1980). Boxing became a social ladder for ethnic groups since one group seemed to dominate until another group became better. Whoever were better boxers at the time were viewed as the tougher race. In the 1800’s and early 1900’s the Irish held most of the Heavyweight Championship titles, with boxers like John L. Sullivan, Jack Kilrain and Gene Tunney (Sowell, 1983). In the 1920’s and 30’s Jews began to have success in the ring, with 1913 being the only year in since the start of the century that there was no Jewish champion. In the two decade span they held 18 titles (Moore, 2011a). These champions were important to the Jewish in proving their worth to the country and countering the discrimination that the Nazis in Germany were trying to spread. Boxing for European ethnic minorities served as a way to prove their race’s toughness, and prizefighting was a way to leave the poor ghettos and make a decent life for themselves. Italians were slower than other groups in their involvement with sports. Between 1899 and 1924 about 4 million immigrated to the United States and settled in the crowded East Coast cities (Reiss, 1980). The Progressive movement was gaining popularity at the time, but because of their past in Italy, many Italians mistrusted governments telling them what to do and what their children should do (Moore, 2011a). However, 2nd generation Italian-American children were given opportunities to play sports through the creation of the Public School Athletic League. In 1905 historian Camillo Cianfarra tracked the Italian youth development in sports and observed: â€Å"In our public elementary school competitions, our children are not inferior to the children of other nationalities, in the lists of gymnastic [track and field] winners the Italian names appear quite frequently as they appear in the rosters of teams involved in inter-high school competition† (Reiss, 1980). Baseball soon became a popular sport with the Italians, and they became very successful with the sport. By the time of the Depression, Italians were becoming a majority in the Major Leagues (Moore, 2011a). Italians success in baseball gave them social mobility, but they were also still discriminated against. Some of the best players in the league in the 1930’s were Joe DiMaggio, Tony Lazzeri, Frank Crosetti and Ernie Lombardi (Baldassaro, 2005). Joe DiMaggio helped Italians gain more exposure and respect when he became the best player in the league and an American celebrity (Moore, 2011a). Blacks in the United States had similar involvement as the Europeans with ports and social mobility, although they faced much more discrimination and rejection than the other minorities. Blacks used sports as a main way to try and prove their equality to the rest of the country. They viewed successful black athletes as heroes and passionately supported them, and used them as a more subtle channel to showcase their fight against the discrimination and hate that they faced daily. Boxing featured several black champions and was a popular sport, just like it was with the European minorities. One of the earliest black champions was Peter Jackson, an Australian who won the Heavyweight Championship over there in 1886. He traveled to America in 1988 to fight John L. Sullivan, who held the Heavyweight Title, but Sullivan refused to fight him because he was black. Besides that setback, he was considered one of the best boxers of the time, and blacks loved him because he was a respectable man and proved black equality with his victories. Frederick Douglass at the time said, â€Å"Peter is doing a great deal with his fist to solve the Negro question† (Moore, 2011b). He was also respected within the white community because he never bragged or belittled an opponent (Moore, 2011b). People around the country of any race looked up to him as a role model. Although Peter Jackson helped gain some respect for blacks in white America, it wasn’t until Joe Louis that Americans found a black athlete that was embraced as an American hero. Louis was born in Alabama in 1914 as the son a sharecropper and great grandson of a slave. His family moved to Detroit in 1924 where he soon took up boxing. After ten years of hard work he won the Golden Gloves as a light heavyweight and his career took off from there. One of his biggest victories was against former heavyweight champion Primo Carnera in front of a crowd of 62,000 at Yankee Stadium (Official Site, n. d. ). Louis’s symbol as an American hero though didn’t fully happen until he avenged his loss against German champion Max Schmeling with a first-round knockout in 1938, during the time of the Nazi’s dominance in Europe. It was this victory that caused the American people to see him not as just another black fighter, but as an American hero. It helped to counter the impression of successful black athletes that Jack Johnson, the previous black heavyweight champion, had left, and in a way almost transcended his race (Schwartz, n. d. ). â€Å"What my father did was enable white America to think of him as an American, not as a black,† said his son, Joe Louis Jr. â€Å"By winning, he became America’s first black hero† (Schwartz, n. d. ). In the 1960’s, black athletes used the world’s biggest sporting stage to fight racism and show their protest against the discrimination that they were still facing. In October 1967 the Olympic Project for Human Rights was established by sociologist Harry Edwards and others, mainly athletes. The goal of the organization was to protest segregation and racism in sport and society. A boycott of the 1968 Mexico City Olympics was suggested but never happened, yet several members still used the Games as an opportunity for the organization. Many on the US Track and Field team wore black socks as support of the black community, or badges of the OPHR (Henderson, n. d. ). The most famous act of protest however was from sprinters Tommie Smith and John Carlos, who finished 1st and 3rd in the 200m final. On the medal podium, they each raised a fist while wearing a black glove. The act led to the International Olympic Committee president, Avery Brundage, suspending them from the rest of the competition and forcing them to leave (Moore, 1991). Although the protest had negative consequences for the sprinters, it was another key moment in sports that showed how the black community rallied around its athletes and used sports as a way to come together and fight for civil rights. Sports and competition were important in minorities efforts to advance in 20th century America through vertical mobility, although the reasons were different for each race. Europeans struggled with adjusting to a new country and culture, and sports helped serve as a way to assimilate more with the American culture and be accepted. Because of the large numbers of immigrants in the late 1800‘s and early 1900‘s, most lived in poor, crowded urban areas. Being successful in sports meant a chance to become professional, leave behind poverty, and make a life for yourself. It was essentially the â€Å"American Dream. † Sports had a slightly different meaning for black Americans. The United States was still a country of discrimination and oppression, and black society used their successful athletes to empower and unite them. Through heroes like Joe Louis, they fought against the discrimination and tried to prove their equality to whites. Both minorities in the 20th century viewed sports as a key tool in their struggle for acceptance in American society.

Animal Farm Extended Response Essay

Do you think Animal Farm’s message would come across effectively to someone who knows nothing about soviet history or the conflict between Stalin and Trotsky? What might such a reader make of this story? George Orwell’s novella ‘The Animal Farm’ is directed at Russia during the Stalin era. The novella’s characters reflect on actual people during the Stalin era. The novella tells of what happened during Stalin’s reign including the controversy with Trotsky. Many of Stalin’s traits were shown through Napoleon as he made his decisions on the farm but whether or not the reader could connect it to Stalin is another matter. For an individual to read this book and fully understand what it is talking about, the reader would definitely need a vast understanding of the era and the personality conflicts. The novella portrays Stalin as a power hungry pig that swindles his way to the top, with the assistance of some associates as well (further pigs). This is exactly what transpired during the soviet era when Stalin took control. For an individual to make that connection they would need to first try link the actions of Napoleon and the similarities should give it away, but for someone who doesn’t identify anything about the era then no, they have nothing to link it to, but it is still possible for the individual to notice the communism occurring throughout the farm and make the connection to the politics side of the aforementioned. Stalin and Trotsky’s controversy is easily depicted through the two main animals, Napoleon and Snowball, but only to those who have the knowledge of their disputes. If someone without this knowledge tried to make sense of it then they wouldn’t understand the soviet side to it but they would still understand the logic in Napoleon being worried about Snowball taking first actions against him and taking him out of the picture. George Orwell’s message in Animal Farm is quite obvious. The reader will get the message but not the social commentary. The novella includes all the historic moments of the Soviet Russian world and lifestyle even if the  reader cant link it to history it still can play a big part in today’s society as it can be applied to many day to day occurrences such as family, work or generally everyday life.

The concept map for teaching spoken English

The concept map for teaching spoken English Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More Differences between the two concept maps The first map is a simple representation of what the teacher would involve in teaching spoken English. On the other hand, the second map is a detailed map with explicit contents of all elements of teaching spoken English, implementation, and evaluation. The first map provides an overview of the lesson and its fundamental concepts. After the teacher had reviewed materials for teaching the spoken English to ESL class, he developed the second map based on new knowledge gained. Thus, the second map provides all features that the teacher requires to implement the lesson effectively. The first map only presents various features of the spoken English. The second map gives different details of what the teacher should teach in the spoken English lesson. For instance, sp eaking skills, pronunciation, and listening skills are core aspects of spoken English, which are in the second map. They also extend to highlight specific levels of teaching i.e., word and sound levels.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Under pronunciation, we can see that drilling is the best approach for vowels and consonants as highlighted in the first map. However, the second map breaks it down to aspects like voicing, place, and manner. Moreover, there are other elements of pronunciation, which one can identify, such as communication, sounds, variations in sound production, and other non-fluency features like repetition. It is also important to note that the second map has clearly identified specific roles of the teacher and students. One can also identify different levels of students’ capabilities like beginner or elementary, intermediate, and advanced levels . The second map has introduced detailed elements of teaching. For instance, we have the whole lesson, the distinct phase, and the integrated phase. In the second map, the teacher can also identify assessment details of the spoken English lesson. The second map has included planning details so that the teacher can have a logical way of teaching lesson contents. Therefore, the teacher can implement the lesson effectively without challenges. These features are not in the first map. The second map has unique features, which interlinks the entire lesson and planning processes to all other activities of the lesson. For instance, there is a direct arrow from the whole lesson to lesson planning. Such arrows are also present in stages of lesson planning and the role of the teacher and students. In addition, there are also curves, which show the direction of movement between activities. They show that the lesson is unified whole, and the teacher must follow sequences for effective implementa tion. This shows that knowledge acquisition in the spoken English lesson requires an integrated approach. The first map lacks pictures. In the second map, there are pictures embedded within the lesson. For instance, effective teaching of spoken English requires the teacher and learners to interact.Advertising We will write a custom coursework sample on The concept map for teaching spoken English specifically for you for only $16.05 $11/page Learn More The picture identifies interaction between the teacher and the learner in the learning processes. In addition, there is also a picture of learners engaged in role-playing (student-student interaction) and playing in order to learner voicing, place, and others. Overall, the second map is a detailed presentation of how a teacher can implement a lesson plan of the spoken English in the ESL class. It shows logical sequences of learning and integration methods of teaching the second language and knowledge acquisiti ons. An approach of teaching English I would use in the future The initial approach would be to let students to understand the importance of spoken English in their lives. It is necessary for students to understand that the need to learn and apply spoken English has increased significantly among people from different parts of the world. Students must understand that such needs arise due to international activities like trade, job opportunities, tourism, further education, and travelling or tourism. Thus, people of different ages and nationalities want to learn spoken English to meet such needs. Learning spoken English will ensure that students can communicate clearly with self-confidence and effectively deliver their messages. They must also understand that English is a global language. At this study level, (our study level is intermediate) the teacher knows that students will not be able to learn English as children do because it is a foreign language. Given the complexity of teach ing spoken English (see the concept maps), it would be important to emphasise the role of practice in order to reduce effects of the first language on English. I will let the student know that they need an extra effort to speak fluent and accurate English. I would also be interested in understanding what factors may hinder or motivate my students to learn spoken English. As a result, my future approach of teaching spoken English would be a comprehensive approach based on needs and motivation of students.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More My students are Saudi Arabia intermediate English students. They have learned English in the previous years. However, I do not expect them to exhibit high-levels of confidence, accuracy, fluency, and vocabulary usages when speaking English. Thus, my approach of teaching spoken English will also motivate learners to overcome their difficulties. My lesson would reflect the importance of teaching skills in listening, pronunciation, and speaking. These are important elements of effective communications. On this note, I would strive to understand general abilities and weaknesses of students in these aspects of spoken English. Herbert asserts that teachers should identify challenges, which students have in order to focus on such challenges when teaching (Herbert, 2002, p. 188-200). I will recognise that teaching pronunciation goes beyond sounds. As a result, I will incorporate word stress, intonation, and stress in sentences as parts of pronunciation for ESL learners. There are also linka ges in words, which my lesson would explain. During my lesson, students would note the role of their mother tongues and their influences on pronunciation of English words. However, an effective practice would ensure that students gain confidence and improve their communication skills (Hewings, 2007, p. 30). It will also be important to let students to know that it would be unrealistic to achieve the level of a native speaker in English pronunciation. It would also be important to encourage students to practice pronunciation whenever they find an opportunity to allow them lessen the effect of their native language on English. Students will also learn speaking and listening skills. However, the choice of these skills would depend on the level of students’ abilities (intermediate). Initially, I shall encourage my student to master discrete skills in learning spoken English (Rost, 1990, p. 99-177). They will recognise various forms of words, cohesive text elements, and key words in spoken English. These may form the basis of the lesson. However, I will introduce students to interpretive processes of listening in which we will engage in understanding conversation and discourse. Students shall engage in reading written texts loudly. During this process, I will emphasise the role of students whenever they are reading texts aloud. For instance, contemporary approaches of teaching listening skills require students to be active participants in the process of learning. In this regard, I would encourage my students to develop their listening skills by using various strategies to enhance, monitor, and assess such skills. Thus, my class would emphasise the role of students as active listeners. Doff observes that students must acquire both listening and speaking skills in order to realise successful conversations (Doff, 1988, p. 78-90). Traditionally, students would repeat what the teacher has said, memorise a conversation or a story and provide answer to drills. Thes e were sentence-based approaches to achieve proficiency in repetition or drill approaches. However, I would apply a communicative-based approach to teach spoken English (Richards, 2008, p. 1-2). In this context, I would encourage my students to develop speaking skills through generating ideas and solving tasks with the aim of developing fluency, accuracy, and vocabulary. Thus, I would apply information-gap and encourage students to use spoken English in real communications based on knowledge acquired previously. This strategy would allow students to acquire skills in communication and engage in meaningful negotiations, which would help them to develop effective oral skills. I shall encourage clarity and observation of grammar rules as Hedge notes (Hedge, 2000, p. 259). Teaching requires effective planning of the lesson plan. According to Butt, good planning, classroom management, and sustained performance are the best ways of ensuring effective learning (Butt, 2006, p. 65-80). As a teacher, I would make sure that I carefully plan my lessons by organising them in terms of introduction or warmer, pre-task activities, during tasks, and post-tasks activities. Warmer activities would be useful for preparing students for active participation in the spoken English lesson. At the intermediate level, students will engage in discussions, peer-to-peer activities, self-tests, and evaluation. Every stage of the lesson would indicate the role of the teacher and students. The aim of planning my lesson is to ensure that students remain active throughout the lesson. Baker and Westrup pointed out that engaging students in a lesson usually makes them active and apply acquired skills in learning (Baker and Westrup, 2003, p. 21-30). Engaging students in the lesson would ensure that they concentrate on learning activities. Besides, I would be able to encourage slow learners to participate in various activities. Activities in teaching spoken English would be able to motivate student s to contribute in learning and developing self-confidence for effective communication in English. Hedge encourages teachers to balance their lesson plans in spoken English so that students can develop both accuracy and fluency (Hedge, 2000, p. 259). At the intermediate level, I would focus on both accuracy and fluency as we develop fluency because my student would not have mastered accuracy in spoken English. In my class, I shall encourage the use of information gap, restricted conversation, storytelling, role-play, jokes, discussions, and use of games. I have also learned the importance of a good learning environment for learners. I shall ensure that the class has a favourable environment, which will encourage all students to take part in oral presentations. This would ensure that we do not leave slow learners as others progress. Collie and Slater note that a favourable classroom environment can promote learning of fluency (Collie and Slater, 1993, p. 8). In this context, I would focus on effective topic presentation, classroom management and student participation. Student errors and feedback will form the basis of developing an evaluation plan. I shall provide feedback and encourage students to generate correct answers. No feedback shall upset any student. I shall pay special attention to student assessment. Validity, reliability, and practicality of students’ assessment tools are critical for evaluation of the teacher’s lesson outcomes. It would be important to ensure that tests have a suitable scoring and grading rubric in order to enhance reliability of assessment tools. Burgess and Head note the importance of knowing test criteria among students (Burgess and Head, 2005, p. 99-120). I would use different methods to test students learning outcomes. These may include information gap, interviews, and controlled interviews. I shall expect to see some levels of improvement among slow learners while fast learners will display improved fluency and accuracy. Overall, my teaching approach would encourage students to master English speech sounds like vowels and constants, stress, intonation, and rhythm as they also recognise manner and place. It will encourage a reasonable level of accuracy, use of vocabulary, and fluency among students. Thus, students would know what to say, and how to say it in any given context. References Baker, J., and Westrup, H. (2003). Essential Speaking Skills. London: Continuum International Publishing Group. Burgess, S., and Head, Katie. (2005). How to Teach for Exams. New Jersey: Pearson Education. Butt, G. (2006). Lesson Planning. London : Continuum International Publishing Group. Collie, J., and Slater, S. (1993). Speaking 3. Cambridge: Cambridge University Press. Doff, A. (1988). Teach English: A Training Course for Teachers-Tachers Workbook. Cambridge: Cambridge University Press. Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. Herbert, J. (2002 ). PracTESOL: Its not what you say, but how you say it. In J. C. Richards and W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 188-200). Cambridge: Cambridge University Press. Hewings, M. (2007). Pronunciation Practice Activities: A resource book for teaching English pronunciation. Cambridge: Cambridge University Press. Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice. New York, NY: Cambridge University Press. Rost, M. (1990). Listening in Language Learning. London: Longman.

Introduction to mass communication Essay Example | Topics and Well Written Essays - 1500 words

Introduction to mass communication - Essay Example pacity as government and private sector officials who are responsible for the flow of information and its direction, their functions are defined by rules and regulations that are often gazetted (e.g. government press secretary) or made known through notifications (e.g. private firms’ public relations officers). Such gatekeepers have also other corresponding responsibilities towards the very community that they are intended to oversee in releasing information. In mass communication the word audience segmentation refers to such activities as dividing and organizing the audience to a manageable small segments or groups. This is carried out with the sole intention of developing appropriate target groups for effective communication. In other words the communication strategy is focused on the final outcomes related to efficiency in transmission and reception (www.cuttingedgepr.com). Audiences consist of disparate people, who can be customers of a product, employees of a company or the members of the general public. Such segmentation is essentially connected with reducing costs. Recent efforts at audience segmentation even include such highly theoretical frameworks as the determination of characteristics of segmented sub-categories on the basis of their inherent behaviors, e.g. psychological perception. Communication strategy is often determined by the ability of the communicator to reach as wide and varied an audience as possible by using a gi ven amount of resources during a given amount of time. Convergence refers to the communicator’s ability combine different technologies in the process of communication. Thus the variations in the elements of a communication process necessarily affect the qualitative outcomes. The communicator’s success in determining the different technologies depends on his ability to master the techniques of communication efficiently. Improvisations are not new in convergence decisions of individuals and organizations. For instance modern

Health Economics by Bolnick Essay Example | Topics and Well Written Essays - 1000 words

Health Economics by Bolnick - Essay Example It shall also discuss the personal, political, and ethical drivers of these two chosen health care systems. Bolnick emphasizes that there can be no ideal model for the health care system to apply. He also points out that pigeon-holing the health care system into a model is not a prudent move because the health system has unique peculiarities based on personal, social, and political factors. According to Bolnick (2003), the wants and needs of the health care system is driven by ethical and political considerations. The politics of nations differ from each other. For instance, the public health care system of the United Kingdom was adapted in response to the turmoil and chaos that the Second World War created (Bolnick, 2003). After the war, its people were also in a favourable state of mind to accept a socialised and public health care system, hence, the conditions were favourable in the UK for the introduction of such system. And, it proved to be beneficial for the people. In fact, â €Å"since the implementation of the NHS, the United Kingdom has experienced longer life expectancy rates and concomitant change sin disease patterns† (McCarthy and Schafermeyer, 2007, p. 525). Tulchinsky & Varavikova (2000) also describe the United Kingdom as a unitary state; as such, its health system is rooted at the local authority level. They further point out that UK’s national health system slowly developed since the 19th century and evolved to the comprehensive system it is today.