Armor In The Middle Ages

Armor In The Middle Ages In the middle ages armor was important to all knights. The very first knights were protected by haubeks that were made out of chain mail. Over the chain mail they wore a surcoat. The surcoat was used to keep the knight from getting too hot in the sun. It also displayed the coat of arms. This type of armor was mostly used in the 1100's.Then during the 1300's knights started using plate armor. Plate armor was a silvery steel made into different shapes for the different parts of the body. The armor did not cover the neck, back of legs and arms so the wore chain mail in those places. Chain mail was also worn on the feet like shoes.By the 1400's knights wore complete body plate armor that weighed 40 to 55 pounds. Even with how much it weighed and the fact that it was steel it was actually very flexible.English: Close up of antique Mughal riveted mail a...The armor may have been able to stop a sword blow or a bash from a mace but was no match to a well aimed crossbow bolt or a long bow sha ft aimed at the right place. Plate armor was used until the development of rifles and cannons after which the armor was rendered useless.

The Difference Between Extortion and Blackmail

The Difference Between Extortion and Blackmail The Difference Between Extortion and Blackmail The Difference Between Extortion and Blackmail By Maeve Maddox Two legal terms similar in meaning are extortion and blackmail. Both involve the practice of getting money from victims with threats. Extortion comes from Latin extortionem, a twisting out. The crime involves obtaining something, usually money, from a person by force or wrongful use of authority or power. A former city of Miami police officer charged with extortion is accused of writing a false police report and protecting purportedly stolen property in exchange for payments, authorities said. The term blackmail originated in reference to the protection money demanded by clan chieftains from Scottish farmers in exchange for leaving them alone. The word has always conjured up the image in my mind of a black envelope containing a threat and a demand for money. In fact, the mail part of blackmail derives from Middle English male, rent, tribute. Old English mal meant lawsuit, terms, bargaining, agreement. The black of blackmail refers to association of the color black with evil. In modern usage blackmail differs from extortion in that the money or other valuable object or act is not extorted by threat of direct bodily harm, but by the threat of revealing something presumed to be injurious to the victim. A CBS News producer who blackmailed David Letterman for $2 million [about extra-marital affairs] is going away for six months This difference in meaning between blackmail and extortion obtains in American English, but in cruising the web to prepare this post, I discovered evidence that the original use of blackmail to mean extortion by threat of physical harm may still be current in British English: Blackmailer threatened to nail victims hand to floor: A BLOCK paver who threatened to nail a mans hand to the floor if he did not get the  £1,000 owed to him has been jailed for three years. A BLACKMAILER tried to extort  £40,000 from a businessman by threatening to kill him and dismember his body. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†75 Idioms and Expressions That Include â€Å"Break†January 1 Doesn't Need an "st"

Doctor patient relationship Essay Example | Topics and Well Written Essays - 1000 words

Doctor patient relationship - Essay Example Carver takes this idea further by looking at the way in which a career limits the communication skills of a person. The minimal style enhances the starkness of loss especially when it is accompanied by a distant doctor. The paper concludes that the intention of both texts is to illuminate the inequality of the doctor/patient relationship although, unlike Carver, Williams resolves this. Carver provides a hint at the answer by the family finding resolution with the baker. 'A Small, Good Thing' and 'The Girl with the Pimply Face' are initially comparable because they share the subject matter of the medical profession and the narrative techniques are superficially quite similar. The primary theme is the sensitivity of patient/doctor relationships. Williams' story focuses on the doctor's humanity; his susceptibility to desire, boredom and irresponsibility, but also his caring response to a family facing several problems. Changeability is a central quality of being human. Everyone is subject to the same whims and desires whether they are a doctor or not. He has the desire to help, gives his work freely, possesses a genuine interest in the family and does not criticise his patients when they cannot pay. On the other hand there are hints that he is nave because he does not realise the family are taking advantage of him. Furthermore his reasons for being interested in the family are ambiguous. His concern possibly stems from his attraction to the girl with acne rather than genuine professional interest. Although his interest in her is professional; he wants to help her acne and her legs, his thoughts reveal there is something about the girl that would be of interest to him whether or not she needed his attention as a doctor,. Conversely Carver treats the medical profession with suspicion, focusing on the gap between doctors and the ordinary family. Where Williams uses similar language for both the doctor and the girl, Carver uses different language. Williams emphasises the willingness of his doctor to step over professional boundaries and help the girl with advice and money whereas Carver's doctors shift the blame of Scotty's death away from themselves, emphasising that there was nothing they could do. Dr. Francis was disinclined to linger with the parents at the end and Ann feels as if he wants her to leave before she is ready. He never crosses over the professional line. Each story uses distinctive narrative methods to expound this theme. Firstly, neither story has an objective narrator. The Williams' story is told by the doctor and the language is colloquial. There is an outstanding lack of conventional grammar. Spoken words mingle with description. For example, 'What's the matter with her I asked.' (79) The effect is two-fold. Firstly it envelops the reader in the doctor's world, inviting sympathy. However it also makes him susceptible to criticism. His language is not medical and his attention darts quickly away from his patient. He is different from the traditional image of a doctor. 'For the moment at least I had lost all interest in the baby.'(80) By having access to the doctor's inner thoughts the reader is privileged to his true opinion of his patients, feelings not expected of a doctor, 'this young kid in charge of the house did something to me that I liked.'(80) On the other hand Carver's technique incorporates the inner

World Health Organization and Health Information Systems Research Paper

World Health Organization and Health Information Systems - Research Paper Example Scientific advancement has shown a sharp decrease of mortality rate and early detection and vaccination of infectious diseases such as: Small-pox, Polio, Diphtheria, Tuberculosis, Whooping Cough and more recently Hepatitis-B, Swine-Flu and Cervical cancer. W.H.O. fulfils its objectives through its core allocated functions: i) whenever a sole decision is to be taken among two, W.H.O. take the leadership role. ii) it shapes the research agenda and ensures the generation, translation and distribution of valuable knowledge; iii) it sets patterns and standards and promotes and monitors their implementation; iv) coherences ethical and evidence-based policy options; v) provides technical support, boosts change and builds sustainable institutional capacity; and vi) assess health trends and monitors the health situation (Lee,2009, p.xiii). With the implementation of Information System, every field of the society including the World Health Organization are facing improvement at a very fast pac e. Information System is at the core of the health care profession. It has a massive progression in Health Care division in its different fields like electronic patient registries, management system, process and programmable evaluation and also in decision support system for clinics and diagnostic centers. It cuts down the cost and by manpower reduction and sophisticated technologies and proper implementation. Both the organization and the system have to be transformed in the right manner in order to effectively implement the process. Information System management is a careful act balanced between the organization and the system (Berg, 2001). This research explores the different information technologies like Health Information System, Decision Support System, Electronic Data Interchange, Internet, Tele-medical and Medical Images that are used in World Health Organization in the developed countries and analyses its advantages, problems and the impacts of those problems that can affec t the Health Organization (Scielosp, 2004). Issues to be investigated World Health management department are very actively and effectively improving the various sectors to protect the population health. Few countries in different parts of the world today are using comprehensive systems to maintain this database. The organization has to take decisions on critical situations like measuring whether the policies and programs are working efficiently or not for different diseases like H.I.V. and A.I.D.S., malaria and tuberculosis as well as maintaining funds and workforce management. According to the World Health Organization, there are multiple benefits of using Information Management System (Carlson, 2007, p.1). WHO Health Focus The main aim of the World Health Organization (WHO) is to pursue activities that would help in generating better health standards for individuals across the world. Different schools of thought have different opinions with regards to the manner of achievement of the goals underlined by the organization. The aspect of defining a guiding principle to the organization with regards to the achievement of its objectives call for the need to ensure designs based on a large number or multiple frameworks. Certain aspect under this

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay Example for Free

An Investigation Into the Mental Health and Substance Abuse Among Veterans Essay Introduction There are numerous issues facing American veterans returning home from war, both past and present. They are taught how to transform themselves into different people who are better adept at performing under severe war-zone stressors. They are prepared physically and sometimes mentally for what they will be entering into on foreign territory but not often enough for the challenge of re-entering civilian life. Soldiers are falling through the cracks in our system upon returning home, shown through an increase in post-traumatic stress disorder (PTSD) and substance abuse among veterans. Two theories that I will be exploring in this paper are Conflict Theory and Phenomenology Theory. There is more conflict everyday over what our troops should be doing and why. Any doubt of following the path to become a soldier is critiqued as going against the protection of our country, yet once they come out the other end of this journey the supported soldier is gone and in its place is either the glorified hero or sympathized victim. The phenomena of PTSD can create confusion for everyone involved. There is rarely a great understanding of a soldier’s mind and how it interprets their experiences into reactions after war. These experiences have a real effect on their lives and how they care and handle themselves after war. The way society has constructed what a soldier should represent does not include asking for help and makes them appear weak when if they show vulnerability. This issue is important because even today with easier access to treatment, many veterans today won’t or can’t seek out help. To many it is easier to turn to substance abuse to self-medicate and erase confusion from past experiences. Book Examination In the book Fields of Combat, stories are told of how soldiers are trained to kill and understand that to be a true soldier you must accept you own death. Author Erin Finley describes what it is like for soldiers who came home and developed PTSD, and puts their experiences into a social and cultural perspective. She paints a portrait of PTSD to reveal to readers that there is no comprehensive way to understand or experience it. â€Å"As an anthropologist, I find the web of tangled arguments over PTSD fascinating because these conflicts are in many ways about the nature of war-related suffering itself† (Finley, 2011). She describes how to understand PTSD, we must listen to the experience and concerns of the veterans before we can begin to help them. Theory Exploration The Conflict Theory can be applied to many aspects of a veteran’s life, the individual, their families, communities, and organizations around them. These troops return home without knowing how to integrate back into society. The families who should be overjoyed about the safe return of one of their members are displaced without having proper resources to help their loved ones mental health. They are not given the same stress and trauma training the soldiers is given, nor do they know of the experiences causing change in the soldier. There is not often enough knowledge available to the family of what it will be like for the family to have a soldier return home and can be caught off guard by what the soldier will experience upon return. Communities are affected by having one of their members experiencing side effects of war form attempting to re-enter the work force to social events and even the death of such troops of veterans. There is much debate about how war is handled in t he United States. It is generally agreed upon that protection of American citizens is of importance, but from there on out there is little agreement among groups. When thinking about this debate I cannot help but recall driving up to an intersection in my hometown and seeing picketers on either side of the street. Pro-war protesters held signs on one hand that said â€Å"FREEDOM IS NOT FREE† while anti-war protesters fought back with signs that reminded drivers of the ever-growing death toll of soldiers and civilians. Each side questioning the motives behind the other, from wasting America’s resources to question one’s loyalty to America. While these groups have different interests about sending our troops off to war, they should be able to come together when the troops return in order to offer services to help return to a life as normal as possible. From a Marxist view, veterans can be seen as an exploitation of the government by using the troops to their advantage and profit. While the troops are deployed the government basically owns them, but when they return they must often fend for their own mental and physical well-being. Capitalism has created a class division in this case. The bourgeoisie of our government sit back passively and brush off the symptoms of PTSD as a common experience expected after war. The most common symptoms of PTSD for veterans are thoughts of suicide, domestic violence, substance abuse and panic attacks. These symptoms would cause concern from anyone else but they are brushed under the rug for veterans because it is simply assumed that war experiences will have these kid of severe affects on those exposed. To critique the theory that a small elite group is responsible for deploying troops, we must acknowledge that many groups with similar interests come together to enable war to take place. Propaganda is imposed among society from interest groups on either side of the fence on war. Troops do not simply decide to pack up and head overseas to kill people, nor are they currently forced into deployment; it is their choice to enlist. The people in higher government position who can declare war do not just wake up in that position, they are elected there by the people of this country knowing, for the most part, what views they stand behind. This theory is consistent with social works ethics because it represents the working class and wants to bring consciousness to those who hold power and how we can reduce conflict, ignorance, and inequality. Article Examination In the book, David Grossman tells readers how soldiers killing patterns have changed over time. During previous wars years ago soldiers were more reluctant to kill and fired their weapons more as a warning instead of a kill shot. The Army has since taken steps to increase the percentage of shorts fired to be directed at the actually enemy. Since it was shown to have be easier to get soldiers to kill from a distance instead of up close, machines were provided to allow for distance physically and mentally. The soldiers are basically be dehumanized to be better weapons to the government. He refers to this as Acquired Violence Immune Deficiency, where people have such a fear of what they are experience that their brain reverts to classical and operant condition, which the government has replaced by weakening the part of the soldier that does not want to kill and inserting the actions they prefer. Theory Exploration This action represents yet another way that higher ups are using soldiers as their own material resource, in context to the Conflict Theory. The exploitive subordination of soldiers allows the government to profit by actually influencing how the soldiers think. The government understands that changing the social behavior of a soldier will lead to more power over them and their actions. This theory would show clear winners being the government who benefits from soldiers subordination and the soldiers who suffer. In contrast, you cannot presume that every action the ruling government takes over soldiers is for their benefit alone. The actions, while not always moral, are taken to protect the entire country. Treatment is provided for returning soldiers, even if it is not know or easily accessible to all. The emphasis is not solely social control but consensus and conformity. To go to war is a decision made by different group, not only elites, and a general agreement must be reached before actions are taken with soldiers or deployment. Soldiers are not forced into employment; they conform to the position because their attitudes, beliefs and behaviors are similar to those around them in the Army. Article Examination In the article by David Zucchino, it tells about a soldier who opened fire from his home without warning because he felt he was under attack. This event took place after he received inadequate treatment for PTSD after being diagnosed at â€Å"high risk† for the disease. He was sent to a prison that did not offer him any further treatment for PTSD since they were not affiliated with the military. He is one of the many veterans that has not being given proper treatment after being diagnosed to be at rick for PTSD and ending up in civilian prison where they cannot access further help. He is now left in prison where his symptoms and condition will only worsen. Theory Exploration From the Phenomenology standpoint we would look at expectations of his experience to understand and describe this phenomena. Looking at what appears to be instead of reality, his subjective experiences show emotions he is not fully aware of. His actions, like those of other veterans, stem directly from past and present sensory experiences and cannot defined the same way for each person. The appearance of returning veterans is seen as this joyous moment where they step off a plane in to the loving arms of family and are then forgotten about by most of the culture. Families and communities are left to deal with the veteran’s actions without knowing the driving forces behind their appearance of their actions. The government sees what it wants to see and transfers that to the public. We are shown this ideal soldier who is deployed to protect us and comes home a hero, which our consciousness retained as a singular memory of a soldier. That is what society wants to believe about war because our consciousness does not want to identify killing, death, and destruction with our freedom or it would not be as easy to ship off members of our own community to their impending death. Once they return they are given a pat on the back for a job well done and turned over with the intention of re-entering a community as a normal member once again. We define the content of our consciousness as making this place, America, better by using an object, the soldier, to do so. â€Å"Central Prison has done a good job of treating Eisenhauer’s physical wounds† (Zucchino, 2012). We treat what we can see, but leave what we do not understand unattended. In this theory we can only see one side of the situation at a time, and we are stuck on this glorified soldier but cannot combine with him the vulnerability and confusion he returns home with. In critique to this theory, there are things outside of our memory and consciousness that do exist. Just because we cannot fully grasp what is happening to these veterans does not mean that it is not happening. They are sent essentially sent to another world to deal with hardships and are thrown back into reality without being reprogrammed. There are not always theoretical structures that will allow us to understand the phenomena of what the veterans will go through. References Carter, A. C., Capone , C., Eaton Short, E. (2011). Co-occurring posttraumatic stress disorder and alcohol use disorders in veteran populations. Journal of Dual Diagnosis, 7(4), 285-299. Finley, E. P. (2011). Fields of combat: Understanding PTSD among veterans of Iraq and Afghanistan. Ithaca: Cornell University Press. Grossman, D. (2009). On killing: The psychological cost of learning to kill in war and society. New York: Back Bay Books. Levinson, N. (2012). What really happened to america’s soldier, The Nation. Retrieved November 20, 2012 from http://www.thenation.com/article/168652/what-has-really-happened-americas-soldiers# Litz, B., Orsillo, S. M. (2010). Iraq war clinician guide . (pp. 21-32). Department of Veteran Affairs. Retrieved December 1, 2012 from http://www.ptsd.va.gov/professional/manuals/manual-pdf/iwcg/iraq_clinician_guide_ch_3.pdf Stecker, T. (2011). 5 Survivors: Personal stories of healing from PTSD and traumatic events. Center City: Hazelden Foundation. Zucchino, D. (2012, June 24). Accused soldier is a prisoner to ptsd; believing he was under attack by insurgents, he started firing from his home. Los Angeles Times. Retrieved on December 1, 2012 from http://search.proquest.com.ezproxy.uvm.edu/docview/1021854523/13AE8FF837D23A623BE/7?accountid=14679

Napster :: essays research papers

As I sat in front of my computer downloading my favorite song from Napster, I started to think about how hard it must have been to write a song so sublime with the way the words flow from one another, and how talented one must be to do so. I started to think how hard people work on their music for themselves and their fans, and how their fans don’t realize what they are doing every time they download a song off the internet. What they don’t realize is that it is messing over the people who worked so hard pouring out their heart and soul into their music for everyone to enjoy. They are the people who are responsible for the music, not the people who work at Napster, or any of the other shafting music networks, who are embezzling from the people we all admire for the way they can flow out those heartwarming words. These words move us to the point that we want to cry, and sometimes do. These words we listen to when we want to go off into our own little world, and think ab out an extraordinary moment we once had that makes our sorrows disappear. These words remind us of a passed loved one who was once forgotten, and never to be again. They are the people who put their heart and soul into their music; these are people we use so selfishly and don’t even realize how much blood sweat and tears they shed just to put out quality words. They are the people we take for granted, and they are the people who sometimes take us, their fans, for granted as well, they are the artists themselves. File sharing is what it is thought as, but I don’t see it that way. I see it as theft, music theft; most commonly know as shafting. Every day people use shafting and think nothing of it. People sit in front of their computers and go to their favorite website and download file after file with out thinking how or where it comes from. They think it is just there for the taking and it is. Shafting is a trend that has just begun, but only time will tell how far it w ill go.   Ã‚  Ã‚  Ã‚  Ã‚  Shafting has gone further then anyone would have ever imagined, one man and his website Napster are responsible for all of this; Napster has not only changed the music industry forever; it has also changed American culture forever.

My own communication and interpersonal skills Essay

I will be assessing my own communication and interpersonal skills in relation to each interaction. Verbal Communication My placement is at a pre-school, I have good verbal communication as I interact well with the children when I am speaking to them I listen to what their saying when they are speaking to me, I keep an open mind and concentrate on the main direction of the children’s message to me, I avoid distractions to make sure I am effectively listening to them at all times, usually the children speak to me about the toys they are playing with and they tell me about the activities they are doing. For example the in my last one to one interaction I was talking a girl in the nursery about her pets at home and if she looks after them, even though I don’t have any pets I listened to the girl and gave her appropriate feedback and questions. I make sure I am in a comfortable environment so I can hear the children effectively so it’s not noisy; I am always prepared to listen to everything the children say to me. In a one to one interaction I find it easier to communicate verbally as I’m only speaking to one child so I can stay focused on that particular child and what they’re saying to me to make sure I am actively listening to the child, this is an area I communicate well with and many skills in this area improve every time I go. Whereas in group interaction I find verbal communication harder so I need to improve on this, I find it hard to speak to more than one child at a time because they are children they are all speaking at the same time so I am getting a lot of information at the same time I try my best to effectively listen to them but with a lot of information being told to me it’s hard to process the information, I need to improve on this by making sure the children are taking turns so I can listen to them without getting bored. For example in my last group interaction I was making a puzzle with the three children and they were all asking me questions at the same time to I found it hard to listen to all the questions. I also need to improve on the questions I ask the children to make a conversation with them; I ask them questions but then I run out of questions to ask them so then the conversation stops, I should ask more questions that interest the children so my communication skills improve. In a group interaction I am better, so I am good at asking questions as there are more children with more questions to ask me so the  conversation run more better and information is shared quicker and more effectively, compared to a one to one interaction I run out of questions to ask the child as I do not obtain information well. I need to improve on this skill to I can communicate better with a single child to give them more involvement in the conversation. I can respond to questions more effectively as I find it easier to understand the question they have asked me because they are children and the questions are quite simple. I let the children tell me what they want to say to me so I can clarify my info rmation. Reflective speaking I think this skill is something I need to improve on; I do try my best to give the best feedback to the children in both types of interactions. In a one to one interaction I find it easier to communicate as I can understand the child’s message clearly and I am able to give feedback as the how the message is received, however sometimes I struggle to speak back to them if I haven’t understood what they are saying, this skill is vital and I need to improve on it every time I go to placement. In a group I interaction it’s the same with the listening as lots of children are speaking to me at the same time I need more time to process and give feedback but as they are children they get impatient waiting for me, I do have an interest in what the children are saying it’s just a matter of finding balance in my communication and interpersonal skills. Even though I am good at speaking to them effectively but I can’t give them feedback or start a conversation if I struggle to make a conversation but I can speak to the children and make sure they understand what I am saying to them. For example I was speaking to a child about her family and what jobs her mum and dad does but I couldn’t think of what to respond back to her so she got confused even though I did try my best. Non-verbal communication skills My non-verbal communication skills could do with some improvement, when I am communicating one to one my body movements can sometimes show to the child that I am not enjoying a conversation with them I try and show as much interest in possible but sometimes things like my posture if I am slumped while talking to a child it can communicate to them that I have a negative attitude to the conversation. In both types of interaction I struggle to  make eye contact it’s something I need to improve on I often don’t look at the children, in a group interaction I can’t keep eye contact with every child but I try my best to make them realise that I am going to talk to them and to let them know when it is their turn to speak to me, in a one to one I only have one child to focus one so I find this easier to do, however I am still nervous and this is why I struggle to keep eye contact , I think with more confidence I will be able to keep eye contact with the children when I am speaking to them. My closeness towards the children is a thing that I am doing well I make sure I give the appropriate space for the children to feel relaxed and for me to also to feel relaxed to effectively communicate with them. I thing I think I am good at in both type of interactions is my facial expression I always make sure i am smiling at the children to make it seem like I am interested in what they are saying to me so it then makes them realise that I am interested in what they have to say to me it makes sure that my communication with the children is effective. I am also good at gestures I do gestures a lot to express to the children what I am feelings, if I am speaking to them about something exciting I use my hand gestures to show them that I am interested in what they are saying to me. In my one to one to interactions I can focus more on what a child Is saying to me so my hand gestures express to them how I am feelings about what they or saying or what I am saying to them, this is the same with group interactions as I am able to use gestures to what all the children or saying as they are often talking about near enough the same things. However, I need to improve on negotiating with the children, a s they often argue with each other and I find it hard to stop the argument and reach an agreement. I need to make sure a negotiation is best for themselves, this is in a one to one interaction I do not need to negotiate but in a group I need to find common interests so they don’t argue. I need to improve on ending the conversation as I often don’t end the conversation so then the children might still have something they want to say to me, I should tell the children that I am going to go elsewhere so that they know the conversation is over or make it aware by body language or my facial expressions. One of the main things I need to improve on is my communication with the staff; I don’t communicate with the staff much. When they ask me to do something like helping the children wash their hands, I listen effectively and give appropriate feedback this is  something I can do well. But I need to speak to them more if I am unsure of things, but it is the children who I communicate with every time I go, the staffs are busy doing other things and they communicate with me when it is needed. I don’t really need to improve on this but I can talk to the staff and communicate with them if I need to for the benefit of the children. Overall I have more things I need to improve on for my communication and interpersonal skills. I find it easier to communicate in a one to one interaction as it is only one child and I can speak to them better as I am able to process my information faster and give the correct feedback to the child in order for them to understand. In a group interaction there is more than one children speaking to me and sometimes too much information is given to me at once and I can then not give feedback to the children, this is something I need to improve on and this can be done through effective turn taking so the children understand that they need to take turns in communication this will then make my skills better so I will be able to communicate more effective. I am able to stay calm and stay focused when communicating with both the staff and the children this is my main skill that I can do well, but my main skill that I need to improve on is my non-verbal communication skills as this is where I often find myself communicating that I am bored to the children because they can go on for a while and I do get bored of what they are saying so I can fold my arms and yawn portraying bad body language , this is why I need to make sure I am listening to what they are saying, I could ask different questions to change the subject of the conversation to something that I understand better. Good communication and interpersonal skills are vital when I am in my placement setting as I need to communicate well with service user to develop a good relationship with them so they understand what I am saying and for me to give them feedback to them. As I now know the things I need to improve on every time I go to placement I can improve my communication skills with the children and adults in order for my communication and interpersonal skills to be effective. I am going to be evaluating factors that influenced the effectiveness of both the one to one and group interaction. (D1) Effective Factors in one to one interactions Having good confidence– In my one to one interactions I have more confidence  as I am only talking to one child, I felt like I had more control over the conversation as I only had to deliver information to and from the person. Only talking to one child made me less anxious and nervous and I was speaking clearly and calmly as my nerves weren’t making me stumble on my words so this meant that the child could understand what I was saying so she was able to give me good feedback and I was able to respond without feeling anxious that I was going to mess up. My good confidence influenced my communication to make it better because I felt like I was enjoying the conversation instead of it being all over the place this enabled the conversation to run more smoothly and fun. Only having one child to speak to doesn’t overwhelm me with information so as I said earlier I had more control over what I was saying to the child and what I would respond so it made me feel better a bout the communication I was saying so I could then think of more questions to ask so the conversation between me and the child would last longer. It also helped that the child I was speaking to had good confidence she’s outgoing and she always has something to say to me so this influenced the effectiveness of the interactions because she wasn’t quiet and this helped me to speak to her so it didn’t effect my nerves as she kept asking me questions so it made the conversation more enjoyable. Knowing the child well– In my one to one interactions I speak to a child I know best, a child that I feel more comfortable speaking to because I speak to them a lot compared to the other children. It helps me because if I know the child then I have more things that I know about them e.g. favourite singers or their favourite foods, so I can then speak to them about a specific thing that they like to talk about then that child speaks to me a lot about that, so I am then able to respond better as I already know things about the child from previous conversations. The conversation is influenced by this as my confidence is better when I speaking to them because I know them better and I know how they interact with me so this then enables me to be more engaged with that child. As I know more things about them I can ask them questions related to something they like so they feel happier speaking to me about it as it excites them to tell me more about it so I more information is given and the conversations runs more effectively. When I child knows me better it helps as they then feel more comfortable speaking me as they know who I am so when I’m having a conversation with the child like in my last one to one  interactions we are happier speaking to each other so we are more likely to find common interests and make the communication more effective as we can listen better to each other and respond better. Environmental factors – good amount of space- In my one to one interactions I have more space a around me as I am only talking to on e child compared to several in a group interaction. Having more space around me made me more relaxed and comfortable to talk to the child as I don’t feel like I am consumed to one area, this makes me more less nervous when I’m speaking to a child as I know that I have more space around me to express how I’m feeling in a conversations through gestures and this can make a conversation more funnier. Having personal space around me means I can move around while I’m speaking to a child and I can do some actions to get the child more involved. Space influenced the effectiveness in my one to one interactions as when I have a good amount of personal space around me I can think my thoughts through better without getting paranoid that I don’t have enough space this enables me to deliver my information clearly and effectively so the child understand what I am saying to them. The amount of space I have is always at a reasonable amount as there is only one child, so this means I can effectively respond to what the child’s saying to me without getting panicked and I can then think of more questions to ask so this means that the communication is effective. Also this meant that the child had space to talk to me effectively so she didn’t get panicked that she didn’t have enough space to move around like through her gestures, so we were able to speak to each other clearly and all these reasons enabled me to communicate effectively with the child. Environmental, Good noise level – When I’m having my one to one interaction with a child the room has some background noise but its fairly quiet and it makes sure I am able to concentrate on the children without getting distracted by other noises that the staff or children could be making, I can listen to them effectively to them as the noise is at a respectable level, as I am listening to them effectively the conversation runs faster and more smoothly. Being able to hear everything the child is saying helped them to understand what I was saying to them therefore I gave them appropriate feedback. It also allowed me not to misunderstand anything the child said to me so I didn’t make mistakes in what I said back to them so this influenced the effectiveness of my  communication between the child as it helped me to have full concentration on everything the child was saying, as the room was at a good noise level and the information to be delivered effectively and me and the child was able to carry on the conversation without the noise level being to loud, as it was just one child I could understand what she was saying to me as she was close to me so the noise levels were good so I was relaxed and so was the child so it made our communication effective as we were ab le to talk more freely. Group interactions Questions being planned out – In my group interaction there was four children in the group and all of them were confident and they each had lots of questions to ask me and each other. On child asked a question to me and I was able to answer it effectively as the questions were straightforward and every child on the table understood them so they were able to effectively listen to the question and they all responded well, this allowed the conversation to run smoothly without any arguments happening as the children all agreed on the questions and they were interested in them so it made the conversation more enjoyable so it was effective as all children participated because they were interested in the questions being asked or explained. Having the questions being planed out before hand allowed me to have some kind of structure to what I was going to ask so I had a basic idea of how the children would respond and how I would respond to them, I looked at what children was in the gro up and what type of questions they would enjoy answering to help the communication be effective, this then made sure no-one was left not knowing what to say as I always had a back up question. Once one child asked a question all the rest of the children thought of a question to ask as it related to the first question, so they all took turns and asked their questions it influenced the effectiveness of the interaction as questions were being asked so more information was being shared and the communication was effectively being listened and responded to. I had some good questions to ask the children and they were all interested in them so they listened to what I was saying and if a child got stuck on a question I aided them along. Having good and relatable question effectively helped the conversation as the more information was being responded to, as the children understood and were interested in what was being asked the listen nicely to  other children’s answers, I was listening to the children and giving good feedback and the overall conversation was enjoyable and fun and all the children were interacting well with me and each other from the questions said. Me bein g the group leader – As I was talking to a small group I was in charge of the conversation as I was the oldest and the most responsible in the group. Having a group leader helped me to have control of the conversation as I was able to help the children if they were struggling with the activity I was doing to I guided them through step by step so they understood what they had to do. When we had a group discussion I guided the group and made sure that everyone was having a turn so it was a fair conversation and it gave chance for other children to think of something to say. I had control over the conversation so when the children started disagreeing with each other I can stop them from arguing so this made sure that the conversation was running smoothly and calmly without arguments. I made sure that the if a child wasn’t speaking much I prompted them to speak so everything was fair and in order, and when the children went of topic I could ask a question to that was related to what we were previously speaking to, me being their made sure that the communication was effective as it could make sure that the children were listenin g to each other and responding to each effectively so I could make the group function better without the children getting frustrated. For example, I was making sparkles with my group and I talked them through step by step and made sure that they were sharing out the equipment fairly without them arguing with each other so I could effectively communicate and that they could listen and respond with each other, all these reasons helped me to effectively guide the group conversation so the communication was effective, so I was effectively interacting, listening and speaking to them as a group leader and that they were effectively listening and speaking to me. As a group leader me smiling and being open armed encouraged the children to participate with me as I was the group leader so they were looking up to me. Having a good amount of time to speak – In my group interactions I have a good amount of time to listen to what the children are saying to me, having a good amount of time to listen to the children allows to think through what I am saying and what I will say to them without being rushed by other things tha t are happening. I also allows the children to have enough time to listen to what I am saying  so they didn’t misunderstand what I was saying to them, this influenced the effectiveness of the conversation as having time to communicate made things not rushed so I was more relaxed when speaking to the children. I could then speak to the group of children without feeling that I had to rush things with them so I was speaking clearly, as it was a group and there was more then one person having an effective time to communicate helped me to speak to all of the children and it made sure everyone had a turn so there was no arguing. I was able to clarify my information so it was correct and it helped me and the children as I wasn’t anxious about what I was saying, my body language showed that I was relaxed and I was interacting well with the children, having enough time to do the discussion/activity with the children helped me to not rush things and it influenced the communication as it was pla nned out well and everyone was listening and responding well to each other. Having common interests – In my group interaction, picked a group of children that were all doing the same activity which was playing with the dinosaurs, I then went over and started to talk to the children and asked them questions like ‘what is your favourite dinosaurs’ and ‘what shall we call this dinosaur’, this influenced the communication as they were all doing the same thing so all the children were interested in what I was asking them, so this helped the conversation to flow better as more information was being delivered from each child. As I was interested in what they were playing with so I listened well to the children and then I responded well to them to keep the interested, having common interests helped the effectiveness of my group interaction as everyone was interested in the topic of the conversation so it made me and the children more relaxed. My good confidence, knowing the child well, having a good amount of space and it not being noisy influenced the effectiveness of my one to one interactions they each helped in different ways and they allowed me to have good listening and speaking skills as well as portraying good non-verbal communication skills. They helped me to understand the child better and to give good feedback to him/her. Questions, common interests, having enough time and me being a group leader all influenced the effectiveness of my interactions with four children in different ways, having more children to speak and listen helped me in some ways compared to my one to one interactions, but all these factors helped me to communicate  better with the children and for them to communicate with me. References Sheet given in class on what to do for the tasks (Accessed 08/12/14) PowerPoint on learning box – ‘Barriers to effective communication’ (Accessed 08/12/14)

Letter to the George Bush Team to Visit City Florence

Dear Sir, It is great honor for me to be a guide for George Bush in Florence. I will do my best to ensure that he remembers Florence as the most beautiful place on Earth and realizes why this city is literally a magnet attracting tourists from the most remote areas. Every person who is fond of art needs to visit this gorgeous spot at least once in his life. Florence gets visited by tourists in the millions because it offers them an astonishing variety of scenes. Even though one day of being in Florence is by no means enough to grasp the whole feeling of the city, it can still create an overwhelming delight in the person’s heart, and make him thirsty to see more during the following visits. It is my goal to help George Bush get immersed into Florence’s atmosphere from the very first minutes of the visit. He will be able to understand why Florence is one of the world’s most enjoyable cities. He will never forget this beautiful experience and keep desiring to return here many times in the future. Due to the short length of the visit, I have decided to pick out the most interesting sites for the President. We will have time to visit only three places of interest, but I can assure you that they will all tell a great deal about the history of Florence and its uniqueness. In our city, we have enough monuments to keep a tourist occupied for years, but even a day is enough to understand that there is no similar place on Earth to Florence, no matter how much you look. I want to organize this excursion in such a way that George Bush realizes why Florence is considered the cradle of Renaissance. Many people know that Florence was the Italian city which gave birth to Renaissance, but very few of them can actually explain why. In order to be able to answer this question, one needs to get acquainted with the masterpieces of Renaissance artists. They do not have any analogues in the world; they are absolutely unique. Every piece of art created during that epoch breathes with the feeling of freedom and unlimited inspiration which knows no borders. I want to show such pieces of art to George Bush so that he hears them talk to him through ages. The first place of interest which we are going to visit will be The Casa Buonarroti, the house in which outstanding artist Michelangelo lived; then we will proceeded to Romanesque baptistery which is famous for scenes from Old Testament created by Lorenzo Ghiberti on its doors; and finally we are going to visit Brancacci Chapel the frescos of which were gradually painted by Masolino, Masaccio and Filippino Lippi, the most famous Renaissance artists. All of these places are very unique, and they can tell a great deal about the Renaissance epoch. The Casa Buonarroti is going to be particularly interesting for the President because this is the place where Michelangelo lived and created his masterpieces. There can be nothing more extraordinary than starting to visit to Florence from visiting the house of the perhaps the most outstanding artist of Renaissance. Even though Michelangelo did not step in his house for many centuries, it is possible to feel his presence there many years after. The house was transformed into a museum by one of Michelangelo’s relatives, Michelangelo Buonarroti the Younger, in 17th century. The museum not only has created work of Michelangelo, but also painting of other famous artists depicting the scenes from his life and his virtues. It is impossible to avoid visiting this museum during the visit to Florence. Romanesque baptistery is going to impress George Bush due to many reasons; first, it is one of the oldest buildings in Florence and thus tells a lot about its history; second, it would appeal to the President’s interest in religion; third, it has scenes from Old Testament created by famous Lorenzo Ghiberti on its doors. Lorenzo Ghiberti is one of the most famous sculptors of his time. It is common truth that these days, some people would pass by this legendary building even without stop. Some young people do not appreciate these masterpieces as much as they should. However, Romanesque baptistery needs to be noticed and remembered by everybody because nothing can compare to Lorenzo Ghiberti’s creative work on its panels. The gates which he created into the baptistery were called â€Å"gates to paradise† by his contemporaries. One can easily tell which scenes from Bible the artist depicted. He worked most of his life on these pieces of art, and they impress tourists until these days. In the middle panel there is a scene of Jacob and Esau depicted. All of the characters of the Bible are painted in such a way as if they are alive and are almost going to jump off the panels. The last site which we are going to visit is Brancacci Chapel. It has very unique architecture and it famous for the frescos gradually painted by Masolino, Masaccio and Filippino Lippi. The history of painting frescos for this chapel is really impressive. In the beginning of 15th century a Florence ambassador to Egypt commissioned Masolino to paint the frescos for the cathedral. After completing some work, the famous artist charged his student Masaccio with this task, and Masaccio brilliantly coped with the part of the work which the master assigned to him. However, Masolino did not have a chance to finish the work entirely due to his death, therefore, the frescos remained unfinished until Filippino Lippi, another famous artist, added the last strokes to the paintings in the end of 15th century. This chapel will be particularly interesting for George Bush because it will tell him very much about the differences of styles of one of the most famous Italian painters of all times. One can easily capture slight differences between the strokes done by Masolino, Masaccio and Filippino Lippi because each of them had his own unique style. However, the frescos turned out completely extraordinary as the result of their combined work. I very much hope that the visit of George Bush to Florence turns out very enjoyable. All of the sites which I picked out for him are going to let him fall in love with Florence during one day, and look forward to going back soon. Bibliography. Art History Gardeners Art through Ages. Volume 2. Becker Marvin B. Florence in Transition – Vol. 1. Baltimore, Johns Hopkins Press, 1967. Cornelison Sally J. A French King and a Magic Ring: The Girolami and a Relic of St. Zenobius in Renaissance Florence. Renaissance Quarterly 55. 2002. Cornelison Sally J. Art Imitates Architecture: The Saint Philip Reliquary in Renaissance Florence. The Art Bulletin. Volume: 86. Issue: 4. 2004. Gani Martin.   The Gems of Florence. World and I. Volume: 13. Issue: 9. September 1998. Holmes George Florence, Rome, and the Origins of the Renaissance. Clarendon Press, 1986 Picano Felice.   Forever Florence: Felice Picano Rekindles the Forbidden Passion and Unmatched Glory of Tuscany's Perpetually Blooming Flower. The Advocate. August 17, 2004. Richard C. Trexler, â€Å"Ritual Behavior in Renaissance Florence: The Setting,† Medievalia et Humanistica 4. 1973.

Data Mining and Automated Procedures in Business

Data Mining and Automated Procedures in Business Free Online Research Papers In today’s business world, information about the customer is a necessity for a businesses trying to maximize its profits. A new, and important, tool in gaining this knowledge is Data Mining. Data Mining is a set of automated procedures used to find previously unknown patterns and relationships in data. These patterns and relationships, once extracted, can be used to make valid predictions about the behavior of the customer. Data Mining is generally used for four main tasks: (1) to improve the process of making new customers and retaining customers; (2) to reduce fraud; (3) to identify internal wastefulness and deal with that wastefulness in operations, and (4) to chart unexplored areas of the internet (Cavoukian). The fulfillment of these tasks can be enhanced if appropriate data has been collected and if that data is stored in a data warehouse. According to Stanford University, A Data Warehouse is a repository of integrated information, available for queries and analysis. Data and information are extracted from heterogeneous sources as they are generated.This makes it much easier and more efficient to run queries over data that originally came from different sources. When data about an organization’s practices is easier to access, it becomes more economical to mine. â€Å"Without the pool of validated and scrubbed data that a data warehouse provides, the data mining process requires considerabl e additional effort to pre-process the data† (SAS Institute). There are several different types of models and algorithms used to â€Å"mine† the data. These include, but are not limited to, neural networks, decision trees, rule induction, boosting, and genetic algorithms. Neural networks are physical cellular systems which can acquire, store, and utilize experiential knowledge (Zurada). Neural networks offer a way to efficiently model large and complex problems. Decision trees are diagrams used for making decisions in business or computer programming. Branches are used to represent choices with associated risks, costs, results, or probabilities. Rule induction is a way of deriving a set of rules to classify cases (Two Crows). These set of rules differ from those in a decision tree in that they are independent from one another. Boosting is a technique in which multiple random samples of data are taken and a classification model for each set of data is made (Two Crows). The genetic algorithm is a model of machine learning, whose behavior is based on the processes of evolution in nature. Populations of data are resented by chromosomes and then go through a process of evolution. The members of one set of data compete to pass on their most favorable characteristics to the next generation of data. This process continues until the best data is found. Many of the models and algorithms used in data mining are simplifications of the linear regression model. Data Mining is largely, if not entirely used for business purposes. The highest users of data mining include banking, financial, and telecommunications industries (Two Crows). A survey taken by Two Crows Corporation turned up these applications of data mining:  · Ad revenue forecasting  · Churn (turnover) management  · Claims processing  · Credit risk analysis  · Cross-marketing  · Customer profiling  · Customer retention  · Electronic commerce  · Exception reports  · Food-service menu analysis  · Fraud detection  · Government policy setting  · Hiring profiles  · Market basket analysis  · Medical management  · Member enrollment  · New product development  · Pharmaceutical research  · Process control  · Quality control  · Shelf management/store management  · Student recruiting and retention  · Targeted marketing  · Warranty analysis Data mining will have a different effect on different industries in the business world. In the telecommunications industry, for example, in order to retain or build market share and expand or develop new products and services, service providers will have to make the necessary adaptations and changes that the industry and pace setting technology requires. â€Å"The most successful telecommunications companies will, of course, be the ones who can develop and market products and services that customers will buy,† says Julian Kulkarni, SAS institute Europe’s Product Marketing Coordinator for telecommunications. â€Å"But high customer churn rates in telcom markets show that you cannot depend on customer loyalty. To thrive, companies must know their customers, their products, their own operations, and the competition better.† The key to succeeding in this rapidly changing industry is to understand the customer, or the market that the customer represents. Through data mining, telecommunications companies can know what their customers have done in the past and what they will do in the future. With this information, the companies will be in ideal positions to make business decisions based on the information they have gained from the data mining process. Other real world examples of data mining include:  · Targeting a set of consumers who are most likely to respond to a direct mail campaign  · Predicting the probability of default for consumer loan applications  · Predicting audience share for television programs  · Predicting the probability that a cancer patient will respond to radiation therapy  · Predicting the probability that an offshore oil well is actually going to produce oil There are many computer applications on the market to assist businesses in the data mining process. The applicability of these programs can accommodate the various uses of data mining. Software titles include AC2, ALICE dIsoft, AutoClass C, C5.0 (See5), Clementine, Data Surveyor, DataDetective, DataEngine, Datasage, DataScope, DataX(tm), DbBridge, dbProbe, dbProphet, Explora, IBM Visualization Data Explorer, INLEN, IRIS, IXL IDIS software, LEVEL5 Quest, MineSet (SGI), ModelQuest MarketMiner, Nuggets(TM), Partek, PolyAnalyst, PV-WAVE, SE-Learn, Sipina-W v2.0 Sipina-Pro, Snob, SPSS Data Mining Software, The Data Mining Suite, Thinkbases Data Mining Product, TiMBL (Tilburg Memory Based Learner), Tooldiag, WINROSA, WinViz, WizWhy, XmdvTool, and XpertRule. Bibliography Cavoukian, Ann, Ph.D. â€Å"Data Mining: Staking a Claim on Your Privacy.† Jan. 1998 Pryke, Andy. â€Å"The Data Mine.† 23 Sep. 1998 SAS Institute Inc. â€Å"Data Mining.† 12 Jan. 2000 Two Crows Co. â€Å"Introduction to Data Mining and Knowledge Discovery.† 1999 Zurada, J.M. (1992), Introduction To Artificial Neural Systems, Boston: PWS Publishing Company, p. xv: Word Count: 1676 Research Papers on Data Mining and Automated Procedures in BusinessIncorporating Risk and Uncertainty Factor in CapitalResearch Process Part OneThe Relationship Between Delinquency and Drug UseOpen Architechture a white paperThe Project Managment Office SystemInfluences of Socio-Economic Status of Married MalesBionic Assembly System: A New Concept of SelfGenetic EngineeringAnalysis of Ebay Expanding into AsiaThree Concepts of Psychodynamic

8 Good Presents for College Students to Give to Mom

8 Good Presents for College Students to Give to Mom Gift-giving occasions like Christmas, Hanukkah and Mothers Day often come at a rough time for college students. They tend to fall at the end of the semester, a time when finals are quickly approaching and funds may be running low. Still, you want to show your mom youre thinking of her and appreciate everything shes done for you. Given those limitations, college students sometimes need to be a little creative when it comes to giving gifts. Gifts to Give If You Have a Little Cash 1. Share your school pride. Swing by the campus bookstore for some mom-themed school paraphernalia. See if you can snag one of those [your university name here] Mom T-shirts or sweatshirts so she can show off how proud she is to have a kid in college. 2. Go with a classic. Send her a bouquet of her favorite flowers, or incorporate that flower into a more affordable arrangement. You can find an online seller or contact a local florist in your hometown, and be sure to ask if they offer a student discount or have a promo code for first-time buyers. Keep at mind prices might spike during times of high demand (like Mothers Day), so consider sending hers a few days early. Youll save some money while still letting her know you care. 3. Show her how generous she taught you to be. If your mom has a favorite charity, make a donation in her name. Not only is it thoughtful, its budget friendly because you can choose to donate however much you can afford (and you dont need to tell her how much you spent). Gifts Even Broke College Students Can Afford 1. Say thanks. Take a picture of yourself holding a big piece of paper or poster saying THANKS! in front of your school. You can put it on the front of a homemade card or put it in a frame. 2. Give her your time. Make a coupon redeemable for some quality time together when youre not in school. It can be good for a cup of coffee, lunch, dinner or dessert - your treat, of course. 3. Give her something shes given you. Offer to make her a homemade dinner when you get home. Even if youre just learning to cook or are limited in the kitchen, there are plenty of easy recipes for college students you can try. At the very least, shell appreciate the effort. 4. Take some time to write down your thoughts. It can be really hard to find the perfect card in a store, so make one yourself. Most moms would rather have an original, sincere, handwritten card than another generic gift anyway. 5. Pick up the phone. Dont forget to call! If you have room to improve in the call Mom department, consider giving a gift of setting a weekly phone date for you two to check in with each other.

Morality. The Genealogy of Morality by Nietzsche Essay

Morality. The Genealogy of Morality by Nietzsche - Essay Example The second dimension that Nietzsche discusses is morality relating to slaves or priests, and this primarily deals with Jewish beliefs. This dimension believes that priests loath warriors and call their desire for power an evil act, and they believe that their own poverty or simple state is called good. These two beliefs are called slave and master morality. Slave morality seems to be much more refined as compared to master morality and it is driven by a feeling of anger or resentment. It was born of Christianity as Christian love is due to hatred and therefore it is in accordance with slave morality and its derivation from ‘ressentiment.’ (Nietzsche and Kaufmann) Even though slave morality is interesting and more complex as well to understand as compared to master morality and their self-assuredness, Nietzsche is apprehensive that it makes mankind a mediocre race and people who have generally an inherent perception of slave morality would like to prefer comfort and secur ity over risk and conquest over the world. The priests believes in the slave morality and they believe that it saves them from evil and other perils of the afterlife, and the master morality will distract people from changing themselves for the better and making their present a better situation to live in. Most modern humans also perceive the slave morality in this way and act this way. Nietzsche also believes that there is a difference between the two kinds of morality be it good/bad or good/evil by giving the relevant example of lamb and bird of prey. The lamb would believe that the bird of prey is evil since it kills and that they themselves are good because they don’t kill. However, these statements become useless in the event that God has made them in such a way that they cannot kill; and not because of any moral account but simply because they are unable to, they don’t know what they would be capable of if they would be able to kill. Birds of prey similarly canno t be highlighted as wrong doers and evil simply because they are built in a way that they are to kill. If the deed, which is killing could be separated from the being that kills because it was made that way, then only could be condemn these birds for their deeds. Nietzsche also goes on to argue that there are instances when there is a deed, but no doer and then you cannot blame anyone. Such as lightning cannot be removed from the flash and seen independently and hence the fact that we view that the doer is distinct from his act is simply something we view because of society and its prejudices. Master morality is what the aspiration is so to say, slave morality is prevalent and not desirable. Nietzsche also believes that guilt originally didn’t have any moral aspects in it, and it was simply like a debt. A person who owed something to someone was in debt and guilty of it, and he owed a creditor some sum. Therefore a creditor could take advantage of that and could even make the debtor pay at any time or take penalties. This wasn’t to punish the debtor and make him feel bad about himself, but this was only for the creditor’s mirth and pleasure. Therefore punishment was like a paradox; it was cruel for the debtor and yet cheerful for the creditor and it was supposed to have been forgotten afterwards without any grudge from any party. Law and regulation is like a creditor in a society; if someone goes against the law then this means that they have broken and harmed society and they can be punished for this mistake. (Nietzsche and Kaufmann) Justice believes however that people don’t have that power to punish good or bad or evil and

Impact Of Arab Spring On The Dynamics In The Middle East And North Essay

Impact Of Arab Spring On The Dynamics In The Middle East And North Africa - Essay Example The term â€Å"Arab Spring† refers to the revolutionary wave that has hit the entire Arab world which has resulted in the â€Å"awakening† of all the Arabs in the Middle East and North Africa. This led to a series of demonstrations, strikes, and protests in the Arab region which marked the beginning of a revolution in the Middle East and North Africa. Few of the revolutions that changed the history of the Arab world are a Tunisian and Egyptian revolution, civil war in Libya that toppled the government of General Gaddafi, civil disobedience in Bahrain, Syria, and Yemen. Different protests and strikes against governments have also been observed at a large scale in Algeria, Iraq, Kuwait, and Morocco and Oman whereas, on the other hand; Saudi Arabia, Sudan, Lebanon, and Mauritania also faced the wave of revolution This Arab revolution also added fuel to the fire to the Palestinian Conflict with Israel. The â€Å"Arab Spring† involved a series of civil resistance in t erms of violent strikes, campaigns, public demonstrations and marches against the government. Media coverage and social media platforms have played a vital role in shaping the revolution and creating awareness. This civil resistance was suppressed by the government and the authorities in a violent manner which triggered the revolution more aggressively by the protestors. Arab Spring which is also known as â€Å"Arab Awakening† or â€Å"Arab Uprisings† refers to the series of protests and public demonstrations.... This civil resistance was suppressed by the government and the authorities in a violent manner which triggered the revolution more aggressively by the protestors. THE RISE OF ARAB SPRING: Arab Spring which is also known as â€Å"Arab Awakening† or â€Å"Arab Uprisings† refers to the series of protests and public demonstrations held against the government and the authorities by the Arab people. These protests and the demonstrations were observed throughout the Middle East and North Africa which changed the history of the Arab politics in the region. The incident in Tunisia on 18th December 2010 became the major reason for triggering this revolution5. The Tunisian revolution begins with the self-immolation of Mohammad Bouazizi against corruption and unjust treatment by the government authorities. This sparked the fire in other African and Middle Eastern states such as Algeria, Egypt and Yemen which was followed by a number of violent protests in other countries as well6. However, a wave of political unrest and public demonstration against governments was felt even outside the Arab region which marked the new era of revolution and rebellion against state corruption, ill treatment, unemployment and human rights violation by the official authorities. As a result of this revolution, different governments around the region as well as outside the Arab region were brought down by the protestors. These demonstrations and political unrest in the Arab states drew the global attention towards the demands of the Arab nationals. CAUSES OF THE ARAB SPRING: It is important to understand the motivating factors and causes behind the violent aggression by