The Problem With Destroying Cliques to Deter School Violence :: Critical Thinking Essays

With all the recent incidences of school shootings and other acts of violence, school administrators all over the country are trying to think of ways to oppose such incidences from occurring at their schools. You, too, are probably faced with the concern of school-related violence and how to prevent it. Many school administrators are considering forcing students to sit with students who arent in their group or clique, but is this actually a good idea? Will forcing students to sit with people they dont wish and/or dont want to sit with actually help them to go bad along better, or will it encourage more violence towards persons of other cliques? I believe that more problems will be created than will be understand by following the proposed solution. First of all, the problem upon which we are deliberating involves the formation of groups in the school. To comment a solution to a problem, you first must know the cause(s) and result(s) of the problem. in that location are many reas ons as to why students form groups. One of the largest factors in the formation and choice of cliques is vernacular interests. Students want to hang out with people who like the same (or similar) things that they do. For example, if there are two students in the school, and one likes sports and the other likes drama and art, they most likely wont get along well because they dont have anything in common. If two people have nothing in common, they will get bored if they hang out with each other since they wont be able to find anything that BOTH of them want to do. If you look at all the different groups in our school, most people in each one have something in common - the guys in the football clique all play football, the girls in the cheerleader clique all cheerlead, etc. Although most people who play the same sport or are involved in the same activities are in a group associated with that sport or activity, not everyone in that sport or activity is in that group. Often, these stud ents arent in the clique because they and the other people in the activity/sport have a major difference. A few such examples could be the middle school they attended or other interests they may have. Often, students who go to the same middle and possibly even elementary schools have already undercoat some good friends and they want to stick with their friends in high school.

leadership and management :: essays research papers

The Functions of managementHenri Fayol first person to come up with a list of functions or elements of managementPlanning setting objectives and also strategies, policies, programmes and procedures for achieving them.Organising managers set tasks which need to be preformed if the business wants to achieve its objectives.Commanding this involves giving instructions to subordinates to carry out tasks. The manager has the power to make decisions.Co-ordinating this is the shoot downing together of the activities of people within the business.Controlling managers measure and correct the activities of individuals and groups, to make sure that their performance fits in with plans.The management process light beam Drucker grouped the operations of management into five categoriesSetting objectives for the organisationJob measurement assessing whether the business has met its objectivesOrganising the workMotivating employeesDeveloping people the management should bring out the bes t in peopleFour styles of managementAutocratic orders come form the top, and no leeway is allowedDemocratic less centralised, give lieu for initiativeLaissez faire arises from over worked or lazy management, staff is left to their own devicesPaternalistic decision making is still centralised but a noted attention and care for staffMcGregors opening X & YDouglas McGregor undertook a survey of managers in the USA and identified two styles of management, which he called Theory X and Theory Y.Theory X managers tend to distrust their subordinates they believe employees do not enjoy their work and that need to be controlled. Theory X is about the views managers have on their workforce.Theory Y managers believe that employees do enjoy their work and they want to contribute ideas and effort. Theory Y manager is more than likely to involve employees in decisionsWhy do expireer adopt different styles?Fiedler argued that it is easier to change someones role or power, or to character ize the job he has to do, than to change his leadership style. He found that it is difficult for people to change their leadership styles an autocrat will always lead in n autocratic style. Fiedler suggested that a business should attempt what he called leadership match to find a leader to fit the situation. Leader understructure either be task orientated or relationship orientatedHersey and Blanchard argued that a leaders strategy should not only take depend of the situation, but also the maturity of those who are led. A leader will have task behaviour or relationship behaviour.

jewish :: essays research papers

Journal 13     As the communities started forming in America, American society became a strong influence on the Jewish culture. Congregations started to baffle americanized, thus assimilation has prevailed as usual. The American culture always had affected the different types of cultures and minorities that have culivated here. At first in America certain dietetic needs and religious practices were non recognized by the governemnt. Yet the Jews remanined strong as the community was beginning to establish its roots, such as the creation of Jewish schools. It was important for the Jewish people to have nearlywhere in thier new place to feel comfortable, which was the synagogue. The Jeiwsh people were limited onpower when they first immigrated to Americ, but this aspect did not deter then from establishing a community. But it is astonishing how strong a how a very small community was and is in America. Another spect of the Jewidsh community that is impressive a nd it has been this way since the immigrants moved here is how strong the Jewish people feel about thier religion and how it has been and still is a very importnant aspect of thier lives. It seems as though the Jewish Americans may feel so disconnected from a large Jewish population , as compared to the nations population is the reason that it is such a tolerant deal for so many Jews to marry within thier religion and raise thier kids Jewish. Journal 15     The whole issue of America at that time creation seen as a "godless country" that would turn Charles son into a secular person was a big concern of his parent then they hold to send him to America. The brother actually was a prime example of the fear of many European Jews at that time. Asa, Charles brother, in the readers first encounter with him, proves that he had some loss of his religion because he had him and his borther work on Sabbath. But Asas decision to no observe the Sabbath was no indic ation of how Charles would lead his life in name of religion. In fact, it is funny how different the two brothers life would be when dealing with the religious aspect. Ironically though, his brother impacted Charles future decisions and particiapotion in the community by introdcuing peddling to him. Through this profession, he met gentiles and his positive encounter with them affected his decision to educate non-Jews on his religion and teach tolerance.

The Challenge :: Progressivism Education Teaching Essays

The Challenge Good teaching is one-fourth preparation and three-fourths theatre. (Gail Godwin) This statement can be proven snip and time again in the classroom. Students can only learn so much sitting in their seats. Making the lesson into an adventure, letting students discover things on their own, hands-on, lets students feel that they induct a part in what they get to learn and can grasp concepts better. Having this perception is almost essential in todays classroom. Students are do to be in school for almost eight hours a day. To make the classroom fun lets students get the extra boost of energy they need. Running a classroom like this air a great example of how a Progressivist would do so. I want my classroom to be full of progressivism. Children should be granted the chance to explore, develop opinions, and have extraordinarily unique personalities without one test determining the students knowledge. My philosophy is that education should be offered to students in the way that they learn best, whether it be through bookwork, group work, or presentations that not only will help them learn now, but also with everything they do. Education is a chasten and a gift that should be handled with care. Being a teacher is one of my main goals because if you cannot have fun within the learning process, and create an appetite for gain knowledge, then students will never retain what they learn, nor want to. I want to have brightly painted walls that will create open-mindedness with educational murals, relating to the content battlefield of the grade level I teach, to decorate the room. I want to have students arranged in groups to help each other learn. Students will be fit to take part in the rule making process and the technique of learning in my classroom. If a student cannot learn under certain conditions, they should not be made to do so. The role of the teacher isnt to stand in front of the room and dictate material. I feel that I should tempt the growth of my students by controlling the environment in which the growth takes place, rather than pounding bits of information into their heads (Sadker and Sadker pp96-97).

The Worst Words :: Breast Cancer Dying Essays

The Worst WordsThe sun was shining through the open windows of the crowded, Twinkie-colored coach-and-four. The wind was blowing my hair into my face, and I could non wait to see my mommy. There were children cry because it was Friday and school was out for the week. The excitement of the weekend was on all of the childrens minds. The bus slowed, turned into my mobile headquarters park, and screeched to a stop. I got come to the bus and ran into the arms of my mother. I remember her hair smelled like Pert Plus, and she was wearing her favorite perfume, White Shoulders. She would greet me off the bus either day. I love to see her immediately after a long day of fifth grade. To me this was a normal day. However, to my mother, it was a scary, serious day. When we got home, she sat me down, looked at me, and said, I rent to tell you something. I dont know if you leave behind understand this, but, I have give the axecer. Those words generate in my mind like a fly to flypaper. I remember not knowing exactly what she meant but I thought it was bad. I can still see her tears drink down to stream from her emerald green eyes. I have cancer. Why did my mommy have to have cancer? Whatever it was I knew I did not like it. It do her cry and made me want to fix what God had done to her. A few weeks passed by, full of testing and doctors visits. She had to go into the hospital for surgical process one day. My protoactinium told me that they were giving her a mastectomy. She was never going to tactual sensation adequate ever again. Only one breast will make any woman feel inadequate. I was scared and still did not fully understand what was going on. All I knew was that my mommy was not going to be home for a couple of days. It hurt not having her with me, because she had been there my whole life. My mother went in for a checkup a class after her breast cancer surgery and I went with her and my Grandma. My mother and Grandma were in the office for a couple of h ours. I was scared. I read every magazine in the time lag room, waiting for them.The Worst Words Breast Cancer Dying EssaysThe Worst WordsThe sun was shining through the open windows of the crowded, Twinkie-colored bus. The wind was blowing my hair into my face, and I could not wait to see my mommy. There were children yelling because it was Friday and school was out for the week. The excitement of the weekend was on all of the childrens minds. The bus slowed, turned into my mobile home park, and screeched to a stop. I got off the bus and ran into the arms of my mother. I remember her hair smelled like Pert Plus, and she was wearing her favorite perfume, White Shoulders. She would greet me off the bus every day. I loved to see her immediately after a long day of fifth grade. To me this was a normal day. However, to my mother, it was a scary, heartbreaking day. When we got home, she sat me down, looked at me, and said, I need to tell you something. I dont know if you will unders tand this, but, I have cancer. Those words stick in my mind like a fly to flypaper. I remember not knowing exactly what she meant but I thought it was bad. I can still see her tears start to stream from her emerald green eyes. I have cancer. Why did my mommy have to have cancer? Whatever it was I knew I did not like it. It made her cry and made me want to fix what God had done to her. A few weeks passed by, full of testing and doctors visits. She had to go into the hospital for surgery one day. My dad told me that they were giving her a mastectomy. She was never going to feel adequate ever again. Only one breast will make any woman feel inadequate. I was scared and still did not fully understand what was going on. All I knew was that my mommy was not going to be home for a couple of days. It hurt not having her with me, because she had been there my whole life. My mother went in for a checkup a year after her breast cancer surgery and I went with her and my Grandma. My mother and G randma were in the office for a couple of hours. I was scared. I read every magazine in the waiting room, waiting for them.

The Worst Words :: Breast Cancer Dying Essays

The Worst WordsThe lie was shining through the open wheelows of the crowded, Twinkie-colored busbar. The wind was blowing my hairs-breadth into my face, and I could not wait to see my mommy. There were children yelling because it was Friday and school was out for the week. The excitement of the pass was on all of the childrens minds. The bus slowed, turned into my mobile home park, and screeched to a stop. I got off the bus and ran into the arms of my mother. I remember her hair smelled like Pert Plus, and she was wearing her preferred perfume, White Shoulders. She would greet me off the bus every day. I loved to see her immediately after a long day of fifth grade. To me this was a normal day. However, to my mother, it was a scary, heartbreaking day. When we got home, she sat me down, looked at me, and said, I need to tell you something. I dont know if you will understand this, but, I take a leak cancer. Those words stick in my mind like a fly to flypaper. I remember not knowi ng exactly what she meant but I thought it was bad. I can still see her tears start to stream from her emerald green eyes. I agree cancer. Why did my mommy have to have cancer? Whatever it was I knew I did not like it. It made her cry and made me want to restitute what God had done to her. A a few(prenominal) weeks passed by, full of testing and doctors visits. She had to go into the hospital for surgery one day. My dad told me that they were giving her a mastectomy. She was never button to feel adequate ever again. completely one breast will make any woman feel inadequate. I was scared and still did not fully understand what was going on. each I knew was that my mommy was not going to be home for a couple of days. It hurt not having her with me, because she had been in that respect my whole life. My mother went in for a checkup a year after her breast cancer surgery and I went with her and my Grandma. My mother and Grandma were in the office for a couple of hours. I was sca red. I read every magazine in the waiting room, waiting for them.The Worst Words Breast Cancer Dying EssaysThe Worst WordsThe sun was shining through the open windows of the crowded, Twinkie-colored bus. The wind was blowing my hair into my face, and I could not wait to see my mommy. There were children yelling because it was Friday and school was out for the week. The excitement of the weekend was on all of the childrens minds. The bus slowed, turned into my mobile home park, and screeched to a stop. I got off the bus and ran into the arms of my mother. I remember her hair smelled like Pert Plus, and she was wearing her favorite perfume, White Shoulders. She would greet me off the bus every day. I loved to see her immediately after a long day of fifth grade. To me this was a normal day. However, to my mother, it was a scary, heartbreaking day. When we got home, she sat me down, looked at me, and said, I need to tell you something. I dont know if you will understand this, but, I have cancer. Those words stick in my mind like a fly to flypaper. I remember not knowing exactly what she meant but I thought it was bad. I can still see her tears start to stream from her emerald green eyes. I have cancer. Why did my mommy have to have cancer? Whatever it was I knew I did not like it. It made her cry and made me want to fix what God had done to her. A few weeks passed by, full of testing and doctors visits. She had to go into the hospital for surgery one day. My dad told me that they were giving her a mastectomy. She was never going to feel adequate ever again. Only one breast will make any woman feel inadequate. I was scared and still did not fully understand what was going on. All I knew was that my mommy was not going to be home for a couple of days. It hurt not having her with me, because she had been there my whole life. My mother went in for a checkup a year after her breast cancer surgery and I went with her and my Grandma. My mother and Grandma were in th e office for a couple of hours. I was scared. I read every magazine in the waiting room, waiting for them.

Analysis of Domestic Water Consumption

TECHNICAL REPORT OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME(SIWES) WITH capital of Nigeria MUNICIPAL AREA COUNCIL(AMAC)ABUJA PESENTED BY ADEYEMI ISAAC SHOLA UJ/2008/EV/0222 SUBMMITED TO THE DEPARTMENT OF geography AND PLANNING FACULTY OF ENVIRONMENTAL SCIENCES,UNIVERSITY OF JOS IN PARTIAL FULFILMENT OF REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE (B. Sc Hons)DEGREE PROGRAMME IN GEOGRAPHY AND PLANNING. NOVEMBER, 2012. DEDICATION This idea is dedicated to God Almighty my creator.To my parents, Mr. & Mrs. ADEYEMI. ACKNOWLEDGEMENT My sincere gratitude goes to God almighty for his guidance and grace given to me end-to-end my six month industrial rearing. I remain grateful to my parents for their effort and support towards my education. My gratitude also goes to my partal supervisors Mrs. L. S Rikko and Mrs. Simi, for setting break through time to come and see us in our place of primary assignment. I want to thank my industrial based supervisor Mr.Ali Adamu and the entire staff of the zonal planning top executive for their assistance. more gratitude goes to my head of department and to all the staff of the department of geography and planning, university of Jos. Finally, I want to say thank you to all my friends who have been of great encouragement to me by means ofout this period, I remain grateful. ABSTRACT The Student industrial Work Experience Scheme (SIWES) is a broadcast which has been organized by the federal government through the industrial educational activity und (ITF) for Nigeria institutions in order to enlighten the students on the usage of equipment and professional practice in their opposite fields of sight. In fulfillment of my study as a geography and planning students, I carried out my six month industrial training in the survey and planning unit office Abuja Municipal Area Council (AMAC), located at theater of operations 10 Garki, Abuja. This report comprises of the organization chart of Federal Capital Development Authority (FC DA), urban and regional planning department and also Abuja Municipal Area Council(AMAC). his report also contains the functions of the zonal planning office, functions of the urban and regional planning department and also the activities I participated in and experiences I gained. Some of the problems encountered during the exercise and possible solutions, were not left out. In conclusion I recommended ways of improving the program and also support of the program by the federal government. TABLE OF CONTENTS Title page Dedication Acknowledgement Abstract CHAPTER ONE 1. 0 approach 1. 1 Industrial Training Fund 1. Brief History of SIWES 1. 3 Objectives of SIWES 1. 4 Relevance of SIWES to Urban and Regional Planning CHAPTER ONE 1. 0 portal The Student Industrial Work Experience Scheme is a program which involves the students, the universities and the industry. The siwes forms a part of the approved minimum academic standards in various gradation program in Nigerian universities. The scheme is farm animaled by the Federal Government of Nigeria and is coordinated by the Industrial Training Fund and the National Universities Commission (NUC 1996).The Students Industrial Work Experience Scheme, bridges the gap between theory and practice and also it is aimed at exposing students to machines and equipments, professional work methods and ways of safe guarding work areas and organizations. This report contains the work undertaken, new knowledge learnt and problems encountered by the student during the six months industrial training in zonal planning office Abuja municipal area council located at area 10 Garki, Abuja. Solution to the problem are also implicated. 1. 1 INDUSTRIAL TRAINNING FUND(ITF)The industrial training fund was established in 1971 as a man power festering agency for the federal government of Nigeria. The provision of decree 47 of 8th October 1971,empower industrial training fund (ITF) to promote and encourage the acquisition of skills in industry a nd co mmerce with a view to generate pool of indigenous trained manpower sufficient to escort the needs of the Nigeria economy. A clause was invented by the ITF in 1978 in the policy statement no. 1 dealing with issues of practical skills among locally trained professionals.Selection 15 of the policy, states that internal emphasis will be place on certain product of post-secondary to adopt or orientate easily on their possible post-graduation for environment. 1. 2 BRIEF HISTORY OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME(SIWES) The student industrial work experience scheme (SIWES) came into being with the establishment of industrial training fund (ITF) by the federal government of Nigeria in 1973 under the degree of 47 of 1971 in other to boost indigenous capacity of the nations industrial need.This was brought about by the federal ministry of commerce and industries, finance, education in collaboration with NUC and board of technical education (NUBTE) who thought that the main ai m of training and exposing students to industrial fields is to give them practical knowledge of what they have been thought in their respective courses. The first started on the 8th of October 1974 with few number of students from different institutions which later increased to a large number of students in tertiary institutions nationwide. 1. 3 OBJECTIVES OF SIWES To provide an avenue for students in Nigeria Universities to acquire industrial skills and experience in their course of study. 2 To prepare students on anticipated working situations after graduation. 3 To expose students to working methods and techniques in handling equipments and machinery that are not easy in their various institution. 4 It enhances students contacts for later job placement. 1. 4 RELEVANCE OF SIWES TO URBAN AND REGIONAL PLANNING Planning is not complete until the job carried out on paper is transferred to the ground. his program gives students the opportunity of seeing work design on paper presented and transferred on ground. it also help in promoting social interaction and appreciating planning in practice and administration and relating with other allied professionals in planning. 1. 5 HISTORY OF FEDERAL CAPITAL DEVELOPMENT AUTHORITY Federal great development authority (FCDA) is parastatals under the federal capital territory administration (FCTA) charged with the responsibility of building and developing the federal capital territory.Federal capital development authority (FCDA) was established in April 1976 by degree No 6 of 1976. Federal capital development authority comprises of 10 departments namely Abuja metropolitan management council (AMMC), Engineering, survey and actping, resettlement and compensation, finance and administration, mass housing, satellite town infrastructure, urban and regional planning, public building and procurement department. (chart of FCDA). 1. 6 HISTORY OF ABUJA MUNICIPAL AREA COUNCILThe evolution of Abuja Municipal area council could be trac e to its creation as development area on the 1st of October 1984. in 1987, on the recommendation of the Ahmadu Bello University consultancy group it assumed the full status of local Government (area council). The area council secretariat has different departments such as health, works department, statutory department, revenue, Abuja environmental protection board. Location/population Abuja municipal area council is located on the eastern wing of the federal capital territory. t is bounded on the east by Nasarawa state,on the west by kuje area council , North- west by Gwagwalada and on the North by Bwari area council. The last demographic report by the national population commission indicated that the population of the area council stood at 309,306. However it is important to note that the population figure may treble this number as the area council is daily experiencing influx of people. The people Abuja municipal area council has the following ethnic groups gbagyi, gwandara,koro, gade. he main gbagyi settlements in amac include the followingkaru, nyanya, durumi,garki, keffi,kabasa, mabushi, jabi, lugbe, idu, toge, hulumi, pyakasa, jikwoyi, kuduru, orozo, maitama and asokoro areas. the gwandara people can be found in places like karshi, jiwa, awagwa, karmo and idu. The area council besides the city caters for the needs of over 49 communities each presided by village heads. Besides that, the area council has twelve political wards namelyCity centre, Wuse,Gwarinpa, Garki, Kabusa, Gui, Gwagwa karshi, Orozo, Karu and Nyanya. (org chart of AMAC). CHAPTER TWOThis chapter consist of basically the administrative work, assingment, fieldwork and lectures recived during the cause of my industrial training at Abuja Municipal Area Council. 2. 0 ADMINSTRATIVE WORK/ASSINGMENTS RECORDING OF INCOMING AND OUTGOING FILES This is as a result of a complaint been brought to the planning office, in most cases it is a problem of encroachment. This complaint is been filed and taken to the planning and survey unit. My supervisor gives me this file to record into a booklet the file number, the date it was filed, the reputation of the complaint.An outgoing file is a file I record which have already been treated. CONFIRMATION OF PLOT NUMBERS ON LAYOUTS This is an exercise given to me by my supervisor. This entails the checking out of the plot numbers on a specific layout to confirm whether the plot exist in the layout and also to verify the total number of plots on a some layout which includes Apo extension II, Jikoyi village Intergration layout. ASSINGMENTS Some assingments were given to me by my supervisor which I carried out. This assingments includes defination and type of scales and difference between geography and planning and urban and regional planning.DEFINATION OF SCALE A scale can be defined as the ratio between the outperform on the map and the corresponding quad on the earth surface. TYPES OF SCALES Representative Fraction This type of scale is a f raction that expresses the mathematical relationship between map and the land such as 150,000 which is 1 map unit is equal to 50,000 units. Statement Scale This is represented in form of a statement that a given distance on the earth equals a given measure on the chart or vice versa. Example 2cm represents 1km. Linear Scale this shows directly on the map and the corresponding grounddistance.

Research Paper Women’s Rights

Alexandra Moore English 11 Mrs. Carwile November 14, 2012 Research Paper Final gulp May 21, 1969 was the day that an Afri after part American woman, Shirley Chisholm changed the lives of women in the fall in States. Why have women been minded(p) unequal opportunities? Why are they seen as different mentally? Chisholm addresses many questions like these in her speech to speak out for the women, to question the authorities which they have been afraid to stand up against. One essence can lead to many outbreaks in society that lead to a good or an unlucky future.For women, the time had come to create a high-quality future for themselves and the generations to come. Until the new-made 1960s women struggled with discrimination and prejudice with political, civil, and economic rights and Shirley Chisholm took the act to stand up for the unspoken women with her Equal Rights for Women speech in the House of Representatives. Shirley Chisholm was a trademark in the late 1960s and is still known to this day for her bravery and compassion towards gaining rights for women.In the United States Congress, Chisholm was the first black woman elected. The text states, As much a womens liberationist as an advocate of civil rights, Chisholm claims that being a woman was more of a disadvantage in her political career than being black (Martin and Sullivan 1). She was a very successful woman involved in many political groups including the Seventeenth Assembly District Democratic Club, New York State Assembly, Congressional Committee, and withal ran for the democratic nomination for presidency.One can see this when stated, Chisholm served fourteen years in the U. S. House of Representatives and was one of the closely well-known women in America in her time (Gifts of Speech 1). Although she was productive in the assembly, she became known to be politically rebellious and fear slight by which she was outspoken with her own views and beliefs. This is seen in the text as, Shirley Ch isholm challenged that the conscience of the self-coloured nation directed to be aroused to oppose racism against blacks and sexism against women (Chisholm Becomes First 3). She was an activist etermined to support women with their unlived rights by gaining political power. Political rights were one of the largest discriminates against women. Shirley Chisholm states in her speech, The law is that in the political world I have been far oftener discriminated against because I am a woman than because I am black (Chisholm 1). This is strike knowing that this time period was heavily influenced by discrimination towards African Americans. Whether it is voting or representation in congress, women had fewer opportunities to have influence in politics.It could be either the voting systems such as proportional representation and majoritarian systems or the elimination of quotas. As shown in the text, Although women formally have equal political rights in most countries, their representati on in parliaments and governments is far below their proportion in the population (Prugl 2). In the total seats in parliaments, women hold less than twenty part. Taking into account that in the United States population there are 3. 5 million more women, this situation is shameful.Also one can give away in her speech, Women are already protected under the law and do not need legislationIf women are already equal, why is it such an event whenever one happens to be elected to Congress? (Chisholm 2). Parliament saw the opportunity to say that women and men are equal but have no info to back this up. They say women and men are equal but make a big deal if one becomes elected into congress. Chisholm defends the need for political rights for women and how there should be no higher principles with men.Women also struggled with economic rights and the most popular dealt with jobs and pay versus men. The topic that prejudice has become pleasing is present throughout Shirley Chisholms be liefs on economic rights. She is respectful yet aggressive while addressing the following There is very little understanding yet of the immorality involved in parlay pay scales and the classification of most of the better jobs as for men only. More than half of the population of the United States is female. But women occupy only two percent of the managerial positions (Chisholm 1).It has become obvious the women were not given the same amount of pay and less job opportunities, specifically higher positions. It ties back to the political rights and how it is acceptable for women to be teachers and secretaries, but not managers, lawyers, or members of congress. These rights pertain to the labor market and although women have always worked in poor rural areas, the idea that women are hold in to the positions leads to restrictions of their right to work. The rights affected women highly economically with no quality or high paying jobs.The final rights women struggled with were civil rights which dealt with citizenship, personal, and social standards. Chisholm included in her speech, Women need no protection that men do not need. What we need are laws to protect working people, to guarantee them fair pay, safe working conditions, protection against unwellness and layoffs, and provision for dignified, comfortable retirement (Chisholm 1). There should not be as much protection for women and specifically, there should not be more than men.There needs to be a larger focus on protecting the workers who need to be provided with more comfort in what they do. Womens civil rights including marriage and family law, are more contest than that of their political rights. More textual information shows, Civil rights include the rights to hold property, to be treated equally in the courts, and to freely choose a dormitory or domicile. They also include equal rights to enter marriage and freely choose a spouse (Prugl 2). All of these rights are necessary and should be given wi thout question.There is no reason for men to have these responsibilities and not women. With these women can take more control of their own career which many did not have leaders up to the 1960s. The nineteenth century was a time of change and introduced improvements for women in the womens rights movement with the demand for the same legal rights as men. By the late 1960s most equality between men and women was gained. One can see in the text, The Equal Rights Amendment was the central goal of the womens rights movement in the 1970s (Phelps and Lehman 4).A suggestion that has been in attend of congress since the early 1900s was the equal rights amendment which became part of the basic laws in the rights movement. Shirley Chisholm was made an impact in history with her desire to create a better life for women just like herself. It was a time period for change and for women to be able to speak up for themselves. Chisholms Equal Rights for Women speech was historical and changed th e lives for women in the United States, allowing them to gain political, economic, and civil rights. 1,208 words

The Rise and Spread of Islam

The rise and appeal of Islam can be attributed to many factors. Islam became hot because of the Quran, Muhammads personality, the immense faith among the early followers, its logical and clear principles and that those principles were consistent and logical (al-Islam). It was because of Mohammeds personality that created the interest in Islam the religion was non immediately popular when it was first introduced. It was only after Muhammad and his followers left their home for Medina, where the population welcomed Muhammad and the Muslims.Only after Muhammad became famous was he able to accumulate more followers and converts to Islam (World narration Connections To Today, 257). Islams believers increased on a daily basis because of the caliphs and their agendas. Islam exploded rapidly during the times of the caliphate through successful legions conquests. The campaigns were so successful and far-reaching, that by 750 AD, Muslims controlled land from present-day Iran in the east t o present-day Portugal in the west and in North Africa to the south (World History Connections To Today, 260). umteen people remained loyal to the religion after the empire detiorated because of the clear principle of the belief in one God. in that location were no others next to him, just prophets. There were also no conflicts within the religious teachings and the principle of treating all creatures with respect resonated within its followers. It was rare to have religious tolerance practiced toward different religions, in time the Quran celebrated it (al-Islam). Muhammads popularity was the primary attraction to Islam, but its message, principles and duties is what has kept the religion together throughout many centuries.People are still dutifully playing the requirements set forth in the five pillars which are, accepting God as the one true God, performing daily prayers, giving to the poor, fasting during Ramadan and the pilgrimage to Mecca (World History Connections To Today , 258). Many factors had to congeal to form the Muslim faith, and it will continue to be strong as long as the basic tenets of the religion are held sacred. kit and boodle Cited Guertin, Wilson H. , and, Mohammed J. Chirri. Why Is Islam Popular? al-Islam. 2 January 2009

Education and the Role of Philosophy

grooming and, the Role of Philosophy In The Journey by means of American Education Curriculum as a dramatic art of study has been characterized as elusive, fragmentary and confu criminalityg (Ornstein and Hunkins, 2009, p. 1). According to Wikipedia, cultivation is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.This report will journey through and through the history of education, its philosophies and the philosophers that helped shape and design it. Originally American develops were defined by religion. The foundation of education was based on religious study. The schools meaning in 1620 was to work out a republic of God-fearing citizens. Women taught children to engage the bible and to write the scriptures while the men and older boys were out in the fields working.With the women as nurturers nurtureing themselves to read and write and then assuming that responsibility to nurture their childrens lesson through the teachings of the scriptures led to the establishment of women as the backbone of American education which appears to electrostatic be the case of present magazines (History of American Education Primer, p. 27). In the Massachusetts Bay Colony, Protestant ideological managers sought to create a moral and God-fearing society and their goals were 1. Honor, fear, and obey God, 2. Honor, fear, and obey the father in the home and 3. Honor, fear, and obey the government.This philosophy of the Protestants was called Calvinism which is the belief that humans argon born in sin and must(prenominal) purge this sin as children grow into adults (p. 10). The Massachusetts Law of 1642 which called for all parents to assure someone to teach their children how to read the bible, write out scriptures, acquire Protestant theology, and obey the laws of the land along with The Old Deluder Satan Law of 1647 which called for all t stimulates of 50 households or more to appoint a teacher to teach reading and writing and all towns of 100 or more households to build a school and hire a schoolmaster were the first major(ip) laws of education (P. 0). As the colonies expanded, antithetical forms of schooling philosophy genuine but the Common Schools (schools that sought to bring together white children in a common school to perpetuate the goals of the dominant white culture) were still dominated by Protestant values of a moral, God-fearing society (p. 31). Over time the teaching of children began to include, along with reading, writing and ciphering, social skills such as knowledge, etiquette, and debate. Schools began to include topics to prepare children for employment and if ones family could afford it, college (p. 16).As time passed, education grew to include many different instructions and philosophies to where we are today. With the extra teachings came many more philosophies. These different philosophies determine with teaching style, instruction, and school curriculum that will be used to include Axiology, Behaviorism, Epistemology, Existentialism, Ontology, Perennialism, Eclectic, reality and Reconstructionism. According to Pratt and Collins (2001), effective teaching whitethorn be classified as transmission, apprenticeship, developmental, nurturing, and social reform. To start, William Kritsonis (2005, p. 1) defines philosophy as the human beings get to think more or less speculatively, reflectively, and systematically about the universe and the relationship to that universe. He writes that philosophy has no proof and is in that respectfore without theorems and has not questions that can be answered with yes or no. The purpose of educational philosophy is to help develop the educators thinking capacity (p. 91). The three branches of philosophy are Metaphysics (Ontology) which deal with net reality, Epistemol ogy which deals with the nature of knowledge and Axiology which is the study of values.The major schools of philosophy are Idealism which are certain universal unquestioning concepts, Realism where work is governed by non-homogeneous laws, known or unknown, Pragmatism which is primarily an American philosophy of scientific analysis or learning through experience, and Existentialism which believes that students should control much of what goes on (p. 92). Philosophy has many definitions and is hard to define. The word itself comes from the Greek meaning love of wisdom and is the belief system that a person develops concerning existence, reality in the world, rightfulness, ethics, honesty, thinking processes, aesthetics, and logic (Kritsonis, p. 8). In regards to education, philosophy is a way of examining ideas, proposals, and recommendations for learning and how best to use them in the educational setting and it is therefore, the application of ideas or idea systems to education al problems (p. 97). Educators study philosophy to help them attain a better understanding of the best way to success. Educators use philosophy for the roles in which philosophy stands for which includes to suggest election methods of thinking, to develop sensitivity to the logic and language we use in gathering solutions to problems (p. 97).Philosophy of education is the philosophical study of the purpose, nature, process and ideals of education (Siegel, 2003). As time has progressed so has the understanding of philosophy and its importance on education. The history of philosophy and education would not be complete without its fore fathers so to speak and the four ancient philosophies of Idealism, Realism, Pragmatism and Existentialism. Idealism was the main philosophy of the thinkers of western nuances during the last half of the 19th century and its believers believed that external reality must be understood through the medium of the human mind (Kritsonis, p. 03). They believe d that when humans came into contact with whatever existed, the human mind functions to grasp the nature of reality and what is real.The three key words of noble-mindedness are growth, imitation, and maturity and by imitating a model of behavior, one matures and grows toward an ideal that contains the perfection of virtues (p. 103). It applies to any theory that views the world as being made up of mind, spirit, or reason. They believe that to learn is to distinguish among values because some values are a subject area of personal preference while others are absolute regardless of time, place, and circumstance (p. 03). Plato is a major contributor of Idealism and is considered to be the first and foremost Idealist. He believed that proper education comes before law and there would be no need to dictate laws to humans of good breeding, for they will find out for themselves what regulations would be needed (p. 104). He believed that good breeding developed through a sound educational system that produces reasonable humans. The impact that Idealism has on education is that its educational philosophy focus on who should be responsible for education, who should be taught, and what should be the curriculum (p. 109).To the Idealist, education is to assist in the development of the mind and self of the pupil and help in attaining the good spiritedness of the spirit. The curriculum must be based on the idea of the spiritual nature of humans and must draw on both sources of truth and redress opinion for its subject matter. Its prime purpose is to teach student to think and to teach skills that develop conceptual ability (p. 109). The philosophy of Realism involves the act of truth being determined scientifically. It is based on absolute truth. It proclaims that objects of perception are objects and contain real existence outside the mind (Kritsonis, p. 12). Aristotle was a major contributor of Realism and he believed that a proper study of matter could lead to better and more distinct ideas. He felt that education was designed to have-to doe with the stability of the state, to create good citizenship, and to prevent revolutions (p. 115). The impact Realism had on education was to present material to students so they could become acquainted with the subject matter as a pre-established block of material and the idea that successful learning consists of understanding that material (p. 118). The philosophy of Pragmatism is the result of action.Pragmatists believe that ideas become authentic in order to get into satisfactory relations with other parts of experience (kritsonis, p. 121). John Dewey was a major contributor of pragmatism. He was one of the most influential of all American philosophers and educators and was actively interested in the reform of education (p. 122). His philosophy of education emphasized many things including experiences, experimentation, and freedom. He believed the learner must interact with that which is learned if a p roductive educational experience was to be achieved (p. 122).Other pragmatic philosophers were Jean-Jacques Rousseau and Charles Darwin. The impact that pragmatism had on education is that the childs own instincts and powers provide the material and starting point of all education and the educators knowledge of social conditions is necessary to interpret the childs powers. The philosophy of Existentialism is a revolt against other traditional philosophies. Others attempt to grasp the ultimate nature of the world in abstract systems of thought existentialists consider what it is interchangeable to be an individual human being living in the world (Kritsonis, p. 125).It is concerned with an individuals willingness truly to commit to something with intensity (p. 127). A major contributor to Existentialism was Soren Kierkegaard who believed that a humans essential self is developed in three stages Aesthetic stage, ethical stage, and religious stage. He believed that individuals are conf ronted with choices in life that they alone can make and for which they must accept complete and full responsibility (p. 127). Existentialism impact on education was to underline unique experiences in the affective and what a student hears in class is more impressive than what the teachers say.The Philosophy of education in the United States has undergone a serial of internal struggles over the past 25 years. Some of the struggle with philosophy in these modern times has been the issue of the curriculum of multicultural education. The multicultural battlefront defines the main purpose of curriculum as social improvement, particularly as it relates to peoples who have been marginalized on the bias of race, ethnicity, language, social class and other identities (English Teaching, page 122).Over time and through history philosophers have had to be adaptable to change and that change in American included a multicultural movement. This movement includes the philosophy of Reconstructio nism which involves the military strength toward change and encourages individuals to try to make life better which ultimately means every individual in all cultures (National Outlook, 2006). Philosophers of the future will have to find a way to inculcate mulitculturism into their ideas (Educational Administration Quarterly 1998, p. 236).Multiculturalism is described as focusing on how gender, race, sexual orientation, and class differences are inscribed in policy-making and cultural practices (Community College Journal of Research and Practice, 2000). Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization and it is the business of the school to build its pupils according to the specifications laid down (English Teaching, p. 25). We build our curriculum based off of past philosophers beca use of the beliefs our present curriculum decision makers may possess. Philosophy is concerned with questions about the analysis of concepts and with questions about the grounds of knowledge, belief, actions and activities. The philosophy of education is then occupied with the analysis of such educational concepts as teaching, child-centeredness, ingraining of belief and curriculum.The main point of contrast between philosophy and education is the role of value judgments values and ideals are embodied and expressed in the purposes of tell knowledge, skills and attitudes (Scandinavian Journal of Educational Research, 2001). In conclusion, the question remains unanswered, Are our schools headed in the right direction with its curriculum? From past philosophers to present we have had a consecutive confusion take place which continues to make curriculum hard to define.References Adult Education Quarterly (1977). The Concept of Educational Need An Analysis of Selected Literature. 16- 127 American Education Through the Civil War (Chapter 2). Community College Journal of Research and Practice (2000). Student Experiences With Multicultural and Diversity Education. 531-546 English Teaching Practice and Critique (2004). comminuted Multicultural Curriculum and the Standards Movement. 122-138 Kritsonis, W (2005). Philosophies of Schooling. 82-159 Scandinavian Journal of Educational Research (2001). Some Notes on the Relevance of Philosophy to Education. 341-351 Siegel, H. (1988). Educating Reason Rationality, Critical Thinking, and Education. 369-382 http//en. wikepedia. org

Introduction and History of Psychology

1. Ask your parent, grandparent, sibling, or a friend that has not taken this course what they think an industrial and organizational psychologist is? Were they close?During lunch with a friend, we began discussing how shoal was going for each of us and I thought of this weeks assignment. I asked my friend what she thought I/O psychology was. While she knew it had something to due with behaviors and work, she was unable to genuinely specify what I/O psychology actually is. She was quite surprised when I explained it to her.When asked the question, she was partially right. The word psychology gave her the impression that it was psychology, or behavior think and the word organization led her to believe it was work- tie in. I think what likely stumped her was the word industrial it is not a word most hatful would helper with psychology.2. Why do you think so few people know about this field?As mentioned previously, most people wouldnt associate industrial with psychology. organiza tional is a word that most people are familiar with and naturally assume that it refers to a job or the work target.I think most people would likely associate many of the functions of an I/O psychologist with those of those of the human resource department (HRD). Many people working in medium-to-large organizations are familiar with the evaluations, assessments and programs conducted in the HRD. It is possible that many people would not consider the functions listed on the SIOP website as areas of I/O psychologist functions, as these functions are associated with the HRD. Examples of these functions include legal, workplace health, compensation and benefits, employee behavior, employee issues, WorkLife programs and surgical operation evaluations and assessments (SIOP Brochure, sect. 5, 2006).3. Do you think it would help if we changed the name of the field to something else, like Work Psychology? If the name of the field were to change, what other names would be more descriptive of what we do?It might be helpful to change I/O psychology to a more familiar term in methodicalness to amplify familiarity with the work and services of I/O psychologists. If the name of the field was to change, I think it should encompass the services of helping employees achieve satisfaction in their place of employment. The various job titles of I?O psychologists listed on the SIOP website is an example of why people may not know of I/O psychology and related services there are so many different titles. SIOP, for example, lists the following human resource related job functionsCorporate Vice President, Director, Manager, Staff section ofOrganizational Development, Management Development, Human Resources Research, Employee Relations, Training and Development, and Leadership Development (sect. 7).Names that come to mind that may be suitable for replacing the term I/O psychology are Employee Relations Psychology Workforce and Organization Psychology Employer and Employee Developme ntal Psychology4. Let me know why you are pickings this course and what you hope to learn from this class.I am taking this course to continue learning about the various fields of psychology in order to eventually discover which field I am most interested in pursuing. I hope to learn the inner workings of an organization through and through the functions of an I/O psychologist and how an I/O psychologist can help employees improve their work experience and increase their chances for success.

Ethics of Rendition Essay

This ingest begins by stating that nulla poena sine lege, import that no person whitethorn be punished except in unanimity with the law. In every instance, there must be a law governing and prescribing punishment. Further to that non omne quod licet honestum est, meaning that non everything that is permissible or even lawful is honest or honorable. There ar limitations in respect of this maxim. Finally, it would as well like to state that apices juris non sunt jura or non congruit de apicibus juris disputare, meaning that legal principles must not be carried to their most extreme consequences, regardless of equity and good sense.This study deems it fit to address the issue of rendition in spite of appearance the three maxims mentioned there above. It is worth while to note that rendition is not only a legal issue but also an respectable issue, so to speak. Therefore this study will take into consideration several ethical theories to enrich the theoretical perspective of this study. The section on findings and discussion will appoint a critical synthesis between law and morality discussed in this study. This will also be the part where this study will give its have got stance regarding moral philosophy of rendition.Research Questions Q. To what extent can rendition be justified? Q. Is it justifiable in law and in morality? Literature freshen This section will explore in depth the notion of rendition and its impact on coeval society. It will look at how different governments retrieve ab bulge it especially in the United States. Rendition is defined as the act of shifting a person from one nation to an new(prenominal) for captivity and interrogation through the use of throe, which would not be permissible if they remained in a certain country.Extraordinary rendition involves the transportation of suspected fo loom terrorists or other persons suspected of discourtesys, to other countries for interrogation and imprisonment. Looking at the above def inition one can already dismiss the rationale of rendition off-hand. still sooner even getting to the aspect of torture in it, why would a government take advantage of another countrys laws? wherefore is it hard for such a government to enact laws friendly to rendition in their own country? There are so many other queries that call for to be addressed here.It is believed that the aim of extraordinary rendition is to make suspects provide intelligence information by torturing them. These suspects are either move to facilities sponsored by the US government or can be left in the hands of foreign governments. As mentioned earlier, suspects are transported to countries whose laws do not annihilate torture and abusive treatment. In this regard, extraordinary rendition allows acts of torture towards detained suspects notwithstanding the fact that torture is an offensive, at least, under international law no librate the cost.This confide is believed to have begun back in 1990s but gained its momentum following the September 9/11 attacks on US. It is also believed that this policy re-appeared during the reign of Bill Clinton although it grew in strength during the reign of George Bush. It is estimated that 150 foreign nationals have been victims of torture as a result of rendition in the last fewer years alone. In most cases this foreign nationals have purportedly been suspected for terrorist acts.After their transportation, detention and interrogation takes perplex in countries like Jordan, Egypt, Diego Garcia, Iraq, Afghanistan, Egypt and Guantanamo. Robert Baer, the former CIA agent, is on record for having said that if one wants a serious interrogation then the culprit should be sent to Jordan. If the aim is to torture them then the best place would be Syria and if the aim is to make a victim disappear and never to be seen again, then the best place would be Egypt. There are allegations that US intelligence agencies have sent terror suspects for interro gation by security officials in different countries.By so doing, they put them in a bit where they cannot be protected by the American Law. Some persons confess that they were flown to countries like Syria and Egypt by CIA agencies where they were tortured. The US government and its intelligence agencies believe that their operations are lawfully justified. Even though US officials agree that terror suspects have been transported to other countries for interrogation, they vehemently deny that acts of torture take place when they get there.The former US Secretary of State Condoleezza Rice is on record for having said that all American interrogators act within the UN Convention on Torture. She went further to state that they rive to this Convention while exercising their duties in US or in another country. There are several documents that detail human flops legislation, for instance (a)Third and fourth part geneva Conventions (b) Universal Declaration of Human Rights (UNDHR) (c) United Nations Convention Against Torture (UNCAT) and (d) US Constitution. Surprising enough is that US government is a signatory of each(prenominal) of these treatises.This study believes that by the fact that United States identifies with the principles in each of these documents it should be the first nation to safeguard victims against acts of torture. Nonetheless, the impression is that US promotes extraordinary rendition in the name of war on terror. Then why would one not accuse US government of hypocrisy or cynical relativism in hurt of its commitment to human rights and civil rights laws? Moreover, the fact that US are a signatory to the abovementioned documents it needs to terminate programs that violate human dignity.The Third and Fourth Geneva Conventions The Geneva Convention set the standards for international law as far as humanitarian issues are concerned. Its central concern was the treatment of civilians as thoroughly as prisoners of war. Its principles safeguar d against human rights violations and establish universally acceptable standards and mountes relating to detained victims in times of war. The Convention forbids any form of physical or mental torture or any other kind of coercion towards suspects in a bid to gather information from them.It further states that even if the prisoners fail to open up during the interrogation process they should not be intimidated or abused or mal hardened for that matter. The Universal Declaration of Human Rights The fifth article in the Universal Declaration of Human Rights states that no person shall be put to torturous acts or inhuman treatment or punishment. Apart from providing an instruction against torture it further restricts the utilization of degrading treatment or punishment.In the sixth article, it states that every person has a right to recognition before the law no matter where the person is or could be. The eighth article invalidates the CIAs practice of extraordinary rendition. This a rticle states as follows Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. This study believes that whenever prisoners are transported to other countries chances that this communications protocol will be observed are quite minimal.The ninth article set asides the arrest of persons with no proper justification, including detention or exile. This provision prevents United States from carrying out extraordinary rendition activities. The tenth article essentially invokes what in Latin can be termed as habeas corpus which literally means that one may have the body. It is a writ ordering a person to be brought before a court or judge so that the court may ascertain whether his detention is lawful or not. United Nations Convention against TortureThis convention has an international scope on human rights protection. This Convention is greatly endorsed by the United Nations and its observance is extremely mandatory for all the member states who are signatory to it. As mentioned earlier, United States is a signatory of this document so it has no option but to adhere to its provisions. This Convention states that all signatories should create appropriate measures to safeguard against torturous acts within their territories and prohibits countries from transferring persons to other countries so that they might torture them.clause two states that every state ought to exercise appropriate legislative measures, administration and judicial measures to fight any elements of torture under its jurisdiction. It further states that under no circumstances can torture be justified. The circumstances could be a state of war or a threat of war or exoteric emergency. It also does not matter whether such orders come from the top officers, torture remains unjustified. In article three it states that no person may be transported to another state to be interrogated or to rtured simply because that countrys laws allow it.The Constitution of the United States It is quite impressive to discover that the practice of extraordinary rendition is not only prohibited as seen in the three Conventions discussed above, but the US constitution is against it as well. The Fourth, Fifth, Sixth and Eighth Amendments are a clear indication that US holds a no-policy towards extraordinary rendition. These amendments prohibit arbitrary search and seizure of individual and/or property it also invokes the right to due process of law, as in, the concept of habeas corpus mentioned above.In this light, US government contradicts the spirit of its constitution whenever they indulge in extraordinary rendition. Deontology versus Utilitarianism Deontological moral possibility is also a Non-Consequentialist moral theory. While consequentialists believe that the end ceaselessly justify the means, deontologists assert that the rightness of an action is not simply qualified by maxim izing the good alone, it must be that the action fulfils what is considered moral. It is the inherent nature of the act alone that determines its ethical standing.Or better still, utilinitarianism believe that one should always exploit the good in his/her actions while deontologism believes that it is not the pursuit of the good but it is the moral worthiness in the act. Virtue Ethics is not overmuch concerned with rules, consequences and specific acts but it puts more emphasis on the subject of the actions. In other words, it is interested with the person who is responsible for acting. It holds that acting in accordance with given rules or analyzing the good outcome of the actions is not what should only count.The most primary thing is whether the subject of the actions, in this case the individual, exhibits elements of good character or moral virtues or not. Unlike utilitarianism which is concerned with the maximization of the good in performing a given act, virtue ethics instead , focuses on the moral theatrical role exhibited by the agent of the actions. Therefore, the dictum that the end justifies the means has no place in virtue ethics. On the other hand, deontologism is somehow a normative approach to ethics which typically evaluates the actions of an individual in relation to moral standards in the objective order.Both utilitarianism and deontology focus on the actions of the agent contrary to virtue ethics which is a complete turn to the subject that is acting. Findings and Discussion Throughout this study it can be seen that there is no where that extraordinary rendition has been justified. The reader taking part in this study can clearly ascertain that rendition has no place either in law or in morality. Furthermore, it cannot be justified no matter the circumstance. This study however believes that persons who destabilize peace and stability should be dealt with accordingly.In any way, they should be eliminated in the society. Looking at the inte ntion of extraordinary rendition, it stands justified in that it serves as a deterrent kind of punishment. Literally, it makes the culprits pay for the wrongs they have committed. In the contemporary society crime cannot be something that anybody will brush under the carpet, it is important that preventive measures be put in place. The Conventions discussed in this study clearly indicate that extraordinary rendition is an offence in law.Now, the problem is that this study does not understand to what extent each of these Conventions applies. It was stated very clearly that signatories to these Conventions are bound by them so do these same Conventions apply to countries like Syria, Jordan or Egypt which are clearly the preferred destinations for acts of interrogation and torture. This study cannot fail to mention that most countries, or instance, Syria or Egypt are sovereign and with authentic constitutions. Could it be that their constitutions allow extraordinary renditions?Or is it that their laws do not care about such practices? This means that a country need not legalize torture but the fact that its laws say nothing about acts of rendition it becomes a reason to practice them. From a utilitarian ethical viewpoint, the end qualifies the means so long as the acts brings desirable end. This means that utilitarianism supports extraordinary rendition insofar as it will eliminate same crime occurring in the future. On the contrary, deontological ethical viewpoint believes that what should be investigated is the act itself not the consequences.As such, torture is immoral whether a nation recognizes it in law or not. This study confidently declares torture an immoral thing and something that should not be used as a form of punishment. Finally, this study would like to reiterate that the contemporary world needs to enact stiff measures to ensure that all criminals have been completely wiped out. No person should disturb another persons peace. It also believes that due process of law is the best way to deal with criminals. Imprisonment in itself is maximum punishment since it denies such criminals opportunities for further commitment of crime.Conclusion This study has explored the meaning of extraordinary rendition and its implications. So far, there is no where in this study has it been justified. Much of its practice has been adopted by the United States government in its war on terror. From the Conventions it is clear that the practice of torturous acts remains entirely prohibited no matter the cost. It has also been indicated that the major proponents of extraordinary rendition, the United States for this matter, prohibit such practice in their constitution.This study has also highlighted two ethical standpoints namely deontologism and utilitarianism. Inasmuch as utilitarianism justifies the means due to the perceived good it does not spell any justification for extraordinary rendition. So, human dignity should be upheld at all times. Th is study invites persons with malicious intentions to reconsider their attitudes and evade practices that would make them be treated inhumanly. Bibliography Alfred W. McCoy, (2006). A Question of Torture CIA Interrogation from the Cold War to the War on Terror (New York, Metropolitan Books) p. 60.Craig R. Ducat, (2000). Constitutional Interpretation Rights of the Individual, Vol. II (Belmont, Wadswoth/Thomson Learning), E33. 18 noggin T. (2005). Virtue Theory. London International Committee of the Red Cross, International Humanitarian Law Third 1949 Geneva Convention. http//www. icrc. org/ihl. nsf/FULL/375? OpenDocument Jeremy Brecher et al. (2005). eds. , In the Name of Democracy American War Crimes in Iraq and Beyond, (New York, Metropolitan Books) p. 304-5. Korsgaard, Christine M. (2003). Punishment & Legality Extraordinary Rendition. New York Cambridge UniversityNoam Chomsky, (1999). The Umbrella of U. S. Power The Universal Declaration of Human Rights and the Contradictions o f U. S. Policy (New York, Seven Stories Press) p. 71. blot of the United Nations High Commissioner for Human Rights, Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment, http//www2. ohchr. org/english/law/cat. htm Schumpeter J. (2006). The Understanding of Deontology righteous Theory. Oxford University Press Stephen Grey, (2007). Ghost Plane The True Story of the CIA Rendition and Torture Program. New York.

Can Military Force Promote Humanitarian Values?

AbstractRecent years have seen an increase in humane preventives which have involved war machine trading trading operations. However is it feasible that the two operations, phalanx and addition atomic number 18 compatibleThis stem investigates whether this is the case and, to do so, assesses soldiery force in terms of the values which underpin additionism. This writing utilises a case study from the Libyan conflict to assess whether thither is a politicised nature in the push for military light-emitting diode humanitarian operations, and examines whether there is a semipolitical undert angiotensin-converting enzyme in the increase usage of military forces. It is argued that this undertone serves to undermine the possibility that military forces female genitalia crusade humanitarian launchFor several decades, humanitarian intervention has been a factor in military operations. This paper examines whether military forces burn d avouch promote the values of humanitarianism during aid operations. To do so this paper lead examine a number of elements and seeks to define humanitarianism. In doing so, the question of what post military forces can play is considered. This includes, for example, where military forces argon deployed to affected regions or states and the role which they have been asked to conduct. This paper investigates whether the underlying aims of military forces are compatible with that of humanitarianism. This paper argues that they are not and that recent years have seen developments where military reach has been wrongly justified on the grounds of humanitarian intervention.What is improverism?The concept of humanitarian intervention which utilises military force can be classed as a subjective one. Whilst some commentators class military led humanitarian interventions as being the use of military force to protect foreign populations from mass atrocities or revenue human rights abuses (Waxman, 2013), former(a)s such as Marjanovic (2012) define the action as being a state victimisation military force against another state when the chief publicly declared aim of that military action is ending human-rights violations being perpetrated by the state against which it is directed. Yet despite the subjectivity, there is a series of components which can be extracted from these various definitions. These components include a form of war or conflict, the potential that non-combatants will be negatively affected by this conflict and where human rights abuses are considered to be taking fixIn essence, there are a number of factors which should be present when military led humanitarian assistance is being considered. Weiss (2012 1) argues that there is an underlying notion of a responsibility to protect and that this has a tilt to hulk modern geo-political thinking, except instead it is arguable that the global community can be impeach of cherry picking where it seeks to intervene. Weiss had previously argued that any intervention should incorporate aspects of post conflict redevelopment program (Minear & Weiss, 1995), yet since the perpetuation of military led humanitarian interventions, he has reconsidered his perspective to argue that such actions should at one time constitute activities undertaken to improve the human condition (Weiss, 2012 1). This latter inclusion indicates that the shift in conflict dynamics, from one which is largely based on conventional warfare to the usage of non-state actors and combatants in an asymmetric conflict district has been a party to Weisss new perspective.Where values are considered, the Interlanded estateal Committee of the scarlet continue (ICRC) (2013) argue that these incorporate aspects of humanity, impartiality, neutrality and independence. Essentially, therefore, it can be argued that where military forces are deployed to support humanitarian operations that it is essential they act according to these guiding principles.Role of the Military in humane InterventionsRecent years, specially since the end of the Cold War (Pattison, 2010), have seen military operations to support humanitarian interventions in a number of collapsed or failed states. These include, but are not limited to, Iraq, post-Gulf War One (1991 2003), Bosnia Serbia (1995), Kosovo (1999), East Timor (1999) Somalia (2002), Haiti (2004), and Libya (2011) whilst other humanitarian interventions which have required military assistance can be considered to have taken engineer in post conflict Iraq and Afghanistan (Pattison, 2010). Weiss (2012) argues that the concept of humanitarian intervention has increased the potential for interventions into states in orderliness to protect non-combatants from conflict. Contrary to this, the earlier reference to cherry picking set asides a casing point when the political discourse which took place at the United Nations (UN) Security Council in relation to the ongoing conflict in Syria can be considered to be a c ase where the window of opportunity for intervention has now closed, especially since this conflict has led to the involvement of Islamic advance and the Kurdish Peshmerga (Dagher, 2014).Increase in Military led Humanitarian OperationsAs stated, recent decades, particularly since the end of the Cold War, have seen a bound in the numbers of ethnically charged conflicts and where humanitarian interventions have been considered as necessary (Kaldor, 1998). In a review of this era, Kaldor far-famed that there had been a change in the dynamics of conflict and that the underpinning issue was of a series of belligerents and combatants which were not constrained by international regulations, such as the Geneva Convention protocols, Laws of fortify Conflict or relevant United Nations Charters (Kaldor, 1998). This changed dynamics has perpetuated and has spread to a number of conflict zones slightly the world, but has too seen a rise in the usage of conventional forces to support non-go vernmental organisations (NGOs). Similarly, Christoplos, Longley, and Slaymaker (2004) also observe a changed emphasis in humanitarian aid provision during this era. They argued that the underpinning programmes have been utilised to create a tripartite system of humanitarianism which incorporates rehabilitation (for both state and society), development of state and social infrastructures and sculptural computer backup programmes which provide for maintaining civil society during crisis periods. This particular perspective reinforces a belief that military interventions can serve well NGOs deliver aid by providing security (Seybolt, 2007). Nevertheless the incorporation of military activity into this mix has also resulted in a further complication since military operations deploy to aid zones with a preposition of maintaining working(a) security. This includes the potential for combating belligerent forces where such a need exists (Davidson, 2012).Stability OperationsGlobal Huma nitarian assist (GHA) (2013) argues that the first decade of the twenty first century has seen a near trebling of military support for NGOs in countries which have been affected by war, natural disaster or where the state infrastructure has been affected sufficiently that it is unable to assist with recovery programmes. GHA also note that peacekeeping operations have increased at a similar rate, particular in the years discussed earlier by Kaldor (1998) to the present day. UK military philosophical system emphasises that any military activities which has a humanitarian focus should incorporate stability operations (Ministry of Defence, 2011). In explicate this position, the UK Ministry of Defence added that The peacekeeper fulfils a mandate with the strategic consent of the main warring parties, allowing a degree of liberty to fulfil its task in an impartial manner, while a sustainable peace settlement is pursued. (Ministry of Defence, 2011 1.1). much(prenominal) a perspective indicates that the simple inclusion of additional personnel to assist NGOs is not the primary role of military forces but instead is indicative of a more political role which is intended to contour line the political landscape of the affected region or state where assistance is being provided. This aspect does not sit comfortably with the principles of humanitarianism as espoused by NGOs such as the ICRC (2013). This perspective is further compel when it is noted that the Ministry of Defence cannot rule out military action during humanitarian operations.Doctrinal papers express that military operations will also incorporate war fighting components as well as security duties. This was the case in Afghanistan, which was a stabilisation operation during which the UK military had the consent of the host nation government but no other warring party (Afghanistan Taliban 2001 present) A military force whitethorn decide in such situations that the defeat of a specific enemy is essentia l to the success of the operation. (Ministry of Defence, 2011 1.1). Essentially, therefore, there is a political perspective which can serve to undermine any literary arguments of altruism during a humanitarian operation which is supported by military efforts.Should Military led Humanitarian Interventions be justified?The UN support military operation in Libya during its recent uprising and civil conflict was arguably mandated via humanitarian intervention based upon aid relief and assistance (United Nations, 2011). However it is arguable thatthat this particular intervention was politically actuate since it is evident that the Gaddafi regime had previously irked those states (USA, UK & France) which were at the forefront of the military aspect of intervention (Boulton, 2008). The argument devote forward by the trio of states sought to ensure a quick resolution to the conflict and that a perpetuation of the conflict would lead to a humanitarian crisis. Kuperman (2011) notes that Resolution, 1973 allowed for a number of additional practices by military forces. These included, for example, allowing intervening forces to stabilise the Libyan conflict, to assist the undermining of the authority of the Gaddafi regime and to help bring the conflict to a swift conclusion. To achieve this Kuperman (2011) notes that Libyan state financial and economic assets were frozen, the regime was also subjected to an arms trade stoppage (Kuperman, 2011). It is also to be noted that the USA, France and the UK also operated outside of the mandate provided by the UN by deploying private military contractors to fight alongside insurgents seeking to overthrow the Gaddafi regime (RT News, 2012). That said, the Libyan conflict has not ended and continues to dominate local Libyan politics and society. This outcome serves only to undermine the utilitarian role of humanitarianism.It is fair to mention that the actions by military forces were more political than humanitarian and served only to perpetuate the US led form _or_ system of government of regime change. This is a factor which Williamson (2011) argues has resulted in military planners utilising military force within humanitarian relief efforts and which has served only to muddy the political and societal dynamics of any affected zone. Williamsons (2011) argument can be considered in tandem with the British military doctrine which refuses to rule out combat efforts but in relation to the post-Cold War era which has seen non-state combatants realign the battlefield to one which compares directly to a return insurgency warzone (US Government, 2012).Legal IssuesWhere the Libyan case study is considered, it is worthwhile noting that, previously, Goodman (2006) had argued that there is a clear contradiction between military interventions into any state using a guise of humanitarian purposes. Goodman (2006) furthers his argument by stating that there is no legal justification for a unilateral humanitarian in tervention into another country, and that it is highly unlikely that such a move will ever be likely. The rationale behind this argument is that states then have the potential to militarily intervene in other states using humanitarianism as a justification for regime change or some other ulterior motive. It is to be noted that Goodman bases his arguments upon the dynamics of recent interventions in Kosovo and Iraq as well as the refusal to intervene in the Sudan or in Rwanda (Goodman, 2006). Similarly when attempts were made to intervene militarily under the auspice of humanitarianism in Syria, this was rebuffed by the UN General accumulation since it was suggested that those who sought to intervene (again, the USA, UK and France) were doing so out of a political motive which involve a war fighting phase as opposed to relieving suffering on the ground, indeed a part of the proffer was to arm anti Assad militias which were aligned to the al Qaeda franchise (Benotman and Blake, 2013 ). The outcome of this particular policy has been the phylogeny of Islamic State.ConclusionIn conclusion, the incorporation of a military force to benefit humanitarian operations can serve to benefit the potential for aid relief via the provision of security escorts for NGOs when operating in hostile environments. However with recent decades seeing a vast increase in the preference for military led humanitarian operations, the potential for a conflation between humanitarian principles and the advancing of political aspirations of donor states cannot be denied. This has been the case in Libya where humanitarianism was presented as a causal justification for military interventions which were mostly politically or ideologically led. With the vales of humanitarianism incorporating impartiality and neutrality it is hard to see how military forces can promote humanitarian values, particularly when their presence may result in engaging with potential belligerent forces in order to stabili se a country or region so that NGOs can conduct their own operations successfully. Essentially, therefore the aims of military forces (and their political masters) are vastly different from aid agencies, this serve to provide confirmation that military forces cannot promote humanitarian values, purely by virtue of their own activities and nature of their work.BibliographyBenotman, N., and Blake, R. (2013) Jabhat al-Nusra A Strategic Briefing, London Quilliam Foundation.Boulton, A. (2008), Memoirs of the Blair Administration Tonys Ten Years, London Simon & Schuster.Christoplos, I., Longley, C. and Slaymaker, T., (2004) The Changing Roles of Agricultural Rehabilitation Linking Relief, phylogeny and Support to Rural Livelihoods, available at http//odi.org.uk/wpp/publications_pdfs/Agricultural_rehabilitation.pdf, (accessed on 13/11/14).Dagher, S., (2014) Kurds Fight Islamic State to Claim a Piece of Syria, (online), available at http//online.wsj.com/articles/kurds-fight-islamic-state-t o-claim-a-piece-of-syria-1415843557, (accessed on 13/11/14).Davidson, J., (2012) Principles of Modern American Counterinsurgency Evolution and Debate, Washington DC Brookings Institute.Global Humanitarian Assistance, (2013) Counting the cost of humanitarian aid delivered through the military, London Global Humanitarian Assistance.Goodman, R., (2006) Humanitarian Intervention and Pretexts for War, (J), American Journal of International Law, Vol. coulomb 107 142.International Committee of the Red Cross, (2013) Humanitarian Values and Response to Crisis, (online), available at https//www.icrc.org/eng/resources/documents/misc/57jmlz.htm, (accessed on 13/11/14).Kaldor, M., (1998) New and Old Wars Organized Violence in a Global Era, Cambridge Polity Press.Kuperman, A., (2011) put on Pretence for war in Libya, available at http//www.boston.com/bostonglobe/editorial_opinion/oped/articles/2011/04/14/false_pretense_for_war_in_libya/accessed on 13/11/14).Marjanovic, M., (2011) Is Humanitari an War the Exception?, (online), available at http//mises.org/daily/5160/Is-Humanitarian-War-the-Exception, (accessed on 13/11/14).Minear, L and Weiss, T.G., (1995) mildness Under Fire War and the Global Humanitarian Community, Boulder Westview Press.Ministry of Defence, (2011) Peacekeeping An evolving Role for the Military, London HMSO.Pattison, M., (2010) Humanitarian Intervention and the Responsibility To Protect Who Should, Oxford Oxford University Press.RT News, (2012) Stratfor Blackwater helps regime Change, (online), available at http//www.rt.com/news/stratfor-syria-regime-change-063/, (accessed on 13/11/14).Seybolt, T., (2007) Humanitarian Military Intervention The Conditions for Success and Failure, Oxford Oxford University Press.United Nations, (2011) Resolution 1973, (online), available at http//www.un.org/press/en/2011/sc10200.doc.htmResolution, (accessed on 13/11/14).US Government, (2012) Counter Insurgency, Virginia Pentagon.Waxman, M., (2013) Is humanitarian military intervention against international law, or are there exceptions?, (online), available at http//www.cfr.org/international-law/humanitarian-military-intervention-against-international-law-there-exceptions/p31017, (accessed on 13/11/14).Weiss, T., (2012) Humanitarian Intervention, Cambridge Polity Press.Williamson, J., (2011) apply humanitarian aid to win hearts and minds a costly failure?, (J), International Committee of the Red Cross, Vol. 93, (884) 1035 1062.

The Tally Stick

The Tally Stick ENLT 121-2 It is not always feasible to deliver unrivaleds be intimate for another human being simply done words or ordinary actions. Jarold Ramsey wrote a rime that demonstrates how simple markings and items can have priceless substances to them. The Tally Stick is a poem that explains the symbolic intricacies of a stick that he has created for his wife of many years and more(prenominal) to come. The poem begins showing the analogy amidst their nuptials and the general physiology of the stick itself.Ramsey carved their lives in secret (2) to show that his endure of art and their memories should carry on mysterious. Both the stick and their marriage argon beautiful to the public eye, unless he only wants the deuce of them to know the details of why it is so precious. The stick is carved in mountain mahogany (3) which is both(prenominal) very durable and free of voids present in common woods. This quality of both wood and bed is exemplified by hard and r atomic number 18 (3) to comprise the strength and preciousness of both.Line 5 makes the transition from Ramsey discussing the quality of their passionateness to positively reminiscing their lives together by touching and handling (5) the stick as opposed to observing it. This is what makes the run up stick so meaningful a couple would ordinarily revisit their marriage by push throughset a scrapbook, whereas Ramsey has created an artifact that can be felt in addition to observed to stir up more powerful emotions. The almost beloved parting of the marriage to Ramsey is the actual ceremony itself.The intricate strait (6) at the beginning of the stick, which he explains is our wedding (7), demonstrates how much he values the matrimonial ceremony between them. This intricacy is created where grains converge and join (6) which can be personified to a man and woman becoming onetheir convergence making them larger and more whole than they were as individuals. He values this moment so dearly that he can give specific details of the wedding such as who danced (9). Because he can recall so many details of this day, the details of the stick are readable notwithstanding with a thumb (9).This deep grain was chosen to bet this occasion to symbolize its significance, but more importantly because those grains are permanent in the wood just as their love is permanent. There are two specific symbols that Ramsey etched into the stick symbolizing two unavoidable events life and death. The first symbols carved were little arrowheads (10), and Ramsey explicitly says they symbolize the births of our children (11). Arrowheads were essential for the sustainment of life in ancient cartridge take toers, therefore Ramsey chose them to represent his children that bring life to him and his wife.Along with the arrowheads are heavy crosses (12) which also explicitly represents the loss of their parents and friends. In the bible, Jesus was squeeze to suffer by carrying his own h eavy cross before crucifixion the crosses on the stick symbolize both the suffering of Ramsey and his wife and the deaths of their loved ones. Not only does Ramsey include the influential moments of their lives through etchings, but uncontrollable events are also present on the stick. He included Events, History (15) because occurrences outside marriage do have a slight impact on how a couple lives together.These events affected them much less than those such as the birth of their children, and he symbolizes this by marking them as random hashmarks (15). These bantam scratches were placed sporadically against the swirling grain (16) the swirling grain is more precious and has a direction and purpose on the stick, whereas the hashmarks were chiseled randomly simply to present a reminder to him and his wife. Ramsey goes into detail about two historic events represented by the hashmarks.The Year the World Went Wrong (17) refers to around 1961 the year the United States sent multitud e into Vietnam which eventually escaladed into the Vietnam War including China, Russia, and France. Other hashmarks on the stick are the Great Men fell (18). This is mentioned subsequently the Year the World Went Wrong which means that these days occurred after 1961, yet were relatively close to that time period. It is possible that men who fell (died) included Kennedy in 1963, Malcom X in 1965, Martin Luther King Jr. in 1968, and Robert F. Kennedy in 1968.All four of those men profoundly impacted America and it is likely Ramsey and his wife grieved over their deaths together. In spite of these horrible events occurring, the love between Ramsey and his wife run through it all (19) both in reality and in the grains on the stick. We know that their marriage persevered because their lengthening runes (19) ran through the hash marks (19), meaning their growing characteristics and companionship as a couple were not affected by these tragedies but instead continued on their natural cour se.The final stanza returns to the present time and describes the unfinished state of the tally stick. Ramsey believes that he and his wife are approaching death by indicating the stick is whittled nearly end to end (20). date the stick is almost completely whittled, there is in fact still space left, showing his intrust to create more memories with his wife so they can be carved on. Although the stick was carved out of hard (4) mahogany, the current state is delicate as scrimshaw (21) because of the amount of wood carved away by memories.It is so delicate that it would not bear you up (21), simply emphasizing the sticks strong-arm weaknessnot even able to support the weight of his wife if she used it as a cane. The final stanza is the first time that Ramsey admits his marriage is realistic and not perfect. Outside of the beautiful carvings is wood that has been smoothen simply by handling it. The phrases Regrets have polished it (22) and hand over hand (22) are both used to symb olize times of dispute in the marriage.The effort and friction required to hold the stick by hand while carving it has polished it, which is analogous to the effort needed to work through hardships and regrets of the marriage. In addition to the Tally Sticks current state, the final stanza expresses Ramseys desires for the remainder of his marriage and life. Ramsey only wants to reminisce meaningful life events with his wife, which are represented by their unforgotten wonders (23). The fingers testament feel sign after sign (25) on the stick, which have already been established as memorable events earlier in the poem.Ramsey wants this remembrance to be innocent and enjoyable as children on a booster cable (24), like kids playing on a trail in the forest. He does not wish to rag about the hardships in his marriage, as seen through the phrase talk softly (26), clearly indicating a imperturbable conversation that would not include any regrets. The final phrase of the poem is the ey es go ruse (27). The most provoking thought of this last line does not refer to simply losing vision, but instead is an analogy to dying together so that neither of them has to experience life without the other.Ramsey ends the poem with this desire to express how dearly he loves his wife. The Tally Stick demonstrates how Ramseys love for his wife can be objectified through an artwork that he has created. The medium for the masterpiece and the symbols on it are carefully selected so that every part of the stick is significant. The marriage, the milestones, and the hardships of their lives together are engraved on the stick, yet Ramsey makes it clear which parts are of most importance to him through detail and emphasizes that he truly believes in the phrase until death do us part.

The New Testament Times

The Jewish sacred gentlemans gentleman is considered to be one of the major themes during the new(a) will times. In order to fully understand the New Testament, one must have a clearer fellow feeling of what are the possible similarities or possible differences between the Jewish spiritual world and non-Jewish religious world during the time of Christ.The core focus during the instant of the Old Testament was the law and the covenant, but during the time of the New Testament, it was Jesus Christ. Let us first consider the non-Jewish religious world as the Christian world.The main(prenominal) similarity between the Jews and the non-Jew, particularly the Christians, is that they believed in the same God and both groups have acknowledged the power of the Old Testament. However, one of the main differences between the Jews and the Christians lies in each clusters perception of the the Nazarene. It has been said that long before the time of Jesus Christ, most Jews have already ho ped for the coming of the messiah, a powerful, successful conquering king from the blood lineage of King David.This king is said to be the one who would lead Israel to the peak of glory, with peace and victory all over the state. However, during Christs time, his disciples had already acclaimed Him as the Messiah. Consequently, Christians regarded the messiah as their means of spiritual salvation because of Christs constitution as Son of God. Contrasting to what the Jews have believed, Christ had not lived to be a great political figure but a sacrificing, crucified individual who made radical statements, some of which is contradictory with the Jewish religious world.These radical statements lead to the acceptance of Gentiles or non-Jews into the community. Jesus taught that the basis for Gods acceptance is faith. The church service embraces Jews and non-Jews alike. Conflicting with the idea, the Pharisees believed that God is particular with obedience of the law from the Old Testa ment. They supposed that the practice of high chaste ideas will make them rightfully religious. Thus, they considered themselves as holier than non-Pharisees.During the New Testament times, Christianity disperse to Asia Minor and Greece. The Jews also spread and had large populations in cities around the world.With the Christians and the Jews compared and contrasted, let us now consider the non-Jewish religious world as the Greco- roman letters religious world, also during the same period.One great difference between the Jewish religious world and the Greco-Roman religious world is the number of gods in which each religious world recognizes. The Jews believed in only one God, the same God of the Christians. However, the Greek and the Romans have venerated a number of deities. The Greek and Roman religion is said to have merged during the time of the New Testament. This resulted to different cults with one god or goddess being patronized. Contradictory with the high moral standards of the Jewish religious world, these cults are said to conduct festivals in honor of their god or goddess in which they engage in immoral activities.The Cult of Attis, as an example, involves many orgies. Another example is the Cult of Bacchus in which its followers, during the festive days, engage in drunken frenzies to commemorate the acquaint of life.ReferenceGrolier Encyclopedia of Knowledge. Vol. 3. USA Grolier Incorporated. 2002. pp.102-106Key Elements of the Background to the New Testament. Available May 6, 2006