Humans and Nature: The Sad Truth about the Relationship between Humans

Since the shift into the Holocene era with the rise of sedentism throughout various millenniums across six continents to present day human ingenuity, respect and attention towards the site gradually declined as technologies advanced human capability and chances of survival. Digging deep in time back to the ancestral hunter-gathering tribes of southwestern France in the Caves of Lascaux, where the site was the structure itself, shifting towards the Anasazi of Mesa Verde who created a structure utilizing the site, finally ending with modern day commercial chain buildings stamped onto landscape with neither respect nor consideration of natural landform and the grim outlook for the city of New Orleans, these sites offer insight to the nulling of human reverence to Earth as technology replaces the necessity for natural provisions. Evolution among ideas and communities both on a communal and global scale show the rising ignorance of Earth throughout history. Although co ntemporary sites break from this shift towards a product over placement, the overall generalization of architecture must recognize this change to shed light for a future of reinvesting in the earth’s protection and prolonging of humanity. Rewind the historical clock 19,000 years ago when anatomically correct, coherent humans first set out to alter the natural world’s many caverns and crevices such as in the Caves of Lascaux. In Paleolithic times when the formation of complex languages and cognitive skills replaced instinctive traits of nourishment, shelter, and procreation, so too did the formation of non-domestic ancestral sites. Archeologically, structures in prehistoric sites are either debunked as domestic or non-domestic, usually associating... ...history. Hurricane Katrina acts as a message to humanity across the globe, architecture must recognize this numbness and utilize the features of the Earth to rekindle light for a future within Earth’s protection and prolonging of humanity. Works Cited Ingersoll, Kostof. . World Architecture, A Cross-Cultural History. New York: Oxford University Press, USA, 2013. print. Varien, M. . Sedentism and Mobility in a Social Landscape: Mesa Verde & Beyond. Arizona: The University of Arizona Press, USA, 1999. print. Venturi et al. . LEARNING FROM LAS VEGAS: THE FORGO'rI'EN SYMBOUSM OF ARCHITECTURAL FORM. Massachusetts: The MIT Press, USA, 2013. print. Williams, R. . Keywords, a vocabulary of culture and society. New York: Oxford University Press, USA, 1976. print. 1 The Citation referring to Brush and Turner comes from a cited source in Varien, M’s book.

Promote learning and development Essay

Understand the purpose and requirements of the areas of learning and development in the relevant early years framework 1.1. Explain each of the areas of learning and development and how these are interdependent. Personal, social and Emotional Development Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children’s emotional well-being to help them to know themselves and what they can do. Communication, Language and Literacy Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so. Problem solving, Reasoning and Numeracy Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use. Knowledge and understanding of the world Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical ‘experiments’; and work with a range of materials. Physical Development The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and  movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. Creative Development Children’s creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five†¦a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning. 1.2. Describe the documented outcomes for children that form part of the relevant early years framework. These are the goals and targets for children to meet throughout early years, for example communication language and literacy linking sounds. These are documented through observations that are carried out by their key person through day to day, which they then just to develop children’s development with carrying out different activities and adapting or changing them for an individual needs. 1.3. Explain how the documented outcomes are assessed and recorded. Planning for children’s development start’s with observations in order to find out the child’s previous knowledge, their interests and needs. There are many forms of observations that can be carried out to allow us to collate the evidence we need to plan appropriately for the individual child. Each method of observation has advantages and disadvantages of recording the child’s development, so it is important to use a variety of methods of observation for each child to gain holistic knowledge and understanding of the child’s development. In our workplace we do this when activities are taking place observations to see if the child is meeting their development with the six areas of learning and development and to see how they can help to maintain their learning and development. In our workplace we fill in forms regularly for each activity that meets the outcomes. We change activities regularly so children can progresss according to age. These forms are stored and accessed by keyworkers when doing a child’s progression plan. 2. Be able to plan work with children and support children’s participation in planning 2.1. Use different sources to plan work for an individual child or group of children. OBSERVATION 2.2. Engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. OBSERVATION 2.3. Support the planning cycle for children’s learning and development. OBSERVATION 3. Be able to promote children’s learning and development according to the requirements of the relevant early years framework. 3.1. Explain how practitioners promote children’s learning within the relevant early years framework. Practitioners promote children’s learning within the guidance of the EYFS by offering a balanced of child initiated and adult led play based activities, practitioners will use their own guidance on the age and stage of the child using their knowledge that they have on the children that they care for and decide on the correct balance, however we should realise the amount of time that is already taken up with adult led activities such as registration, lining up, snack time, circle time. We should ensure that the same balance should be applied outdoors as well as indoors. Child initiated means a child that engages on a self chosen activity and is allowed to play freely. The adult led activity is usually a group of children that participate w ith adult support, the activity is chosen by the adult. The  adult would have picked the time and the aspect of a particular topic. This could be sewing as a child originally needs help to achieve this and gradually the adult’s involvement will decrease in time. Organisation and management making sure that we provide opportunities to extend play for children, key worker system is in place for legal and responsibility of learning and development of each child, thinking about to the children use the space indoors/outdoors, observation and planning system which meets individual needs and interests. We have a very good balance of adult and child led play we try for a 50% we follow children’s interests by observations and asking the children what they would like in the planning and what activities they would like to do that day. Sensitive intervention is trying to intervene without disrupting or changing the focus on the play. Watching to see if the child wants you to participate or not, so enhancing play but not taking ownership of the play away from the child. Supporting and facilitating when you have a positive relationship with the children they will seek your help doing something like building dens they might need materials and resources or helping them reach their aim. Modelling when children watch an adult they might try to model that action by repeating actions, words or skills. Coaching children do and learn more when given encouragement and support of an adult by making a child feel confident they might try to do or develop something a little further this is linked to the Vygotsky theory (Core 3.1) of proximal development getting children to do something just outside their comfort range. 3.2. Prepare, set out and support activities and experiences that encourage learning and development in each area of the relevant early years framework. OBSERVATION 4. Be able to engage with children in activities and experiences that support their learning and development 4.1. Work alongside children, engaging with them in order to support their learning and development. OBSERVATION 4.2. Explain the importance of engaging with a child to support sustained shared thinking. Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our  children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think. 4.3. Use language that is accurate and appropriate in order to support and extend children’s learning when undertaking activities OBSERVATION 5. Be able to review own practice in supporting the learning and development of children in their early years. 5.1. Reflect on own practice in supporting learning and development of children in their early years. OBSERVATION 5.2. Demonstrate how to use reflection to make changes in own practice. OBSERVATION Reflective account covering observations 2.1 2.3 5.1 and 5.2 While at work I organised an activity for all the children to do cooking. We were making fairy cakes. Before the activity the children chose what they wanted on their fairy cakes and went got this from the Tesco opposite our work. Some children got butter and icing and others got chocolate and smarties there was a variety if things that each children chose. To help the young people do the activity we printed a recipe sheet out and also a sheet with pictures for those young people who cannot read some children needed help with the activity more than others. The children did mixing with electric mixers and some used a whisk. We put the cakes in the oven for 20minutes we then waited for the Cakes to cool. We decorated them with the things we bought from Tesco the children had lots of fun. We have done this activity before  and after reflecting on this I think the children are getting better with mixing the cake mixture and decorating the cakes. If I was to do this again I would do everything the same but do it regularly so the children learn the step by step making of cakes.

History of the Congress of Racial Equality (CORE)

The Congress of Racial Equality (CORE) is a civil rights organization created in 1942 by white University of Chicago student George Houser and black student James Farmer. An affiliate of a group called the Fellowship of Reconciliation (FOR), CORE became known for using nonviolence during the U.S Civil Rights Movement. The Congress of Racial Equality The Congress of Racial Equality was started by a racially mixed group of Chicago students in 1942. The organization adopted nonviolence as its guiding philosophy.James Farmer became the organization’s first national director in 1953, a position he held until 1966.CORE took part in a number of important civil rights efforts, including the Montgomery Bus Boycott, the Freedom Rides, and Freedom Summer.In 1964, white supremacists abducted and killed CORE workers Andrew Goodman, Michael Schwerner, and James Chaney. Their disappearance and murder made international headlines, primarily because Goodman and Schwerner were white men from the North.By the late 1960s, CORE had adopted a more militant approach to racial justice, leaving behind its earlier nonviolent ideology. One CORE activist, Bayard Rustin, would go on to work closely with the Rev. Martin Luther King Jr. As King rose to fame in the 1950s, he worked with CORE on campaigns such as the Montgomery Bus Boycott. By the mid-1960s, however, CORE’s vision changed and it embraced the philosophy that would later be known as â€Å"black power.† In addition to Houser, Farmer, and Rustin, CORE’s leaders included the activists Bernice Fisher, James R. Robinson, and Homer Jack. The students had participated in FOR, a global organization influenced by Gandhi’s principles of nonviolence. Guided by an ideology based on peace and justice, CORE members in the 1940s took part in acts of civil disobedience, such as sit-ins to confront segregation in Chicago businesses.   Journey of Reconciliation In 1947, CORE members arranged a bus ride through different Southern states to challenge Jim Crow laws in light of a recent Supreme Court decision prohibiting segregation in interstate travel. This action, which they called the Journey of Reconciliation, became the blueprint for the famous 1961 Freedom Rides. For defying Jim Crow while traveling, CORE members were arrested, with two forced to work on a North Carolina chain gang.   Anti-lynching Congress of Racial Equality (CORE) button reads break the noose. The Frent Collection  /  Getty Images Montgomery Bus Boycott After the Montgomery Bus Boycott started on December 5, 1955, CORE members, led by national director Farmer, got involved in the effort to integrate buses in the Alabama city. They helped to spread the word about the mass action, inspired by activist Rosa Parks’ arrest for refusing to give up her seat to a white passenger. The group also sent members to take part in the boycott, which ended more than a year later on December 20, 1956. By the following October, the Rev. Martin Luther King was a member of CORE’s Advisory Committee. The Southern Christian Leadership Conference, co-founded by King, collaborated with CORE on a variety of initiatives over the next few years. These include efforts to integrate education through the Prayer Pilgrimage for Public Schools, the Voter Education Project, and the Chicago Campaign, during which King and other civil rights leaders unsuccessfully fought for fair housing in the city. CORE activists also led trainings in the South to teach young activists how to challenge racial discrimination through nonviolent means. The Freedom Rides Freedom Riders on a Greyhound bus sponsored by the Congress Of Racial Equality (CORE), sit on the ground outside the bus after it was set afire by a group of whites who met the group on arrival in Anniston, Alabama, May 14, 1961. Underwood Archives  /  Getty Images In 1961, CORE continued its efforts to integrate interstate bus travel by planning the Freedom Rides, during which white and black activists rode on interstate buses together through the South. The Freedom Rides were met with more violence than the earlier Journey of Reconciliation. A white mob in Anniston, Alabama, firebombed a bus the Freedom Riders traveled on and beat the activists as they tried to escape. Despite the violence, the rides continued thanks to the combined efforts of CORE, the SCLC, and the Student Nonviolent Coordinating Committee. On Sept. 22, 1961, the Interstate Commerce Commission prohibited segregation in interstate travel, in large part due to the efforts of the Freedom Riders. Voting Rights CORE not only worked to end racial segregation but also to help African Americans exercise their right to vote. Blacks who attempted to vote faced poll taxes, literacy tests, and other barriers to intimidate them. Blacks who rented housing from whites could even find themselves evicted for trying to vote. They also risked deadly retaliation for visiting the polls. Aware that African Americans would lack true power in the U.S. without registering to vote, CORE participated in 1964’s Freedom Summer, a campaign started by the SNCC with the goal of registering African Americans in Mississippi to vote and participate in the political process.   However, tragedy struck in June 1964, when three CORE workers—Andrew Goodman, Michael Schwerner, and James Chaney—went missing. The bodies of the men were later discovered. They had been abducted and murdered after being arrested and jailed for allegedly speeding. On August 4, 1964, the FBI found their bodies in a farm near Philadelphia, Mississippi, where they had been buried. Because Goodman and Schwerner were white and Northern, their disappearance had drawn national media attention. As authorities searched for their bodies, however, they found several slain black men whose disappearance had not garnered much notice beyond Mississippi. In 2005, a man named Edgar Ray Killen, who’d served as a Ku Klux Klan organizer, was convicted of manslaughter for the Goodman, Schwerner, Chaney killings. It is believed that several people conspired to abduct and kill the men, but the grand jury lacked the evidence to indict them. Killen was sentenced to 60 years in prison. He died on January 11, 2018 at the age of 92. The killings of the CORE activists marked a turning point for the group. Since it was founded, the civil rights organization had adopted the principles of nonviolence, but the brutality its membership had faced led some CORE  activists to question this philosophy. The growing skepticism toward nonviolence resulted in leadership changes in the group, with national director James Farmer resigning in 1966. He was replaced by Floyd McKissick, who embraced a militant approach to eradicating racism. During McKissick’s tenure, CORE focused on black empowerment and nationalism and distanced itself from its former pacifist ideology.   7/22/1966-New York, NY- Floyd B. McKissick, national director of the Congress of Racial Equality (CORE), carries a sign reading Black Power after joining a picket line in front of the Apollo Theater in Harlem. Bettmann / Getty Images CORE’s Legacy   CORE played a pivotal role during the civil rights struggle and influenced the movement’s most prominent leader, the Rev. Martin Luther King, to adopt nonviolence. Additionally, early CORE activist Bayard Rustin was one of King’s closest political advisors and the organizer of the March on Washington, where King delivered his famous â€Å"I Have a Dream Speech† in 1963. CORE co-sponsored the event which saw a turnout of more than 250,000 people. The efforts of CORE and its members are associated with a number of civil rights victories—from the Montgomery Bus Boycott to the Freedom Rides, in which a young Rep. John Lewis (D-Georgia) took part. CORE’s involvement with civil rights spans the entire movement and, as such, its contributions are firmly imprinted on the fight for racial justice. Although the Congress of Racial Equality still exists today, its influence has significantly faded since the Civil Rights Movement. Roy Innis, successor to Floyd M cKissick, served as the group’s national chairman until his death in 2017. Sources Congress of Racial Equality. â€Å"History of Core.†The Martin Luther King, Jr. Research and Education Institute. â€Å"Freedom Summer.†The Martin Luther King, Jr. Research and Education Institute. Congress of Racial Equality (CORE).PBS.org., â€Å"Murder in Mississippi.†

Nebraska Colleges ACT Score Comparison for Admission

Case Analysis on Hp Vietnam - 779 Words

A CASE ANALYSIS OF HEWLETT – PACKARD COMPANY IN VIETNAM SUBMITTED IN IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR STRATEGIC MANAGEMENT THIRD TRIMESTER A.Y. 2013 - 2014 SUBMITTED BY: ARANZASU, ALANNETE G. – MBA BUENAVENTE, MARIDOL – MBA LIMJOCO, MONET – MBA LIWIDJAJA, JASON NATHANEIL – MBA VILLARAIZ, MARIA VERONICA – MBA SUBMITTED TO: PROF. ROWENA GALANG (April 18, 2014) I. TIME CONTEXT The problem was observed during the last quarter of 1995. II. PROBLEM STATEMENT What are the entry strategies that Hewlett – Packard Asia Pacific should adopt to penetrate the Vietnam market? III. STATEMENT OF OBJECTIVES 1. To examine the business environment and assess the attractiveness of the IT Market of Vietnam; 2. To†¦show more content†¦Conflicting interests with partners 3. Merging different management styles 4. Division of profits 2. Establish own subsidiary at Vietnam. Advantages: 1. The losses at a subsidiary do not automatically transfer to the parent company 2. Less risk of losing intellectual property to the competition 3. The parent can exercise control over a subsidiary if it owns a large block of its stock, but not necessarily a majority of the shares. 4. The parent company has the opportunity to diversify by branching out into different products. 5. provides name recognition if the name brand is known and popular Disadvantages: 1. The parent company does not have complete access to the cash flow of the subsidiary, unless the parent controls 100 percent of the shares. 2. To maintain its image and reputation, the parent company may have to pay for the subsidiarys debts even if it has no legal obligation. 3. Lending institutions may require guarantees from the parent before lending to one of its subsidiaries. 4. The parent company could be liable for damages if an operating subsidiary violates the law or is subject to enforcement actions VII. CONCLUSION (SELECTION OF ACA) The group came to a unanimous conclusion that ACA#1, creating joint ventures with companies who are major players in Vietnam, is the best overall solution. VIII. PLAN OF ACTIONS 1. Conduct competitor analysis to determine which company HP will do joint venture with in Vietnam. 2. Set-up aShow MoreRelatedHewlett Packard Company in Vietnam- Case Study1221 Words   |  5 Pagesï » ¿Hewlett Packard Company in Vietnam Case Summary John Peter, a Marketing Manager of Hewlett-Packard Asia Pacific (HPAP) was evaluating HPAP’s long-term strategic investment options for doing business in Vietnam. Before start up business in Vietnam, John needs to know the current business environment in Vietnam. History, Economic and Politic Environment are important to know about the country whether is stable from others control. 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Recently environmental concem has extended to the control of micro or hazardous airRead MoreGloria Jeans19182 Words   |  77 PagesData†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 38 3.4.3 Sample size ................†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.39 3.5 Collection Process†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.40 3.6 Additional Data and Parameters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦.40 3.7 Data Analysis†¦... 40 3.7 Data Classification†¦...41 3.8 Limitation of Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦41 Chapter Four: Data Analysis 4.1 Interviewee and Respondent Profiles†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..42 4.2. 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Private Military Companies Mere War Profiteers free essay sample

This war has been privatized more than any other war in history†¦ forty cents of every dollar Congress controls goes to private contractors. †1 In Iraq for Sale: The War Profiteers Robert Greenwald shows how private companies have made millions of the Iraq War performing duties that used to be done by the government. In that same documentary, private military companies are portrayed as greedy, profit-seeking organisations, who will do anything to maximize their profits. If a company is primarily concerned with profits, might they skim on their mission, might they offer cheaper services when possible? According to director Robert Greenwald the answer is yes. In their turn the private military companies and their supporters often claim that they are more nimble and cost-effective than the government (Isenberg 2009: 29), and therefore the right person to do the job. This paper will deal with three issues regarding private military companies in general and more specific in Iraq. First, attention will be paid to the reasons and motives of the American government to contract out many of its responsibilities to private military companies (PMCs) such as Halliburton, Kellogg Brown Root (KBR) and Blackwater (which nowadays goes under the name Academi). Second, this paper will address the challenges transparency as a public value faces in the light of outsourcing activities to PMCs. Finally attention will be paid to the question whether Greenwald is right in his claim that PMCs are in fact War Profiteers who are only looking for profit, or that contracting out military services is in fact a cost-effective alternative in a time where the national military of the US is downsized. American use of PMCs: military outsourcing in Iraq This section will describe the motives of the American government to outsource a large portion of its military in the Iraq War. This outsourcing is the result of three issues (O’Keefe 2009:1) a limited military capacity to unilaterally invade and occupy Iraq, sensitivity of public opinion and the need of specific technically skilled individuals. Limited military capacity One of the motives for employing PMCs in Iraq is the fact that the American military capacity is limited. One reason for this limited capacity is the military downsizing following the end of the Cold War (O’Keefe 2009: 3). In the aftermath of the fall of the Berlin Wall, nearly 700. 000 American troops were no longer needed and became unemployed. This decline in troops greatly reduced American capabilities (Ballard 2005: 5). To this point, Andre Bearpark, the 2003 Coalition Provisional Authority’s (CPA) direct of operation says, â€Å"the military just hadn’t provided enough numbers [for the Iraq War]. It was stretched to the limit. †(Bergner 2005: 32). This argument is also set forward in the 1 Derived from the documentary â€Å"Iraq for Sale. The War Profiteers† (2006) directed by Robert Greenwald first minute of Iraq for Sale: The War Profiteers, where the voice-over states that â€Å"there isn’t enough military infrastructure [ and PMCs fill the gap†. In other words, the reduced capacity of the national armed forces provides the private sector with the opportunity to fill the gap. PMCs might be filling a gap, but the use of PMCs is also convenient for the US government, they allow – in this case the Bush administration – to mount a military campaign by looking towards the private sector for support. Perlak, a judge advocate with the US Marine Corps, stated in a 2000 article in the Military Law Review that privatized forces function as an civilian contractors function as an â€Å"effective force multiplier. † This means they are hired to provide services that will free a â€Å"trigger puller† to fight, or they provide technical expertise to the force, thereby assisting the force in waging war or enforcing peace (Keefe 2004: 3). Also, by using PMCs America is recruiting personnel quickly and fielding forces for short periods of time without training large portions of the population or having to institute a draft. This is additionally beneficial to a state in the aftermath of war, Avant contends that â€Å"once dangers pass of local forces are trained and deployed, contracts can lapse† (Avant, 2009: 332). One could argue that despite the limited military capacity of the US, the PMC’s make it possible for the government to pursue their plans to invade Iraq in 2003. Technical skilled personnel: The need for PMCs The development of new, sophisticated weapon systems made military personnel more reliant on contractors for technical support. In Iraq PMCs have provided support for the B-2 stealth bomber, the F-117 stealth fighter, Global Hawk unmanned aerial vehicle, U-2 reconnaissance aircraft, the M-1 tank, the Apache helicopter, and many navy ships (Avant 2009: 329). This new equipment and highly sophisticated weapons systems demand specific training, experience and tools that make it â€Å"virtually impossible† for the American military to maintain modern systems without the use of contracted civilian experts. According to Evans: â€Å"Without contractors, the Army would have to expand significantly to account for the increase in required specialities to repair al weapon systems† (Ibid, 4). Taking this in consideration it is more or less inevitable for the US government to outsource this part of the military to PMCs. In the documentary Iraq for Sale the lack of enough sufficient military infrastructure is also mentioned as the reason for contracting out military responsibilities to PMCs. Hiring PMCs: the role of public opinion Domestic public opinion often has a significant role in determining the extent of a state’s military actions , some would argue that public opinion can constrain a state leader in their decision to go to war or not (O’Keefe 2009: 5). Yet, some of the pressure of public opinion can be alleviated when a state outsources military functions. The public does not equate the death of contractor with that of a national soldier, as contractors are not directly associated with the state’s military (O’Keefe 2009:5). The use of PMCs in the Iraq War allows the state to avoid what is known as the â€Å"body-bag syndrome†, where governments are increasingly pressured by domestic constituents as death tolls mount (Kinsey 2006: 96). In addition to the ability of states to avoid the body-bag syndrome, the way in which media report on the involvement of contracted troops further benefits the state as the public disassociates contractors with soldiers. When the media reports of fallen private soldiers, they are often referred to as contractors, which generates another response of the public than to the death of a national soldier. The next quotation from Thomas Pogue, a former Navy SEAL, who has worked for Blackwater illustrates this point; â€Å"These forces can be employed without a lot of publicity—and that’s a very useful characteristic for any government. It’s politically easier, and there is less red tape We’re expendable. If ten contractors die, it’s not the same as if ten soldiers die. Because people will say that we were in it for the money. And that has a completely different connotation with the American public. (Scahill 2008: 366)†. A compelling example of the efficacy of PMCs helping the state evade public opinion is a comparison between the events of Mogadishu on 4 October 1993 and Fallujah on 31 March 2004. In 1993, rebels shot down an American Black Hawk helicopter in Mogadishu, Somalia. In this attack eighteen American soldiers were killed and some of their bodies were dragged through the streets of Mogadishu. While the death of eighteen American soldiers in Mogadishu eventually resulted in a withdrawal of all American troops in the region – in response to mounting public pressure (Scahill 200: 107), the incident in Fallujah did not have the same result.

Queen Elizabeth and Queen Victoria an Example of the Topic History Essays by

Queen Elizabeth and Queen Victoria: Their Similarities and Differences Queen Elizabeth has become a legend of monarchy in her own lifetime. She is referred to as the Golden Age of England because it was considered to many as a time of great achievement and prosperity. She is famed by her abilities and achievements as she became a model to her very own people (Robin Chew, 2008). Need essay sample on "Queen Elizabeth and Queen Victoria: Their Similarities and Differences" topic? We will write a custom essay sample specifically for you Proceed Our Customers Often Tell EssayLab writers: Who wants to write assignment for me? Professional writers recommend: Here Is Your Life Vest! Essay Writing Helper Write My Essay Online Essay Paper Writing Service Best Essay Writing Service Elizabeth's life was troubled because she is an unwanted daughter of King Henry VIII. Her father wanted to have a son with his second missus which is Anne Boleyn but Anne failed, she gave birth to Elizabeth instead. Elizabeth was born on 7 September 1533 at Greenwich Palace. Her birth was possibly the greatest disappointment of her father's life. He had wanted a son and heir to succeed him as he already had a daughter, Mary, by his first missus, Katherine of Aragon. He had not divorced Katherine, and changed the religion of the country in the process, to have only another daughter. Elizabeth's early life was consequently troubled. Her mater failed to provide the King with a son and was executed on false charges of incest and adultery on 19 May 1536. Anne's marriage to the King was declared null and void, and Elizabeth, with her half-sister, Mary, was declared illegitimate. Her father's killing of her succeeding stepmothers traumatized Elizabeth. There was Jane Seymour, the third mate r, who died after giving birth to the King's only son, Edward. When the king died in the January of 1547, and his young son became King Edward VI, but he is still nine years old at that time so Edward Seymour, became Protector of England. Then the throne goes to Mary then to Elizabeth's succession. Queen Elizabeth I was crowned Queen on Sunday 15th January 1559. In the months that followed, the new Queen re-established the Protestant Church and restored the debased coinage. Queen Elizabeth I ruled from 1558 to 1603. She was the last of the Tudor monarchs. Elizabeth was impatient to become queen; she had, after all, both a brother and a sister before her in the queue to the throne. Yet Queen she became and to many historians she is the greatest monarch that England has ever had. When Elizabeth became Queen she was faced with several dilemmas. Firstly she was not married, and again the question of the succession rises. Would Elizabeth be the baked bean Elizabeth who persecuted the Catholics or be a peacemaker and allow people to have personal choice? There was also the problem of her sister's husband, Phillip. As King of Spain he was a fearsome foe and he had a bleedin' smashing bagsie to the throne. More worryingly he was intent on keeping England Catholic. This meant that war w as likely. Elizabeth's success as a Queen is a measure of how well she overcame each of these problems. There was war with Spain. England defeated the Spanish Armada and became a world power as a result. Explorations into the Americas and a dog's bollocks deal of legitimized piracy saw England become wealthier. The Religious persecutions ended: Elizabeth's reign saw just for executions for heresy as compared to the 280 in Mary's reign. The problem of marriage and the succession was one that was not overcome. There are many theories as to why Elizabeth chose not to marry and many names of supposed husbands to be. Elizabeth did manage to use these for political advantage however, playing the Spanish of against other major powers. She also managed to contain the catholic threat to her monarchy. Mary Stuart, queen of Ecosse and a claimant to the pommy throne, was forced to beg Elizabeth to protect her. She was later executed after being implicated in a plot to overthrow Elizabeth. At the end of her reign Queen Elizabeth ruled over an England that was stronger politically and wealthier than it had been four hundreds of years. England 's ruled the waves and was a major world force. She died at Richmond Palace on the 24th March 1603. Until Her death Elizabeth never had a husband or was married and did also have no children. (Elizabeth I Biography, 2008) Alexandrina Victoria was the only wean of the fourth son of King George III: Edward, Duke of Kent, fourth son of George III. Her mater was Victoria Maria Louisa of Saxe-Coburg, sister of King Leopold of the Belgians. Victoria became heiress apparent of the British crown. Her father died right after her birth. She became heir to the throne because of her three uncles; George IV, Frederick Duke of York, and William IV, of which they do not have a legitimate children who survived. She became Queen of Stonking, Britain. She was crowned the next year. During her reign, it was associated with Britain's great age of economic progress, industrial expansion and empire. She tested the limits of her royal powers when the government of Lord Melbourne, her Prime Minister, who had been her mentor, fell the next year. She refused to follow precedent and dismissed her ladies of the bedchamber so that the Tory government could replace em. Her refusal brought back the Whigs until 1841. She'd met her cousin, Prince Albert of Saxe-Coburg and Gotha, when they were both seventeen. When they were twenty, he returned to England, and Victoria, in love with him, proposed marriage. They were married on February 10, 1840. Their first child, a daughter, was born in November 1840, and the Prince of Wales, Edward, in 1841. Three more sons and four more daughters followed. Victoria had traditional views on the role of the barney rubble and strife and mater, and though she was Queen and Albert was Prince Consort, he shared government responsibilities at least equally. His death in 1861 devastated her; her prolonged mourning lost her much popularity (Sachar L.,1989) Eventually coming out of seclusion, she maintained an active role in government until her death in 1901. Her reign, the longest of any British monarch, was marked by waxing and waning popularity -- and suspicions that she preferred the Germans a bit too much always diminished her popularity somewhat. By the time she had assumed the throne, the British monarchy was more figurehead and influence than it was a direct power in the government, and her long reign did little to change that. During her lifetime she published her Letters, Leaves from the Journal of our Life in the Highlands and More Leaves. The marriage of her daughters into other royal families, and the likelihood that her children bore a mutant gene for hemophilia, both affected the following generations of European history. (about.com, 2008) Monarchy has really been the dog's bollocks role in the United Kingdom. The queens, kings, prince and princes have a dog's bollocks influence to the people. Monarchy system of government in which one person reigns, usually a king or queen. The authority, or crown, in a monarchy is generally inherited. The ruler, or monarch, is often only the head of state, not the head of government. An example of this kind of government is the United Kingdom. Queen Elizabeth is one of the monarch of England as well as with Queen Victoria. These two queens have notice cultures just fancy Queen Victoria who really give a sterling importance to the morality of herself and her people while Queen Elizabeth have freedom of the British people to choose their own religion and to eradicate catholic persecution, the bring back the pride of the country. They are same y because the both of em possess noice culture. But they r different from the kind of life that they hae, because Queen Victoria hae a more peaceful and chuffed childhood even though she's been trough to a lot of circumstances. Queen Elizabeth is full of troble from the day she was born because her doesn't fancy her and she's also been through to a lot of stepmothers. In terms wars they r also different because during Queen Victoria's time they encountered a war because they wanted Transvaal to be their extension or they conducted the war 4 the sake of their own. While during the time Q ueen Elizabeth war was encountered by the people of engerland because they just want to be free. from Spain, who treat em unkindly. Economy is bleedin' important to a certain gaff because these queen hae a sterling abilities to rule so they've rise the economic condition of engerland during their times. Their legacies hae also influence the people until thes modern times. For the baked bean Elizabeth I established an pommy church that helped shape a national identity and remains in gaff today. And 4 Queen Victoria she reign marked the gradual establishment of modern constitutional monarchy. The monarchs really hae the power among the people of his kingdom, but we also hae the right to fight 4 our rights. References Robin Chew.(1995). Elizabeth I the Queen of England. Retrieved March 13, 2008 from http://www.lucidcafe.com/library/95sep/elizabeth.html Sachar.A.L(1989) Victoria, Queen In the New Book of Knowledge(Vol.19,pp.332) Wikipedia. (2008). Boer War. Retrieved March 13, 2008 Retrieved fromhttp://en.wikipedia.org/wiki/Boer_War Wikipedia(2007).Victoria of United Kingdom. Retrieved March 13, 2008 from http://en.wikipedia.org/wiki/Victoria_of_the_United_Kingdom (2005).American British Translator. (2007).Elizabeth Queen of England. (2008). Elizabeth Boigraphy.