Analysis Of Xenia And The Odyssey - 889 Words

Your Name Your Professors Name Course Number †¨Date The Significance of Xenia in the Works of Homer: Hospitality in the Illiad and the Odyssey The concept of Xenia was extremely significant in ancient Greek culture. As such, it played a prominent role in the works of authors, most specifically Homer. In fact, some of the most significant information we have about the concept of Xenia, as it relates to cultural norms come from the work of Homer, and the examples of hospitality demonstrated in the protagonist’s journeys in the Iliad and the Odyssey. More specifically, Xenia is presented by Homer as a duty, or a cultural expectation in both works, which belong to a set of complex social rules and which is subject to a specific set of social demands. It is first, and foremost, essential to understand the Greek principle of Xenia and how it was tied in to Greek society during Homer’s era. Xenia literally means â€Å"guest-friendship† and is generally defined as generosity or courtesy extended to those who are far from home (Ware 1). This was a major concept in Greek culture, and was subject to a set of hospitality rituals and laws, they dictated how a host was to treat guests. This was defined by Homer, through Odysseus in the Odyssey, when he says: Come, friend, and give me something; for you seem to be no lowly man among the Greeks, but their most noble lord-indeed a chief. So you should offer more than others can-I’d make you famous then in endless lands. I, too, was onceShow MoreRelatedAnalysis Of The Odyssey 1368 Words   |  6 PagesHolmes English H, period 3 11 November 2014 Hospitality: An analysis of xenia in The Odyssey William Shakespeare, in Timon Of Athens Act III Scene line 39 writes : I charge thee, invite them all: let in the tide of knaves once more; my cook and I ll provide† Shakespeare is explaining to his readers that he will invite everyone in and he will cook for them meaning that he will provide everything to his guests. Similarly, in The Odyssey Odysseus without knowing it is providing for all the suitorsRead MoreHow Far Is Odysseus Motivated by Nostos?1245 Words   |  5 Pagesâ€Å"Odysseus is motivated only by his desire to return home (nostos).† How far do you agree with this view? In your answer you should: * Consider how Odysseus behaves on his journey home; * Include an analysis of his motives; * Support your answer with evidence from The Odyssey. On his journey home, Odysseus encounters many obstacles which he attempts to overcome swiftly so that he may arrive home as soon as possible; however, it can be argued that nostos is not his only motive throughout

Marketing Analysis Marketing Strategies Essay - 1767 Words

Emerging in the early 1900’s, marketing strategies are a fairly youthful practice in the world of business. Nearly a century later, product and service exposure has evolved into the focal point of all business strategies. Majoring in marketing with a concentration in fashion merchandising, I regularly seek out new ways to emerge myself in the world of fashion advertising. My focus narrows in on the collision of fashion and its consumers. After conducting thorough research, it is evident that there is a drastic pivot away from traditional marketing methods toward digital marketing strategies. In an age where technology seems just as important as the oxygen we breathe, I uncovered both the positives and negatives of marketing via social media versus traditional marketing methods. Traditional marketing methods include publishing advertisements through outlets such as billboards, magazines, newspapers, and radio broadcasts, while digital marketing channels consist of social media, pay-per-click advertisements, and newsletters. Triumphing these various marketing strategies, Social Media marketing takes the spotlight in a majority of 21st century business approaches. When pondering why the fashion industry chooses social media marketing rather than traditional marketing methods, it is important to take into consideration various factors. The fashion industry chooses this marketing technique because social media marketing reaches a larger audience, creates strong parasocialShow MoreRelatedMarketing Analysis : Marketing Strategies1217 Words   |  5 PagesThere are many businesses that use various techniques to sell their product or service. 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Many manufacturing companies have the expertiseRead MoreMarketing Analysis : The Marketing Strategy Essay2077 Words   |  9 PagesIntroduction Citigroup has four primary business segments, retail banking, commercial banking, Citi-branded cards, and Citi retail services. Our firm analysis will focus on the Citi-branded cards segment and commercial banking in the North American market. Financial performance Over the five years to 2016, revenue is expected to decline an annualized 2.8% to $7.5 billion. The company s North American consumer banking segment performed well in 2014 due to rising loan balances. However, revenuesRead MoreMarketing Analysis : Marketing Strategy1194 Words   |  5 PagesMarketing is shifting from mass communication to individual, one to one interaction with the integration of various digital technologies like SMAC. Also the marketing strategy is shifting from product push to customer pull strategy. 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Essay Plans For An Inspector Calls Example For Students

Essay Plans For An Inspector Calls By the phrase A prolonged clatter of skeletons we mean a long drawn out revelation of many secrets. To some extents this is true of An Inspector Calls, but to say that this is the limit of the plays message would be unfair to the hidden depths contained within. An Inspector Calls is a well-structured and well-made play because it contains many factors that captivate and sustain the attention of the audience. One of the factors that makes the play captivating is the use of climax, the way it holds the audience all the way through, building up slowly, gathering the plot as it goes on and then finally ends in a stunning climax, for example the way the Inspector extracts small threads of information from the members of the family and slowly puts the picture together and narrows it down to the main culprit as the climax. John Boynton Priestley wrote An Inspector Calls in 1945 shortly after the end of the Second World War, when society was still experiencing the hardships of war. Despite a severe damage to the economic situation of Britain after the war, when paper and other such resources were in short supply, the publisher thought it important to print this play. In a time of poverty and shortcoming, An Inspector Calls delivers an important message to society. It is a message of mutual responsibility and shows how everyone has a role to play in society, and that we should do as much as we can to help others, because we never know what effect our actions will have on their lives. Priestley hoped his play would help create the desired effect of proactive unity, making people act to prevent something happening before it happens, amongst the public, giving society the chance with hindsight, to look back on what had transpired and learn from this. Priestley seems to be concerned with the darker side of Capitalism. An Inspector Calls is Priestleys call for reformation. Priestley sees the nation as a society with communal, rather than individual responsibilities. The members of the Birling family are only concerned with individual gain and profit over person. They are responsible for the young womans death by treating her as property, and it is this lust for material wealth that Priestley speaks out against. This Socialist message is delivered through the mouth of the Inspector, who takes on the role of a teacher to the Birling family. He hopes to teach them moral values and respect for everyone, no matter how poor. Whilst the older members of the family, Arthur and Sybil Birling and Gerald Croft, remain as pompous and superior as ever, the younger generation, Eric and Sheila Birling, realize and accept their part in the death of Eva Smith. I know Im to blame and Im desperately sorry (Sheila Act 2) Ive told you all I know and it doesnt seem to me very important. (Mr Birling Act 1) The play shows not only a divide between classes, but also the gap between generations. The Inspector has a far greater effect on the younger generation; Sheila and Eric realize their mistake and begin to repent. Priestley seems to think older people, such as Mr and Mrs Birling, are a lot more resistant and attached to their lifestyle. Mrs Birling is a typical member of the aristocracy, she is a very proud woman, well respected, however she is patronizing and conceited. During the course of the play Arthur Birling, the rich industrialist, representative of all such figures in society, becomes Priestleys mouthpiece for ideas that he, as the author, disagrees with. By making Mr Birling a pompous, unsympathetic, Priestley immediately gains the support of the audience in his viewpoints. Mr Birling expresses his political viewpoints in an arrogant manner. Take my word you youngsters- and Ive learnt it in the good hard school of experience- a man has to look after himself and his own.

Language Device List Essay Sample free essay sample

Ad HominemAn statement based on the weaknesss of an antagonist instead than on the virtues of the instance ; a logical false belief that involves a personal onslaught. FableWidening a metaphor so that objects. individuals. and actions in a text are equated with significances that lie outside the text. AlliterationThe repeat of an initial consonant sound. AllusionA brief. normally indirect mention to a individual. topographic point. or event–real or fictional. AmbiguityThe presence of two or more possible significances in any transition. AnalogyReasoning or reasoning from parallel instances. AnaphorasThe repeat of the same word or phrase at the beginning of consecutive clauses or poetries. AntithesisThe apposition of contrasting thoughts in balanced phrases. Aphorism( 1 ) A telegraphically phrased statement of a truth or sentiment. ( 2 ) A brief statement of a rule. ApostropheA rhetorical term for interrupting off discourse to turn to some absent individual or thing. Entreaty to AuthorityA false belief in which a rhetor seeks to carry non by giving grounds but by appealing to the regard people have for the celebrated. We will write a custom essay sample on Language Device List Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Entreaty to IgnoranceA false belief that uses an opponent’s inability to confute a decision as cogent evidence of the conclusion’s rightness. ArgumentA class of concluding aimed at showing truth or falsity. AssonanceThe individuality or similarity in sound between internal vowels in adjacent words. AsyndetonThe skip of concurrences between words. phrases. or clauses ( antonym of â€Å"polysyndeton† ) . ChiasmusA verbal form in which the 2nd half of an look is balanced against the first but with the parts reversed. Round ArgumentAn statement that commits the logical false belief of presuming what it is trying to turn out. ClaimAn arguable statement. ClauseA group of words that contains a topic and a predicate. ClimaxMounting by grades through words or sentences of increasing weight and in parallel building with an accent on the high point or apogee of a series of events. ColloquialCharacteristic of composing that seeks the consequence of informal spoken linguistic communication as distinguishable from formal or literary English. ComparisonA rhetorical scheme in which a author examines similarities and/or differences between two people. topographic points. thoughts. or objects. ConcessionAn argumentative scheme by which a talker or author concedes a disputed point or leaves a disputed point to the audience or reader to make up ones mind. ConfirmationThe chief portion of a text in which logical statements in support of a place are elaborated. IntensionThe emotional deductions and associations that a word may transport. Tax write-offA method of concluding in which a decision follows needfully from the stated premises. IndicationThe direct or dictionary significance of a word. in contrast to its nonliteral or associated significances. DialectA regional or societal assortment of a linguistic communication distinguished by pronunciation. grammar. or vocabulary. Enunciation( 1 ) The pick and usage of words in address or authorship. ( 2 ) A manner of speech production. normally assessed in footings of prevailing criterions of pronunciation and elocution. EncomiumA testimonial or eulogium in prose or poetry glorifying people. objects. thoughts. or events. EpiphorasThe repeat of a word or phrase at the terminal of several clauses. EthosA persuasive entreaty based on the jutting character of the talker or storyteller. EuphemismThe permutation of an unoffending term for one considered offensively expressed. ExpositionA statement or type of composing intended to give information about ( or an account of ) an issue. capable. method. or thought. Extended MetaphorA comparing between two unlike things that continues throughout a series of sentences in a paragraph or lines in a verse form. FallacyAn mistake in concluding that renders an statement shut-in. False DilemmaA false belief of simplism that offers a limited figure of options ( normally two ) when in world more options are available. Figurative LanguageLanguage in which figures of address ( such as metaphors. similes. and exaggeration ) freely occur. Figures of AddressThe assorted utilizations of linguistic communication that depart from customary building. order. or significance. FlashbackA displacement in a narrative to an earlier event that interrupts the normal chronological development of a narrative. Hasty GeneralizationA false belief in which a decision is non logically justified by sufficient or indifferent grounds. HyperboleA figure of address in which hyperbole is used for accent or consequence ; an excessive statement. ImaginationVivid descriptive linguistic communication that entreaties to one or more of the senses. InitiationA method of logical thinking by which a rhetor collects a figure of cases and forms a generalisation that is meant to use to all cases. InvectiveDenunciatory or opprobrious linguistic communication ; discourse that casts incrimination on person or something. SarcasmThe usage of words to convey the antonym of their actual significance. A statement or state of affairs where the significance is straight contradicted by the visual aspect or presentation of the thought. IsocolonA sequence of phrases of about equal length and corresponding construction. SlangThe specialised linguistic communication of a professional. occupational. or other group. frequently nonmeaningful to foreigners. LitotessA figure of address consisting of an understatement in which an affirmative is expressed by contradicting its antonym. MetaphorA figure of address in which an implied comparing is made between two unlike things that really have something of import in common. MetonymyA figure of address in which one word or phrase is substituted for another with which it is closely associated ( such as â€Å"crown† for â€Å"royalty† ) . TemperThe quality of a verb that conveys the writer’s attitude toward a topic. NarrativeA rhetorical scheme that recounts a sequence of events. normally in chronological order. OnomatopoeiaThe formation or usage of words that imitate the sounds associated with the objects or actions they refer to. OxymoronA figure of address in which incongruous or contradictory footings appear side by side. ParadoxA statement that appears to belie itself. ParallelismThe similarity of construction in a brace or series of related words. phrases. or clauses. ParodyA literary or artistic work that imitates the characteristic manner of an writer or a work for amusing consequence or ridicule. PathosThe agencies of persuasion that entreaties to the audience’s emotions. Periodic SentenceA long and often involved sentence. marked by suspended sentence structure. in which the sense is non completed until the concluding word–usually with an emphasized flood tide. PersonificationA figure of address in which an inanimate object or abstraction is endowed with human qualities or abilities. Point of ViewThe position from which a talker or author Tells a narrative or nowadayss information. ProseOrdinary authorship ( both fiction and nonfiction ) as distinguished from poetry. RefutationThe portion of an statement wherein a talker or author anticipates and counters opposing points of position. RhetoricThe survey and pattern of effectual communicating. Rhetorical QuestionA inquiry asked simply for consequence with no reply expected. Runing StyleSentence manner that appears to follow the head as it worries a job through. miming the â€Å"rambling. associatory sentence structure of conversation†Ã¢â‚¬â€œthe antonym of periodic sentence manner. SarcasmA mocking. frequently dry or satirical comment. SarcasmA text or public presentation that uses sarcasm. derision. or humor to expose or assail human frailty. folly. or stupidity. SimileA figure of address in which two basically unlike things are explicitly compared. normally in a phrase introduced by â€Å"like† or â€Å"as. † MannerNarrowly interpreted as those figures that ornament address or authorship ; loosely. as stand foring a manifestation of the individual talking or composing. SyllogismA signifier of deductive concluding consisting of a major premiss. a minor premiss. and a decision. SymbolA individual. topographic point. action. or thing that ( by association. resemblance. or convention ) represents something other than itself. SynecdocheA figure of address in which a portion is used to stand for the whole. the whole for a portion. the particular for the general. the general for the particular. or the stuff for the thing made from it. Syntax( 1 ) The survey of the regulations that govern the manner words combine to organize phrases. clauses. and sentences. ( 2 ) The agreement of words in a sentence. ThesisThe chief thought of an essay or study. frequently written as a individual declaratory sentence. ToneA writer’s attitude toward the topic and audience. Tone is chiefly conveyed through enunciation. point of position. sentence structure. and degree of formality. PassageThe connexion between two parts of a piece of composing. lending to coherency. UnderstatementA figure of address in which a author intentionally makes a state of affairs seem less of import or serious than it is. ZeugmaThe usage of a word to modify or regulate two or more words although its usage may be grammatically or logically right with merely one. RHETORICAL TECHNIQUESFIGURES OF SPEECHmetaphorsimilepersonificationoxymoronmetonymysynecdocheantithesissarcasmallusionhapless false belief Repeatanaphoraepiphoraisocolontricolonchiasmusantimetabolereduplicationpolysyndeton Syntaxperiodic sentencerhetorical inquiryrhetorical fragmenttelegraphic sentencebalanced sentenceparallel constructionaposiopesisanthyphophora Syntaxperiodic sentencerhetorical inquiryrhetorical fragmenttelegraphicBeginning ( s ) :Syntaxperiodic sentencerhetorical inquiryrhetorical fragmenttelegraphic sentencebalanced sentenceparallel constructionaposiopesisanthyphophora Syntaxperiodic sentencerhetorical inquiryrhetorical fragmenttelegraphic sentencebalanced sentenceparallel constructionaposiopesisanthyphophora Sound DEVICESvowel rhymeconsonant rhymeinitial rhymeonomatopoeiamusicrimemetre Sound DEVICESvowel rhymeconsonant rhymeinitial rhymeonomatopoeiamusicrimemetre These are what I used to reexamine for the AP Language test and they helped.

20 Quotes That Help You See the Telltale Signs of Falling in Love

20 Quotes That Help You See the Telltale Signs of Falling in Love I have come across many a friend, who looked at me with dreamy eyes, while she said, I have fallen in love. Frankly it is amusing to observe the behavior of a hopelessly lovesick friend. The first blush of love can be quite charming. Many friends who have fallen in love display the common symptoms: absentmindedness, lack of appetite, spurts of euphoria, and of course the compulsive need to hug a pillow. Edmund SpenserAll for love and nothing for reward.Mignon McLaughlinA  successful marriage  requires falling in love many times, always with the same person.Charles Hanson TowneI need the starshine of your heavenly eyes, after the days great sun.Jorge Luis BorgesTo fall in love is to create a religion that has a fallible god.Connie Brockway,  The Bridal SeasonNo one ever fell in love gracefully.Richard BachIf you love something, set it free; if it comes back its yours, if it doesnt, it never was. Why Do We Fall in Love? A Scientific Perspective to the Mysteries of the Heart Love is a potent emotion. It affects the physical and mental state of wellbeing. The phrase smitten by love accurately describes those who have fallen in love. If you were to clinically examine the root cause of falling in love, it would filter down to one basic fact: preservation of human species. Love is nothing but your happy hormones going on overdrive when you find someone attractive. The attraction could be based on physical attributes, personality, or sexual tension. It could even be your current emotional state that makes you drawn towards another person. Rebound love relationships are an example of emotional distress causing love affairs. Sometimes, environmental conditions could trigger a feeling of falling in love. Watching a romantic movie with a person, being in close proximity with another for prolonged periods, or being with a person in a desolate location could trigger feelings of love.Scientific explanations notwithstanding, love is the glue that holds this world together. As Sean Connery said, Love may not make the world go round, but I must admit that it makes the ride worthwhile. Leo BuscagliaLove withers with predictability; its very essence is surprise and amazement. To make love a prisoner of the mundane is to take its passion and lose it forever.E. A. Bucchianeri,  Brushstrokes of a GadflyFalling in love is very real, but I used to shake my head when people talked  about soul mates, poor deluded individuals grasping at some supernatural ideal not intended for mortals but sounded pretty  in a poetry book. Then, we met, and everything changed, the cynic has become the converted, the sceptic, an ardent zealot.Anouk AimeeSome pray to marry the man they love, my prayer will somewhat vary: I humbly pray to heaven above that I love the man I marry.Sigmund RombergA love song is just a caress set to  music.Peace PilgrimPure love is a willingness to give without a thought of receiving anything in return.Alicia BarnhartTrue love  never dies for it is lust that fades away. Love bonds for a lifetime but lust just pushes away.Eric FrommTo love means to commit oneself without guarantee, to give oneself completely in the hope that our love will produce love in the loved person.Helen RowlandFalling in love consists merely in uncorking the imagination and bottling the common sense.Elbert HubbardLove grows by giving. The love we give away is the only love we keep. The only way to retain love is to give it away.William ShakespeareAs soon go kindle fire with snow, as seek to quench the fire of love with words. Elvis Presley put it best in this classic love song, Wise men say, only fools rush in. But I cant help falling in love with you. It is true that while we can choose those whom we talk to and whom we like, we cannot choose those whom who we love. Here are a few quotes about falling in love. Sara PaddisonYou’ll discover that real love is millions of miles past falling in love with anyone or anything. When you make that one effort to feel compassion instead of blame or self-blame, the heart opens again and continues opening.Isaac BashevisSometimes love is stronger than a mans convictions.D. H. LawrenceI am in love - and, my God, its the greatest thing that can happen to a man. I tell you, find a woman you can fall in love with. Do it. Let yourself fall in love, if you havent done so already. You are wasting your life.Ursula K. LeGuinLove doesnt just sit there like a stone; it has to be made - like bread, remade all the time, made new.

M362 Unit 2 Notes Essay

M362 Unit 2 Notes Essay M362 Unit 2 Notes Essay M362 Developing Concurrent Distributed Systems Unit 2 Processes A task is sequence of instructions treated as an element of work. Each application a user is running can be represented by a process that is running or executing. A process is different from a program in that it is the program’s execution – the program itself is regarded as static. A platform is a particular combination of software and hardware upon which a process is executing – a process is the culmination of a programs’ source code. Source code is static, process is dynamic. Source code is abstract from the platform it is to be running on and therefore allows concentration on overall purpose not availability. Multitasking refers to ability to do more than one task at any one time – a system can have multiple processors in order to perform many tasks but it is likely that more tasks will be carried out than the system has processors. Multiple tasks will need to share resources which will create performance bottlenecks. Requirements of multitasking systems: Not to waste hardware resources – always be busy doing some task if possible. Keep users productive not in waiting. Mediate access to shared resources. Two types of multitasking operating systems – cooperative multitasking (apps are coded to allow other programs to run from time to time) and pre-emptive multitasking (operating system can request that a process give way to another). A batch process is one which will run without any user input, a non-pre-emptive operating system is one which runs a process to completion before allowing another to run. Platform-software Interface Runtime environment is responsible for managing loading and execution of a program and designating storage space. Before execution – source code is turned into platform specific machine code by means of a compiler. If the source code is changed in steps (line by line) then we say that it is translated. Operating system mediates between concurrent process to prevent errors by running in two modes – user mode and supervisor mode. Main difference here being supervisor mode has option of controlling input and output operations and controlling entry and exit from this mode. This allows user process from causing too much damage if controlled properly. Supervisor mode would be called upon if a user process requests something that is unusual or forbidden in trying to delete a file that is write-protected for example. In this way supervisor mode can be used to protect services and files that are essential to the running of the system. Memory – 4 types of memory: (1) Registers – high-speed memory in which is stored data that is required immediately like instructions. Size of register referred to as data width. (2) Cache memory – holds recently accessed data or results which is likely to be needed again soon. (3) Main memory – RAM – provides main storage for processes and data. (4) Disk storage – persistent storage – all other types above are volatile. Hardware interfaces – communication between CPU and main memory and external devices is slow as it takes place over â€Å"communication highway† known as system bus. Delays are caused by system bus being busy. A hardware device has a device controller which controls the information being passed to and from the hardware device. A device controller acts independently of the main processor and therefore can run in parallel. Processor – three basic functions: Read and write binary numbers to memory locations. Perform arithmetic operations up to a certain size. Determine what instruction should be executed next which may involve some sense of evaluation of principles. Program execution takes place in fetch-execute cycle which uses a program counter. The counter is responsible for logging which set of instructions is being used by a program and therefore which instruction set is needed next. The fetch-execute cycle then fetches the next instruction and executes this until

Epistemology Essay Example | Topics and Well Written Essays - 1000 words

Epistemology - Essay Example Philosophers have come up with theories best to meet varied retail management strategies and aligning them with varied customers’ needs with time (Tsoukas, 2005). Douglas McGregor in his book â€Å"Human side of enterprise† acknowledged an method of making an atmosphere in which employees are encouraged through imposing, direction and control or integration and self-control which he called theory x and theory y. Abraham Maslow on the other hand developed a scientific management approach called Third force psychology. In retail management, organization of employees is of paramount importance due to their respective roles in running the activities of the retail outlet. They may range from cashiers, sales persons to assistants on technical aspects of the products and services. Customers’ needs on the other hand are varied and keep changing with time, seasons and preference. With McGregor’s theory, retail mangers need to ascertain the optimum transfer of autho rity and/or power to their employees incorporating Abraham Maslow’s needs and preference principles to help run the retail outlet smoothly. The two theories have similarities and differences of which can be viewed in a business perspective to assist in analysis of their concepts. In business core values, values like respect, commitment to personal and professional development and focus on friendly environmental practices and unwavering commitment to quality will match well with McGregor’s theory on employees’ motivation and control, and that of Maslow’s self-esteem, confidence, achievements and respect of others and by them. In developing goals, setting results expected of different employees of the outlet, the administration, financial segments and the outlet at large can provide a benchmark of realizing departmental efforts and capabilities and an insight about what requires change. This matches well with Maslow’s self-actualization pillar where molarity, problem solving, lack of prejudice and acceptance of facts which will be a product of the employees organization. In tem endorsed product line, the two theories are similar in that retail managers will need to assign employees to their best performing sections so as to align with the customers’ immediate wants. This is due to the fact that in endorsing a product line, employees need to intensively know their products and â€Å"think big† about the possible queries by expected customers and their respective answers so as to convince the customers. The two ideologies differ in the application to meet the employees need to change in their working conditions in terms of rules and regulations company aspirations and perspectives towards their development in one hand, and customers/consumers’ need of incorporation of their changing needs and preferences on the other hand. This calls for further study on retail management and analysis of ways to merge the man agement styles with the customer needs. For instance McGregor’s theory of authoritative, direction and control varies with the theory of integration and self-control in that there is no clear cut of the optimum type and level of authority to the employees to achieve maximum returns (Cooper, 1999). That is, if managers use the authoritative and control style, how would employees perform in relation to meeting the customers’ needs? On the other hand if management opts for integration and s

Paul Cezanne Les Baigneurs Grande Planche Essay

Paul Cezanne Les Baigneurs Grande Planche - Essay Example Rich people bought rich people's art, while the rest f us bought posters or nothing. The prospect f walking into a gallery and talking to the owner intimidated me, and I also took it for granted that the era was long past when someone like me could afford to buy anything worth having. What changed my mind was the Internet. In the late 90's, print dealers across the country began launching websites on which they advertised their wares, and some even posted the prices. I was already teaching myself about prints: works published in multiple copies that cost only a fraction f the price f a painting by the same artist, thus putting them within reach f art lovers f comparatively modest means. Now I began to consider the possibility f buying them. What separates a limited-edition print from a museum poster or a "framed reproduction" is that the former, unlike the latter, is largely or entirely handmade, is produced in small quantities, and is (usually) signed and numbered by the artist, who creates it with the technical assistance f printers familiar with the particular medium in which he is working. No honest collector will deny that this last feature, the signature, is part f the appeal; but to buy a mediocre lithograph simply because it is signed by Joan Mir or Marc Chagall is only a baby step up from collecting autographs. The best printmakers, from Rembrandt and Drer to Avery and Frankenthaler, have always been drawn to the medium for its own sake, and their prints are worth having not merely in lieu f a more expensive painting but because they are fully realized creations in themselves. (House 369-376) Anyone who doubts this need only look at a copy f Piazza Rotunda, a limited-edition aquatint by William Bailey that I bought directly from Crown Point Press in San Francisco, never having seen anything other than a thumbnail reproduction. It is a still life f a miscellaneous assortment f eggs and kitchenware arranged on a circular tabletop in a shallow, strangely empty room. When I opened the package and saw the piece "in the flesh" for the first time, I actually gasped, stunned by its subdued intensity and fineness f line. Unlike a poster, Piazza Rotunda has a subtly textured, three-dimensional surface, created by the impressing f the etched plate into the thick paper on which the image is printed. Even if it were unsigned, I would have wanted to own it simply because f the way it looks. In fact, that is the only good reason to buy a work f art: so that you can look at it every day, as often as you want. (McPherson 400-401) But what could I afford that I would want to look at every day Two f my well-to-do acquaintances are serious collectors, and knowing them nearly caused me to quit before I got started. To the aspiring collector f modest means, few things are more demoralizing than the spectacle f a Park Avenue living room whose contents include some twenty-odd canvases by a half-dozen important painters. I knew I would have to cut my aesthetic coat to fit my financial cloth. Once again, though, luck was with me. I had always loved American modernism in all its myriad manifestations. From F. Scott Fitzgerald and Aaron Copland to Louis Armstrong and Fred Astaire, our best artists have spoken in the crisply empirical, immediately accessible tone f voice now

Road to Independence Notes Essay Example for Free

Road to Independence Notes Essay People are reconsidering the policy of colonialism. 1. After WWII, people questioned whether dictatorship was a good idea. 2. â€Å"All nations should be free from the power of other nations. † 3. Keeping colonies had a high cost. It wasn’t worth it. 4. Colonized people pressed harder for freedom. Ex: British-held India II. A Movement Toward Independence A. The Indian’s strive to freedom intensifies. 1. British had power over India for 2 centuries. 2. Britain drafted Indians into WWII in 1939 without the consent of the the colony’s representatives. . Gandhi launched civil disobedience and many who followed were arrested. 4. To gain favor of the Indians, Britain promised government changes after WWII, but didn’t offer freedom. Besides colonialism, India struggles with internal conflict. 1. They have religious disagreements. 350 million Hindus 100 million Muslims 2. The Congress Party (aka Indian National Congress: India’s national political party) was made up mostly of Hindus, and a few Muslims. C. The Muslim League is created. 1. The Muslim League (1906) is the organization against the mostly Hindu Congress Party, aimed to protect Muslim interest. . (The leader) Muhammad Ali Jinnah asked all Muslims to leave the Congress party. He would not accept independence from Britain if it meant staying under Hindu rule. III. Freedom Brings Turmoil A. The decision of who receives power is being made. 1. The British lost much wealth after WWII, and was ready to turn over their power, since keeping up with colonies was costly. 2. The power will either be given to Hindus or Muslims. B. Muslims resisted Hindu domination. 1. Rioting broke out and in 1946, there were 20,000 casualties in a 4 day clash in Calcutta. C. Pakistan was created. 1. To maintain peace, Britain decided to partition (division of Indian religions into separate nations; idea first brought up by Muslims) India. 2. North western and eastern part of India became Pakistan which was dominated by Muslims. D. Everything in India was being divided. 1. British granted India and Pakistan a month of independence in July 16, 1947. 2. Princes had to decide which nation they’d join. 3. The civil service (courts, military, railways, police) was divided. 4. The differing religions had to decide where to go. E. One million people died during the move to their new nation. 1. Muslims killed Sikhs moving to India. 2. Sikhs and Hindus killed Muslims going to Pakistan. 3. Gandhi went to the Indian capital (Delhi) to ask for mercy, but was killed by a hindu extremist in January 30, 1948. F. Hindus and Muslims fight for Kashmir. 1. Kashmir is at the northern point of India next to Pakistan. 2. It had a Hindu ruler, but the majority of people living there was Muslim. 3. Fighting continued until UN arranged cease-fire in 1949. 4. One-third went to Pakistan (Muslims) and the rest to India (Hindus). IV. Modern India A. India has become the world’s largest democracy. 1. India gained independence in August 15, 1947. 2. Jawaharlal Nehru (the independent nation’s first prime minister) addressed India’s freedom. B. Nehru is the leader. 1. He served the first 17 years of India’s independence as leader. 2. He was a devoted follower of Gandhi. 3. He emphasized democracy, unity, and economic modernization, and became very popular with all Indian groups. C. Nehru pushed India forward. 1. He led newly independent nations into making alliances with other non aligned nations. 2. He reorganized the states by language and pushed for industrialization and social reform. 3. He raised the status of those in lower class (lower castes and women). D. A new leader came. 1. Nehru died in 1964. 2. His daughter, Indira Gandhi, became prime minister in 1966, left office, and was re elected in 1980. E. Challenges set on Indira caused more violent acts and death. 1. Sikh extremists wanted an independent state. 2. The Golden Temple was the Sikh’s religious center. 3. The Sikhs attacked symbols of Indian authority, so Indians troops overran the Golden Temple, killing 500 Sikhs and destroying sacred property. 4. Indira was gunned down by Sikh bodyguards and another murder spree occurred, killing thousands of Sikhs. . Indira’s son, Rajiv, became prime minister, but lost power because of corruption. He was then killed. F. Atal Bihari Vajpayee faced problems. 1. The leader of the nationalist party of India, Vajpayee, faced challenges of overpopulation and strife among religions. 2. The struggle between India and Pakistan was bad, now that they became nuclear powers. India exploded a nuclear device in 1974. For 24 years, India improved nuclear capability in private. In 1998, 5 nuclear tests were conducted. Pakistanis also showed they had nuclear capabilities. The nuclear weapons of both rival groups became an international concern, especially because of Hindus and Muslims continuous struggle over Kashmir. V. Pakistan Copes with Freedom A. Pakistan was already very turbulent and had differences between West Pakistan and East Pakistan. B. The two regions of Pakistan struggled with each other. 1. A tidal wave hit East Pakistan and killed 266,000 residents in 1970, calling for international aid that West Pakistan was not eager in giving. 2. East Pakistan protested and called to end all ties with West Pakistan. C. Pakistan undergoes its own partition. 1. On March 26, 1971, East Pakistan became Bangladesh. 2. Civil war broke out. Indians sided with Bangladesh and Pakistan surrendered. 3. 1 million people died. 4. One-seventh of area and one-half of the population in Pakistan was lost. D. Pakistan is instable. 1. After the death of the first governor general of India, the nation had no strong leader and went through many military coups. First in 1958 by Ali Bhutto Second in 1977 by General Zia Third Benazir Bhutto, Ali’s daughter, became prime minister. Fourth, Sharif in 1997. VI. Bangladesh and Sri Lanka Struggle A. Bangladesh faces many problems. 1. War brought economic and communication issues in Bangladesh. 2. Sheik Mujibur Rahman became the first prime minister of Bangladesh. Interested more in power than making reparations 3. Bangladesh tries to become democratic and fraud and corruption was common. Recently, it has been more stable and Begum Khaleda Zia became prime minister in 2001. 4. Natural disasters were troublesome. Bangladesh (low-lying) is subject to cyclones, tidal waves, massive storms which floods lands, ruins crops, takes lives, and homes. 5. Rapid growth in population put stress on the economy. There is civil strife in Sri Lanka. . Sinhalese Buddhists and Tamil Hindus make up the two main groups in Sri Lanka. 2. Tamils wanted to become a separate Tamil nation and violence occurred in order to do so. Rajiv Gandhi and the president on Sri Lanka made an agreement that called Indian troops to disarm Tamil rebels. A civil war between Tamils and Sri Lankans still exists. New Nations in Africa: Chapter 34 Section 3 I. Setting the Stage A. Africa was also a nation victim to colonization. B. Like India, they were unwilling to return to colonization after WWII, so they also won their independence and went on to creating new African nations. II. Achieving Independence A. A movement is made for Black Heritage. 1. The French-speaking Africans and West Indians grew pride for traditional Africa. 2. The Negritude movement (movement to celebrate African culture, heritage, and values) was formed. B. WWII changed the views of colonies and colonizers, which helped Africa gain independence from 1950s-1960s. 1. The African joined Europeans in WWII to defend freedom, and were unwilling to return to colonization. 2. The European colonizers developed morale and wondered whether it was a good idea to still hold colonies. In addition to morale, maintaining colonies was costly and wasn’t viewed as something worth losing money for. C. Africa achieved independence in a unique way. 1. Unlike other colonized areas that pushed for independence, Africa was colonized indirectly and directly. Those who were ruled indirectly were able to enjoy limited self-rule and were ruled by local officials. They achieved independence more easily. Those ruled directly were governed at all levels by foreigners and did not have any self rule. To get independence, they had to fight wars. D. Africa struggled even after they gained their independence. . They had to start from scratch: creating a new gov. , and establishing postcolonial economy. 2. Internal conflicts made it hard create stable nations. When colonized by Europeans, Africa was separated by random and many tribes who shared the same culture were divided and enclosed with rival groups, causing violence. III. Ghana Leads the Way A. The Gold Coast, a British colony, achieves full independence. 1. The Gold Coast (South of the Sahara) achieved independence, so British allowed for Africans to be nominated for legislative council. 2. However, they wanted full freedom and created a group. . Kwame Nkrumah (leader of the nonviolent group) organized strikes and boycotts, and was also imprisoned many times, (starting in 1947) eventually being able to liberate the Gold Coast from the British government. B. Good intentions called for opposition against Nkrumah. 1. The Gold Coast became Ghana (from the Ghana Kingdom of Africa) after it received its independence in 1957. 2. Nkrumah, th e first prime-minister and president for life, pushed for industrialization by building new roads, schools, and health facilities. 3. His programs were too costly, and people began to oppose him. C. Ghana still continues to struggle. 1. Nkrumah was criticized for neglecting economic issues. 2. When in China (1966) he was replaced by the police and army in Ghana. 3. The power shifts between civilian and military rule, and Ghana struggles economically. 4. 2000 marks the first open election in Ghana. IV. Fighting for Freedom A. The British is forced to allow Kenyan self-government. 1. The British were unwilling to give Kenyans independence because they’ve taken over prized farmland in the northern highlands of Kenya. 2. The Kenyans had 2 developments which forced British to surrender. Jomo Kenyatta’s (Kenyan nationalist) strong leadership. The Mau Mau, a secret society of mostly native Kenyan farmers forced out of the highlands by British people. B. The Mau Mau fight for independence. 1. Guerilla tactics were used to push out the British from the highlands. 2. Kenyatta had no connection to the Mau Mau but did not stop them from fighting for their freedom. 3. Kenyatta was imprisoned for about a decade. 4. Kenya was granted independence in 1963, however, 10,00 Africans and 100 settlers died. C. After gaining independence, Kenya still faced some struggles from poor leadership. 1. Kenyatta became the president and worked to reunite various groups in his nation, but he died in 1978. 2. He was succeeded by a weak leader, Daniel arap Moi. 3. Under Moi’s leadership was opposition to his one-party rule, corruption, and conflicts between ethnicities killing hundreds and making thousands homeless. 4. He left office in 2002, and a new party gained power through elections. D. Algeria wins independence through battle. 1. Algeria had a population of 1 million French and 9 million Arabs and Berber Muslims. 2. French did not want to share political power with the natives even after WWII. . The FLN (Algerian National Liberation Front) would fight for freedom, and upon hearing this, the French sent half a million troops to fight the FLN. 4. The FLN won and gained independence in July 1962. E. Uncertainty within Algeria calls for civil war. 1. The FLN leader, Ahmed Ben Bella, becomes president and attempts to make Algeria follow socialism, but is overthrown. 2. From 19 65-1988, Algeria tried to modernize, but failed. Religious fundamentalists wanted to make Algeria an Islamic state because they were dissatisfied with the current government and high unemployment rates. 3. The Islamic Salvation Front (FIS) won elections in 1990 and 1991, but the government and army refused the results. 4. Civil war broke out between Islamic militants and the government, and goes on and off until this day. V. Civil War in Congo and Angola A. The people of Congo were unprepared for independence, and it led to turmoil. 1. Belgians colonized and plundered Congo taking all its riches and resources such as rubber and copper. 2. They gave no social services to the natives of Congo, and did not prepare them for independence. 3. They granted Congo (aka Zaire from 1971-1997) independence in 1960, which cause upheaval, and civil war. B. Congo goes through two leaders. 1. Years of civil war sprung up, and Mobutu Sese Seko (aka Colonel Joseph Mobutu) seized power in 1965. He renamed Congo to Zaire and ruled it for 32 years. He held control over Zaire with force, one-party rule, and bribing supporters with gifts. He withstood rebellions. 2. In 1997, he was overthrown by Laurent Kabila (rebel leader). Zaire was renamed The Democratic Republic of Congo. C. Kabila wasn’t the leader people hoped for, and a new leader rises. 1. He became president and promised a democracy, but never delivered it. 2. Civil war broke out again, and rebel groups wanted to overthrow Kabila. . He was assassinated by a bodyguard in 2001. 4. Joseph Kabila, his son, took power and pushed for peace. 5. Rebels stopped rebelling in 2002 in hope that the peace may come. D. Angola (South West of Congo) fought for independence. 1. Angola was ruled by the Portuguese who were unwilling to let go of their colony. 2. An independence movement broke out and Portugal sent 50,000 troops to end it, which wiped out half of Portugal’s budget. 3. The cost of war and the war’s opposition in Portugal called for them to withdraw from Angola in 1975. E. Civil war broke out in Angola. 1. Angola became a new nation, and the MPLA (Communist leaning â€Å"Popular Movement for the Liberation of Angola†) declared itself as the government. 2. Rebel groups fought against the government for power. 3. 50,000 Cuban troops and Soviet Union supported the MPLA. 4. South Africa and the U. S. supported the UNITA (the major opposition to the MPLA; â€Å"National Union for the Total Independence of Angola†) 5. The MPLA and UNITA abandoned many cease-fire agreements, but in 2002, a peace accord was agreed to and the civil war ended. Conflicts in the Middle East: Chapter 34 Section 4 I. Setting the Stage A. By the end of WWII, Jewish finally gained its own state, which proved to have bad consequences. 1. The Jewish gained a state that was located by the Mediterranean Sea. 2. It consisted of mostly Arabs who rejected the creation of a Jewish state. 3. Palestinians claimed Jewish states to be theirs, therefore opposing Jewish states. 4. Wars were fought between Jews and Arabs, and Jews and Palestinians. II. Israel Becomes a State A. Palestinians, Jews, and Arabs all claim the same lands (Israel, West Bank, and the Gaza Strip in modern day Palestine). 1. Jews’ reason: 3,000 before, Jewish Kings ruled the lands from Jerusalem. . Palestinians’ reason: land was theirs since Jewish exile on A. D. 135. 3. Arabs’ reason: their conquest of the lands in the 7th century (600s). B. The Jews wanted to return to Palestine and gain a Jewish state centuries after their exile. 1. The Jewish were unable to gain their own state after their exile, and dispersed around the world (Diaspor a). 2. Zionists (people who favored a Jewish state in Palestine) started returning to their homeland during the 19th and 20th centuries (1800s-1900s). C. A British idea of creating a Jewish homeland in Palestine cause sparks between the Jews and Palestinians. 1. The British directed Palestine (League of Nations’ commands) as a result of the loss of the Turkish Ottoman Empire in WWI. 2. Many Jews were in Palestine, and pressed for their own nation. 3. Palestinians opposed the idea, so when Secretary Sir Arthur Balfour of Britain proposed creating a Jewish state while keeping the rights of non-Jewish communities (Balfour Declaration) and the plan failed, tensions rose between Palestinians and Jews. D. The U. S. and many European nations felt sympathy towards the Jews, who were targeted in the Holocaust, so they devised a plan that would give Jews what they desired. 1. The UN General Assembly voted for partition in Palestine, one part being a Palestinian state, the other being a Jewish state, and Jerusalem being an international city owned by no one. 2. The Jews made up 34% of the population but gained 55% of the land. E. The partition was set, although Muslims and Palestines rejected it. 1. â€Å"The UN has no right to make such a proposal without first consulting the majority who will be affected by it. †- Muslims and Palestinians. 2. David Ben Gurion (leader of Jews in Palestine) announced that the independent nation of Israel was formed on May 14, 1948. III. Israel and Arab States in Conflict A. War broke out between Israeli and Arab states. 1. The first one (won by Israel) was a day before Israel became a nation, where Islamic states (Egypt, Iraq, Jordan, Lebanon, Saudi, Arabia, and Syria invaded Israel. B. The partition wasn’t fully effective because of fighting. 1. Israel seized half of Palestine in 1948-1949. 2. 600,000 Palestinians left to nearby UN sponsored refugee camps. 3. Arabs also seized Palestinian lands. C. War broke out in 1956 during the Suez Crisis. 1. Egypt seized the Suez Canal. 2. Gamal Abdel Nasser (Egyptian president) sent troops to seized the canal controlled by British because he was angry that the U. S. and British stopped financially supporting Egypt’s Aswan Dam. 3. Britain formed an alliance with France and israel to regain the Suez canal. 4. Israel defeated the Egyptians using air support of their European allies. 5. The war ended when the U. S. and Soviets forced Israel and Europeans out of Egypt, ultimately giving Egypt the Suez Canal by the end of the Suez Crisis. D. Another war broke out in 1967, called the Six-Day War. 1. Nasser and Arab allies, equipped with Soviet tanks and aircraft were ready to confront Israel and close off Israel’s outlet to the Red Sea, the Gulf of Aqaba. 2. Israelis knew Arabs would attack, so the struck airfields in Egypt, Iran, Jordan, and Syria, and ground forces defeated Arab states in this Six-Day War. 4. Israelis gained the lands around them (Jerusalem, Sinai Peninsula, The Golden Heights, and the West Bank). 5. They served as buffers for future attacks. 6. Palestinians living in Jerusalem chose Jordanian citizenship, and others not living in Jerusalem went other Jewish control. E. A fourth War broke out in October 1973, called the Yom Kippur War. 1. Anwar Sadat,(Egyptian president who succeeded Nasser) planned an Arab attack on Israel during Yom Kippur. . Sadat was able to reconquer land lost in the Six-Day War. 3. Golda Meir (prime minister of Israel during the Yom Kippur War) counterattacked and regained most the land. 4. After weeks of fighting, a truce was declared. F. Palestinians pushed for recognition and its own state. 1. The UN had given Palestinians its own state during the partition, but the land given was seized by Is raelis during their vast amount of wars. 2. The PLO (Palestine Liberation Organization) was organized by Palestinian officials in 1964, and initially consisted mostly of social workers, like teachers, lawyers.

Baseball History :: essays research papers

Baseball is North America's oldest and most storied professional team sport. Certainly, there have been numerous moments which are still remembered by baseball fans of all ages many years after they happened. We all remember moments like "The Catch" in Game 1 of the 1954 World Series and Bill Mazeroski's World Series winning home run in 1960. There are also the players who transcend the ages like Babe Ruth, Ted Williams and Jackie Robinson. These players continue live on in the hearts and minds of the nation long after their playing days are over. The great players, teams and memorable moments of the 20th century are well remembered, but somewhat less known are those of the 19th century that helped to shape the game and provide a foundation for the great national pasttime that would develop in the current century. For the great Yankee teams of the 20's, 30's 40's and 50's, there are the St. Louis Browns of the American Association and Chicago White Stockings and Boston Red Stockings of the National League. The Ty Cobbs and Walter Johnsons of the game had their match in Cap Anson, Dan Brouthers and Amos Rusie. Colourful characters like Casey Stengel and Reggie Jackson had their equals in Arlie Latham and Mike "King" Kelly. It has been said that the more things change, the more they stay the same. This is certainly the case in baseball. The franchise shifts, player movements and salary issues of today are certainly not new, although the first half of the 20th century would give that impression. Since the National League began in 1876, at least one major league franchise either moved to a new city, moved to a new league, or has folded every year until 1893. Player movement of the early major leagues occurred quite frequently. Constant player movment and contract jumpers - players who left their old team for a better offer, often in the middle of the season - prompted Boston owner Arthur Soden to devise the reserve clause in 1879.

Nature and Management in Different Countries Essay

Terrorism is a war that has been waging on for more than what the general American population knows about – what makes terrorism a very close reality and a household name is the fact that in the last few years, terrorists are bringing the smell of fear and death closer to the erstwhile protected US domestic landscape through a very lethal weapon: suicide bombers. Times have changed, and the terrorists are getting bolder and bolder, so they say, but some things remain the same, and that includes the nature of suicide terrorist groups, how they are managed by their leaders and how things are just as much the same as it was in the past, as it was in the other countries were suicide terrorist activities were felt earlier, harder, harsher prior to the onslaught of these breed of freedom fighters in the collective US consciousness. Suicide terrorist groups, like any other organization, is a complex maze which can only be treaded successfully through the use of human resource management tools, not very far from the management paradigm and approaches that business groups and other non-violent groups use, since the key to the sustenance of suicide terrorist groups, ironically, is the efficiency of the management to ensure that they always have people who wants to die and to kill in the name of satisfying the greater goal and the greater good. People who are living in a place and in a time characterized by commercialism and consumerism – of television ads and product promotions about how to stay beautiful and live longer, about how to look better and have better skin and hair condition, about means and ways to battle diseases and extend lives a little longer – people, who, in short enjoys life to the full extent, may find it difficult to understand how there are those who unlike them can just lay down their lives to die, living everything that the material world still has to offer. Suicide terrorists no doubt are a source of fear and anger as much as they are a source of wonderment, mystery and mystique. People ask themselves why these suicide terrorists do what they do. â€Å"What does motivate men and women to become suicide fighters? This is another difficult question to answer. Some of the suicide groups are motivated by religion, others by ethnic nationalism – or by a combination of the two. In many cases, it is difficult to tell which motivation is the strongest (Williams, Waltrip, 2004, p.139). † Here, Williams and Waltrip points to the nature of suicide terrorists found in different parts of the world – that they are motivated by something greater than the preservation of their mortal life. The difference in motivation is not just found among different groups, but as low as every one single suicide terrorist and his/her personal reason for embarking on such kind of work and mission (Williams, Waltrip, 2004, p. 139). The modern media(television, Internet and movies) supplement whatever little knowledge the public has by providing either real or fictitious information through documentaries and television shows and movies that graphically illustrate suicide terrorists, their behavior, their nature and their characteristics, with the risk that sometimes they are far from telling the people the truth: e. g. take for example the notion of most people about the gender of a suicide bomber as male, when some historians say otherwise. â€Å"In general, males rarely become suicide terrorists, who are more typically young women and teenagers (Wessely, Krasnov, 2006, p. 112). † What this points out is that with the growth of global terrorism and the rise of suicide terrorist groups and their actions, the desire for knowledge about such aspect of modern day life also improves. Short history on suicide terrorism – In its most basic sense, suicide terrorism may refer to any act wherein the cause of terror of the people, community or society wreaks havoc, death and mayhem without regard for his or her own survival or even with the presence of risking sure death in the process. If this is the case, then suicide terrorism indeed goes way, way back – even during the times of barbarian warriors or even further back. But the concept of modern day suicide terrorism is younger, being around for just nearly three decades. â€Å"Apparently, the first terrorist suicide attack took place in Beirut on 15 December 1981. On that date a suicide driver reportedly drove an explosives-laden car into the Iraqi embassy, killing himself as well as 61 other persons and injuring more than 100. Iraq claimed that the attack was carried out by the Iranian and Syrian intelligence services. The use of suicide attacks as a systematic tactic, however, began only in 1983 (Bjorgo, 2005, p. 72). † Historians do not actually claim that this act triggered the new wave of in the style of terrorism, but this is one of the first one of its kind, probably the first documented act constituting the idea of modern day suicide terrorism by a suicide terrorist. Suicide attacks by suicide terrorist groups is not something new, especially not in the international level, since many groups decades ago were already resorting to this type of attack. The only difference is that now, there is an increased global presence and awareness about suicide terrorist groups and their actions because they are expanding their targets towards new locations, targeting a new set of people some of which are not even fully aware that they are just as susceptible to such attacks compared to the people living in other locations which are war torn and struggling from armed conflict. â€Å"Although suicide terrorism is not new to the world, it appears to have greatly expanded since early 2003 and has spread to regions where it was previously unknown. The primary increase was in the large number of suicide terrorists operating in Iraq, which until the war had not experienced this brand of terrorism (Fieldman, Shapir, 2004, p. 46)†.

Development from birth †19 years Essay

The guide below explains what you might expect from the development of the child through various ages: Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise use of muscles) such as the movement of fingers and toes. New born babies will lie on their backs with their head held to one side yet turn their head looking for a teat or nipple. They will have primitive reflexes such as swallowing, rooting, grasping, stepping and sucking. By 1 month old head control will be still be unsteady, and their hands will be in tight fists. Babies will grasp at objects that have touched the palm of their hands. they may turn their heads and eyes in unison and smile at familiar faces, smells or sounds, they also like to observe the face of adults at feeding time. At 3 months old they can hold a small object such as a rattle for a few seconds if placed in their hand and enjoys observing movements of their own hands and play with them, kicking their legs and waving arms. They can lift their head and turn when placed on their front. At 4 months they will use their arms to support themselves when laying on their stomachs and can turn from their back to their side. They will hold onto and shake small objects. They will, with support start sitting and will gradually sit unaided by 6 months. They will raise their hands in anticipation of being lifted. At 6 months they will roll over and push their head and chest off the floor when placed on their front. Their hand grasp is more prevalent with whole hand use to pass an object from one hand to the next. At 9 months they will start to move around either by crawling or shuffling and are able to sit alone without the need of support. They will reach out for toys when sitting and poke at small items with their index finger. They will use index and middle fingers along with their thumb in a pincer grip to hold onto small objects and will take and hold a small brick in each hand. They will lift a block but are only capable of releasing it by dropping. If a young baby is held upright they will try to make stepping movements on a firm surface. They will be startled by sudden sounds or bright lights. When hungry, in pain, need changing or comforting they will cry. In their first year they will start to move around either by crawling or shuffling and eventually try to start walking with support. They will start to demonstrate hand inclination and pick up small objects using a tidy pincer grip. They enjoy have the ability to feed themselves and will enjoy doing so, holding cups with assistance. They can click 2 cubes together and put cubes into a box after first being shown had to do so. They can understand the world around them and know who their main carers are and may possibly cry when left with someone they are not familiar with. They will wave goodbye and point at things with their fingers. At 18 months they will clumsily hold a pencil or crayon and try to write with it and use their hands skilfully to arrange and move small objects,dropping things onto the floor whilst looking to see where they are. They can walk downstairs with a held hand and push or pull toys when walking. They can now walk alone and will try to kick, throw and roll a ball. They can turn handles and pull off their shoes, they can use a spoon and hold objects with a delicate pincer grip. They can squat to pick up an object from the floor and will assist with dressing/undressing. By 24 months children can walk up and down the stairs using both feet on each step and will climb onto furniture. They can put their own shoes on and start to use their favourite hand. At 3 years old they can draw dots and circles and build a tower with 6 bricks. They can climb, run and pedal a tricycle, jump from small steps and walk upstairs on alternate feet whilst also being able to walk on tiptoe, they can also kick a ball confidently. They will be able to use the toilet alone, undo buttons and thread large beads. They will clumsily hold a pencil or crayon and try to write with it enjoying painting and drawing activities and are capable of drawing a face. They will also enjoy ‘reading’ books and having stories read to them, turning single pages in the book. They can build towers with up to 9 bricks and bridges with the bricks when shown. At 4 years old they can walk backwards following a line, run, hop throw, aim and catch a large ball. They can using scissors cut around an object and is able to copy a picture of a square. They can construct a large tower, do a 12 piece jigsaw and button/unbutton their clothes. They are now capable of brushing their own teeth. At the age of 5 years they can skip, run quickly, hit a ball with a bat. They can dress/undress themselves with ease, precisely use scissors and form letters whilst writing their own name. They will draw a person with a body, head and legs and a house. They can complete a 20 piece jigsaw. Between the ages of 6 – 7 years children will enjoy are now capable of hopping, skating roller blading, skateboarding and bike riding. They can balance on a wall or beam, build complex models and have finer control of constructing bricks, jigsaws etc. The can tie/untie laces and sew simple stitches. They will be able to do detailed drawings and take control of their pencil in a small area. Between 8 – 12 years they will greatly improve on their physical skills that are already acquired. Puberty will start at around 10 years old for girls with an increase in body strength and a sudden growth spurt. Through the ages of 13 – 19 years a child/young adults brains development will increase in line with their co-ordination and reaction times. For girls by the age of 14 puberty will be complete and periods will be starting whereas with boys puberty will be between the ages of 13 – 16 years and they will become physically stronger than girls. Social and emotional development: this refers to the development of the child’s own identity and self image. Some may want to start doing things for themselves and become more independent. They will develop a sense of their own identity. Learning to live in a family unit and with others in society is a vital part of development in which will be contributed by friends and family. In the initial few months babies will recognise familiar voices and faces, they will try to ‘people please’ and bay for attention by performing for their audience through laughter and giggles. They will enjoy playing games with others such as peek a boo. From birth to 4 weeks a baby will respond unequivocally to the main carer whilst imitating facial expressions. They will stare at shiny, bright objects At 1 month old they will look intently at carers and social smile for them by 6 weeks old. 4 months old they will try and captivate their carers attention by smiling and vocally. 6 months old they become fascinated with other babies and smile at them. They will interact differently to a variety of family members and begin to seek attention. They become more enamoured in social interaction, dependent on his/her personality and time spent with other children. They may use a comfort object such as a blanket or teddy and display a fear of strangers and separation anxieties when without the main carer. By 9 months old they recognise familiar and unfamiliar faces whilst showing stranger anxiety. They are now very curious in all around them. At 1 year old they become more demanding, emotionally temperamental and assertive. Temper tantrums may begin and they may become despondent about changes to their normal schedule. They may express their anger at being told not to do something and start to develop object continuity. They will begin to play alone. They can now distinguish between themselves and others and is aware of the emotions of other individuals yet still self obsessed with regards to their own view of the world. By 18 months they will show signs of stranger shyness and have tantrums when upset often know as the ‘terrible twos’ They have trouble understanding the concept of sharing and believe that everything is ‘mine’ They dislike changes to their routine and can be very selfish. They should now start toilet training. At 2 years old they are still reluctant to share but enjoy the company of other children and may show concern if another child becomes upset. They remain self important are starting to become emotionally stable yet still inclined to sudden mood swings. They know their own identity and are learning to have short periods of time separated from their carers such as attending nursery. At 3 years of age they become more confident and self motivated and have a greater social awareness. They may worry about not fitting in or being liked. They will play alongside others and in 2’s or 3’s, sharing ideas and being friendly to other children. They may also have ‘best friends’. They feel stable and emotionally secure and are less anxious with regards to separation. They are becoming more independent but still need the support and guidance of adults and may fear the loss of a carer. They begin to recognise themselves as an individual. They have a strong sense gender identity. Moral development does not normally occur until a child reaches the age of 3. By 4 years old children enjoy role play and dressing up activities. They start to take turns and respond to reasoning whilst enjoying their independence still need reassurance and encouragement. They understand united and competitive events. At 5 years of age they become absorbed in activities and have a positive sense of self awareness. They become concerned about ‘fitting in’ and being liked. They establish a fear of the unknown such as monsters under the bed or ghosts. Between the ages of 6 – 7 years children to form stable friendships and are very sympathetic of the other persons needs. They tend to play in separate sex groups. They are fairly self-assured and independent with an increased sense of integrity. Friendships become vital between the ages of 8 – 12 years and are mainly same sex friendships. They are anxious of how others view them and are often hesitant with regards to changes. Between the ages of 13 – 19 years puberty and body changes along with a surge in hormones can disrupt self esteem, they may want to spend more time with friends rather than with their family. They may bow to peer pressure but may also become more self assured with regards to changes in surroundings. They need to determine transitions into adulthood. Intellectual development: These are the learning skills of concentration, understanding and memory. This area of development is greatly influenced by the learning practices a child has. They may imitate others and try to find ways of behaving in play. New born babies will stare intently at their carer and cry when a basic need requires consideration. Their head and eyes will turn towards soft light and blink in reaction to bright ones. At 1 month old they will stare and follow the direction of a dangling ball whilst gazing intently at soft lights. At 3 months they track movements of both small and large objects. At 6 months old they can automatically fix their sight onto small objects nearby and reach out to hold them. They are inquisitive and become readily distracted by movements. They will watch objects fall when in range of their vision. They like to put everything into their mouth. At 9 months they will look towards the direction of falling objects. At 12 months of age they will drop objects purposely whilst watching them fall (casting) Should an object roll out of vision they will look correctly to the area it has gone to. They can distinguish familiar individuals up to 6 metres away. They begin to point at objects of interest outside at the age of 18 months and build towers of 3 cubes when first demonstrated to. They will turn pages in books although may be several at a time rather than singular, relish picture books and point to named characters and objects. They will point to various basic parts of the body. From 3 years of age they will match 2 or 3 primary colours and paint with large brushes and make basic cuts with scissors. They can copy crosses and circles and draw a person with a head. By 5 years they are capable of copying squares and a range of letters, often done with a degree of spontaneity. They can now draw a person with a body, head, arms, legs and certain aspects. They can also draw a house. Pictures will be coloured methodically. They can now name primary colours and match 10 or more of them. They can duplicate symbols, numbers and letters and can decipher between lighter and heavier objects. They understand positioning of behind, next to and in front of. They can rote count up to 20 and know the time of day for basic activities such as school time, bedtime etc. By 6 years of age they are attaining the ability to write some words freely and copy others. They can read basic books sight reading 10 or more words. They can count up to 100 and understand the concept of half and whole. They know when it is their birthday and can predict events that are happening next. Paintings and drawings are now more intricate and sophisticated. Between the ages of 6 – 8 years they develop the capability of thinking about several things at once and comprehend the use of symbols in writing and maths etc. They are more inquisitive to the workings of his/her surroundings. They enjoy participating in games and understand rules. Between 8 – 12 years they are increasingly favouring certain subjects and apply reasoning and logic to certain issues. They can read and write with confidence and are becoming more creative in their play. They learn to transfer the knowledge gained from one situation and use it productively in the next task. Ages 13 – 19 years they develop the ability to think more complexly and will query sources of information. They are becoming more aware of global activities and occurrences. They will have a clear inclination for arts and sciences. Options with regards to their future employment and further education are being explored. Communication and speech development Non verbal communication is as vital to children as it is to adults. In fact children are more likely to use it than adults. Speech is a characteristic of development that can alter greatly without any association to other developmental bearing or to the child’s intellectual being. Pre-linguistic is the term given to the stage up to approximately 12 months when a child is beginning to say its first words. Linguistic is the descriptive term given to words with meaning. Pre-linguistic stage Birth to 4 weeks a baby will cry when it’s basic needs are not being met i.e. hungry, needs changing, emotionally distressed. At 1 month old a baby may stop crying at the sound of a human voice (unless distraught) ‘freeze’ when a sound is played near to their ear, moving their head towards the sound. Coos in reaction to their carer’s voice. At 3 months old a baby becomes silent and will turn its head towards the noise of a rattle nearby and make vocal sounds when being spoken to or are alone. When 6 months old they will giggle and shriek loudly during play. They respond variably to different tones of voices. They make baby vowel sounds such as ‘goo’ ‘ga ga’ and ‘aah-aah’ They begin to react to sounds that are out of vision with the appropriate visual response. Babies will shout for attention from 9 months and vocalises for a connection. They will begin to use dual syllable words such as ‘baba’ ‘mam-mam’ and ‘dad-dad’ They duplicate adult vocal sounds like lip smacking or coughing. They can comprehend the meaning of no and bye-bye. They will have an instantaneous reaction to to a hearing test performed out of vision and behind the baby. At 1 years of age a baby will know its own name and can perceive roughly 20 words in context. They can comprehend simple messages for example close your eyes, clap hands. They will use gibberish in conversation form with majority vowel sounds. Linguistic stage 12 – 18 months, babies will use between 6 – 20 recognisable words as their first words and can understand much more of what is spoken to them. They will reverberate leading or last words in sentences. They will try to affiliate themselves in nursery rhymes and respond appropriately to simple instructions such as ‘pick up your toy’ or ‘pass me your cup’ At 18 – 24 months they begin to make basic 2 word sentences and can use more than 200 words by the age of 2 years old. Their speech will be telegraphic in that they will use key vital words but may miss out connective ones. They will refer to their own name and talk to themselves during play themed activities. Between the ages of 2 – 3 years they have a increasing expanse of dialect including plurals. They can participate in simple conversations and enjoy the repetitiveness of the their favourite stories being re told. They can now rote count to 10. Between 3 – 4 years their speech will understood by strangers and can form short, grammatically accurate sentences. Although they may still make errors of tenses they now begin to ask many questions such as why? who? and how? They can name parts of their body and also name animals. Between the years of 4 – 8 speech is more fluent and precise, they will use a more expressive language. They can inform you of their full name, address and birthday and will enjoy jokes, songs and rhymes etc. They have a increasing expanse of vocabulary – 5,000 words by the age of 5. They will recognise when an unfamiliar word is used and will question the meaning of it and can imitate correctly accents that they have heard. They can form most sounds with some residual trouble at some letter groups. From 8 years onwards the majority of children are fluent speakers, writers and readers off their own language with the enhanced use of peer influenced, de coded speech. With the autistic child I work along side I follow the guidelines of ‘P’ Levels which is a programme that gives me information on the varying categories of the developmental process’s. I then can record each and every stage my autistic pupil is at and refer to what his expectations are and also via his Individual Educational Learning Plan (IEP)

Loss of a Father essays

Loss of a Father essays Danny, all I had to do was say his name and peoples faces would light up, thats the kind of person my Dad was. He was the life of a party, I could not have asked for a more loving and caring Father. Unfortunately, my time with him was cut short when he died when I was only eight years old. Looking back on my life, the night my Dad got sick, the seven months he spent in the hospital, and his death, have all had a tremendous impact on the way that I live my life. I remember the night that started it all like it was yesterday. It was a couple of days after my brothers sixth birthday, and my whole family was sitting in the living room watching TV. As soon as a commercial came on I went into my room to try on new earrings that I had just received. Immediately after I get them in, my brother comes running into my room telling me that Dad is going to go to the hospital. I can remember brushing him off, something like this could never happen to me, I thought. Finally, just to be sure, I followed him into the living room where my Dad was laying in the sofa with an ice pack on his head and my neighbor was calling 911. I was in disbelief, and wanted to do everything that I could do to help so I went and waved down the ambulance. That was the last night that I talked to my Dad, the last time we would all sit down and watch TV as a family, like we had done every night before. For the next, and last seven months of my Dads life, he was laying in a bed, lifeless, in a comma. We would go across the lake to visit him almost every day, and I can remember how happy he would get when he saw his kids. It scared me to see him lying there unable to talk, because my dad always had something to say. After a while, he was able to blink his eyes or squeeze your hand to answer yes or no. I can remember going to school and my friends telling me that there moms said that if my dad lived that we would be paralyzed. ...

Naval Battle of Guadalcanal in World War II

Naval Battle of Guadalcanal in World War II The Naval Battle of Guadalcanal was fought November 12-15, 1942, during World War II (1939-1945). Having halted the Japanese advance at the Battle of Midway in June 1942, Allied forces launched their first major offensive two months later when US Marines landed on Guadalcanal. Quickly establishing foothold on the island, they completed an airfield that the Japanese had been building. This was dubbed Henderson Field in memory Major  Lofton R. Henderson who had been killed at Midway. Critical to the islands defense, Henderson Field allowed Allied aircraft to command the seas around the Solomon Islands during the day. Tokyo Express During the fall of 1942, the Japanese made several efforts to capture Henderson Field and force the Allies from Guadalcanal. Unable to move reinforcements to the island during daylight hours due to the threat posed by Allied air attacks, they were limited to delivering troops at night using destroyers. These ships were fast enough to steam down The Slot (New George Sound), unload, and escape before Allied aircraft returned at dawn. This method of troop movement, dubbed the Tokyo Express, proved effective but precluded the delivery of heavy equipment and weapons. Additionally, Japanese warships would use the darkness to conduct bombardment missions against Henderson Field in attempts to hinder its operations. The continued use of the Tokyo Express led to several night surface engagements, such as the Battle of Cape Esperance (October 11-12, 1942) as Allied ships attempted to block the Japanese. Additionally, larger fleet engagements, like the inconclusive Battle of Santa Cruz (October 25-27, 1942), were fought as both sides sought to gain control of the waters around the Solomons. Ashore, the Japanese suffered a sharp defeat when their offensive in late October was turned back by the Allies (Battle of Henderson Field). Yamamotos Plan In November 1942, Admiral Isoroku Yamamoto, commander of the Japanese Combined Fleet, prepared for a large reinforcement mission to the island with the goal of putting up to 7,000 men ashore along with their heavy equipment. Organizing two groups, Yamamoto formed a convoy of 11 slow transports and 12 destroyers under Rear Admiral Raizo Tanaka and a bombardment force under Vice Admiral Hiroaki Abe. Consisting of the battleships Hiei and Kirishima, the light cruiser Nagara, and 11 destroyers, Abes group was tasked with bombarding Henderson Field to prevent Allied aircraft from attacking Tanakas transports. Alerted to Japanese intentions, the Allies dispatched a reinforcement force (Task Force 67) to Guadalcanal. Fleets Commanders: Allied Admiral William Bull HalseyRear Admiral Daniel J. CallaghanRear Admiral Willis Lee1 carrier2 battleships5 cruisers12 destroyers Japanese Admiral Isoroku YamamotoVice Admiral Hiroaki AbeVice Admiral Nobutake Kondo2 battleships8 cruisers16 destroyers The First Battle To protect the supply ships, Rear Admirals Daniel J. Callaghan and Norman Scott were dispatched with the heavy cruisers USS San Francisco and USS Portland, the light cruisers USS Helena, USS Juneau, and USS Atlanta, as well as 8 destroyers. Nearing Guadalcanal on the night of November 12/13, Abes formation became confused after passing through a rain squall. Alerted to the Japanese approach, Callahan formed for battle and attempted to cross the Japanese T. After receiving incomplete information, Callahan issued several confusing orders from his flagship (San Francisco) causing his formation to come apart. As a result, the Allied and Japanese ships became intermingled at close range. At 1:48 AM, Abe ordered his flagship, Hiei, and a destroyer to turn on their searchlights. Illuminating Atlanta, both sides opened fire. Realizing that his ships were nearly surrounded, Callahan ordered, Odd ships fire to starboard, even ships fire to port. In the naval melee that ensued, Atlanta was put out of action and Admiral Scott killed. Fully illuminated, Hiei was mercilessly attacked by US ships which wounded Abe, killed his chief of staff, and knocked the battleship out of the fight. While taking fire, Hiei and several Japanese ships pummeled San Francisco, killing Callahan, and forcing the cruiser to retreat. Helena followed in an attempt to protect the cruiser from further harm. Portland succeeded in sinking the destroyer Akatsuki, but took a torpedo in the stern which damaged its steering. Juneau was also hit by a torpedo and forced to the leave the area. While the larger ships dueled, destroyers on both sides battled. After 40 minutes of fighting, Abe, perhaps not knowing he had achieved a tactical victory and that the way to Henderson Field was open, ordered his ships to withdraw. Further Losses The next day, the disabled Hiei was relentlessly attacked by Allied aircraft and sunk, while the wounded Juneau sank after being torpedoed by I-26. Efforts to save Atlanta also failed and the cruiser sank around 8:00 PM on November 13. In the fighting, Allied forces lost two light cruisers and four destroyers, as well as had two heavy and two light cruisers damaged. Abes losses included Hiei and two destroyers. Despite, Abes failure, Yamamoto elected to proceed with sending Tanakas transports to Guadalcanal on November 13. Allied Air Attacks To provide cover, he ordered the Vice Admiral Gunichi Mikawa 8th Fleets Cruiser Force (4 heavy cruisers, 2 light cruisers) to bombard Henderson Field. This was accomplished on the night of November 13/14, but little damage was inflicted. As Mikawa was leaving the area the next day, he was spotted by Allied aircraft and lost the heavy cruisers Kinugasa (sunk) and Maya (heavily damaged). Subsequent air attacks sank seven of Tanakas transports. The remaining four pressed on after dark. To support them, Admiral Nobutake Kondo arrived with a battleship (Kirishima), 2 heavy cruisers, 2 light cruisers, and 8 destroyers. Halsey Sends Reinforcements Having taken heavy casualties on the 13th, the overall Allied commander in the area, Admiral William Bull Halsey detached the battleships USS Washington (BB-56) and USS South Dakota (BB-57) as well as 4 destroyers from USS Enterprises (CV-6) screening force as Task Force 64 under Rear Admiral Willis Lee. Moving to defend Henderson Field and block Kondos advance, Lee arrived off Savo Island and Guadalcanal on the evening of November 14. The Second Battle Approaching Savo, Kondo dispatched a light cruiser and two destroyers to scout ahead. At 10:55 PM, Lee spotted Kondo on radar and at 11:17 PM opened fire on the Japanese scouts. This had little effect and Kondo sent forward Nagara with four destroyers. Attacking the American destroyers, this force sank two and crippled the others. Believing he had won the battle, Kondo pressed forward unaware of Lees battleships. While Washington quickly sank the destroyer Ayanami, South Dakota began to experience a series of electrical problems which limited its ability to fight. Illuminated by searchlights, South Dakota received the brunt of Kondos attack. Meanwhile, Washington stalked Kirishima before opening fire with devastating effect. Hit by over 50 shells, Kirishima was crippled and later sank. After evading several torpedo attacks, Washington attempted to lead the Japanese out of the area. Thinking the road was open for Tanaka, Kondo withdrew. Aftermath While Tanakas four transports reached Guadalcanal, they were quickly attacked by Allied aircraft the next morning, destroying most of the heavy equipment on board. The Allied success in the Naval Battle of Guadalcanal ensured that the Japanese would be unable to launch another offensive against Henderson Field. Unable to reinforce or adequately supply Guadalcanal, the Japanese Navy recommended that it be abandoned on December 12, 1942.

Check order instruction and attachment Essay Example | Topics and Well Written Essays - 1250 words

Check order instruction and attachment - Essay Example First, people are allowed to enroll for membership either online or through conventional means. BUSC also makes itself known by visiting schools and recreational areas to initiate new members into its program. Going by organisational practices in BUSC’s premises, I gathered that BUSC’s packages are designated into divisions so that there are Divisions 1, 2, 3 and 4 so that an individual can therefore decide which group he will join. BUSC neither recognizes specific age group limitations nor denies participation to some people because of age. This is underscored by the fact that the Club’s philosophy makes it plain that no child is denied participation because of financial constraint. BUSC also factors the adult and has an array of services tailor-made for this group, as is attested by the presence of the Parent/Player Corner. The activity age is appropriate since different age groups have specific needs, yet parents have always wanted their entire families to accompany children in their outdoor activities. This means that the activity age becomes helpful in satisfying both adults’ and children’s needs. By the phrase children, it is meant, anyone who has not attained the legal age or is still under the care of his parents. The Ballistic United Soccer Club has a strong mission, objective and value standpoint which coalesces into its organisational culture. This culture dictates the conduct of its personnel, clientele and BUSC personnel-public relations and therefore wards off cases of professional and personal misconduct within BUSC premises. There are also strong safety measures and trained personnel who can handle different forms of crises which may occur in BUSC’s site. This means that chances for distractions such as criminal cases, criminality, negligence and tortuous cases are limited. Ballistic United Soccer Club has had considerable success in engaging all participants. The fact that the Club has managed the participants for about 5 decades

The meaning of the marine NCO Essay Example | Topics and Well Written Essays - 3500 words

The meaning of the marine NCO - Essay Example War is usually fought by trained personnel who are either expert in ground combat, air combat or water combat. However the USA Marine Corps is a special unit that is a maestro both in ground and water combat. In this sense they might be termed as the amphibians as powerful as a tiger lurking its prey on ground and as vicious as a crocodile waiting silently beneath the water without a hint that its probable prey could have catch. United States of America has a rich and engrossing military history. Over the centuries they have not only protected their home land rather came into rescue for several times to other nations well. The two of the prime example might be the first Great War followed by the second one within a span of quarter of a century. Such aggression and military success by no means qualifies the country as war monger, but war is an evil necessity and at times to restore peace or to save the world from evil dictatorship dedicated to wards military regime instead of fostering democracy; war cannot be avoided. The effort of the USA military can best be classified under these two headings one to restore global peace and the other to tame the evil dictators who came with a dream to rein the entire world through force of military not by the power of love. The USA armed force has several sectors, each dedicated to its own cause and entrusted with their specific responsibilities. The entire armed force of USA might be sub-divided into four parts namely, US Army, US Navy, US Marines and US Air Force (Wisegeek, 2013). The term USA Marine Corps brings peace to the heart of each American people and runs a chilly wave along the spine of all the enemies of United States of America. The first question that hover the mind of a researcher is what was the need for the USA Congress to initiate a new division of armed force? The Marine Corps started as an infantry division within the Navy with a view to protect the ship from any mutiny and