Crew Resource Management Essay Example

Crew Resource Management Essay Research Paper Crew Resource Management Rhandy Hurley Advanced Aircraft Systems Professor Ballard Barker October 25th , 2010 Index Background3 Definition3 Cognitive Skills4 Interpersonal Skills5 Concept6 Categories7 CRM Training11 Conclusions13 References14 BACKGROUND CRM was originally developed as a response to the finding of the causes of various aircraft accidents which were attained after the introduction of flight recorders and cockpit voice recorders into aircraft. The Information retrieved from these recording devices suggested that the majority of these accidents result not from a technical malfunction of the aircraft or its systems or from a failure in aircraft handling skills or knowledge on the part of the crew. It showed instead that they are primarily caused by the inability of crews to respond accordingly to the situation in which they are. Things like, for example, deficient communications between crew members lead in turn to a loss of situational awareness, disrupt the teamwork in the aircraft, and ultimately may lead to a disastrous situation. DEFINITION We will write a custom essay sample on Crew Resource Management specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Crew Resource Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Crew Resource Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer CRM comprises a wide range of knowledge, skills and attitudes including communications, situational awareness, problem solving, decision making, and teamwork. Of course with all the sub-disciplines that each of these areas include. The parts that conform CRM are not new; actually they have been recognized or implied in aviation since the beginning. The difference is that now they are defined, structured and articulated in a formal way. CRM can be defined as a management system which makes optimum use of all available resources, including: equipment, procedures and people, to promote safety and enhance the efficiency of flight operations. CRM is not much centered in technical knowledge and skills to fly and operate the aircraft but rather with the cognitive and interpersonal skills required to manage the flight within an organized aviation system. Cognitive skills are the mental processes used for gaining and maintaining situational awareness, solving problems and taking decisions. Interpersonal skills are the communications and a range of behavioral activities associated with teamwork. COGNITIVE SKILLS Situational awareness Situational awareness includes consciousness and recognition of all the factors and that affect the safe operation of an aircraft. In order to establish situational awareness, humans take in information through the 5 senses: touch, hearing, smell, sight and taste. This information is then transformed by the brain into a mental model of the situation, a process known as perception. Perception depends not only on current information, but also on past experiences and sensations. Perception is therefore a product not only of immediate sensations but also of cultural and social influences acquired through a life-time of experiences. For a pilot, much of the information from which situational awareness is derived comes from the flight instruments and the navigational equipment on board, so the process of constructing an accurate mental image of the position of the aircraft is subject to a number of degrading influences such as inattention, distraction, stress, boredom, fatigue and others. Planning and Decision Making One of the most important aspects of CRM is to ensure that high quality decisions are taken across the whole spectrum of flight operations. Preflight planning increases situational awareness and also allows all embers of the crew to manage successfully their own specific areas of responsibility. Understanding the plan also allows individual crew members to contribute in the most effective way to decisions made in flight. As the flight progresses, the captain should update the crew at regular intervals on any changes to the original plan, so that individual crew members can maintain good situational a wareness. INTERPERSONAL SKILLS Communications It is evident that effective communication between crew members is an essential prerequisite for good CRM. Research has shown that in addition to its most widely perceived function of transferring information, the communication process in an aircraft fulfils several other important functions as well. it also allows problem solving to be shared among crew members by enabling individual crew members to contribute to the decision-making process. Most importantly, it establishes the interpersonal climate between crew members and is therefore a key element in setting the tone for the management of the flight. Teamwork Good teamwork is achieved when the output of the team is greater than what could be developed by the sum of all the individual efforts. This process is known as synergism. Synergism is produced by a process of interaction between crew members, in which each individual is empowered and encouraged to contribute in the most effective way to the overall task of the team. Good communications within the group, a high degree of situational awareness and a comprehensive understanding of the decision-making process by all members of the group are all prerequisites for the creation of synergy and the effective performance of the team as a whole. It is also evident that a healthy organizational culture, which actively promotes CRM, will also induce good teamwork, since CRM and teamwork are inextricably intertwined in the realm of effective flight management techniques. CONCEPT Pilots must understand today’s more complex aircraft and associated systems in order to operate them in a more demanding ATC environment. In order to comply with the workload inside and outside the flight deck, the pilot has to be a resource manager. To manage a flight resource effectively a pilot ust first know the resource exists and then understand its uses and limitations. The types ad availability of flight resources vary widely and are dependent on factors such as aircraft type and equipment, crew composition, operating environment and geographical location pilots should be familiar with as many types of resources as possible. The natural tendency is to use those resources which are most familiar. However the use of all available flight res ources gives the pilot more influence in the progress of the flight. Every pilot has a maximum workload capacity. This capacity is a function of many factors including experience, proficiency level, specific training, motivation, emotional health and others. Maximum workload pilot capacity can be degraded by many factors such as fatigue, family problems, job stress, illness, lack of training, lack of proficiency and others. A pilot cannot decrease workload by simply doing less when the situation requires more. Such an action would only increase the future workload. The required workload is more or less fixed and a pilot must have the capacity to deal with it effectively. As a result of crew resource management, a shifting of the workload occurs and the actual task loading of a pilot is decreased. As a matter of fact, the pilot’s workload capacity has been increased and an acceptable margin of safety is restored. High levels of situational awareness allow a pilot to operate at peak capacity while keeping task loading to a minimum. CATEGORIES Flight resources are placed in four major categories: * Human resources * Operational information * Equipment * Consumable Resources Human Resources Human resources are those people who, with their individual skills provide valuable support. Human resources skill areas can be categorized as follows: * Technical: the particular knowledge and ability associated with a specialty and the aptitude to apply it in a consistent and productive way. * Interpersonal: Interactions between people. On must develop the ability to manage other and communicate with them in ways they understand. It is equally important to listen and to understand what they are saying. Effective two-way communications is absolutely necessary. Even the pilot of a solo aircraft is required to interact with others during flight. Conceptual: the analysis and integration of all associated activities towards a common objective. In aviation on must be able to able to view a flight as a whole and recognize how various faces must be fin in relation to the entire profile. Conceptual skills include the ability to project the consequences of current situations, analyze available options and alter the flight profile accordingly. Human resources can be further categoriz ed as: * Flight crew * Ground services * Flight services Operational information Operational information is data that provides the pilot information needed for effective planning and decision making. Operational information includes the Aeronautical Information Manual (AIM), checklists, FAA-approved aircraft manuals, performance manuals, Pilot Operating Manual (POH) or Airplane Flight Manual (AFM), Federal Aviation Regulations (FARs), navigation charts airport directories, Flight Operation Manuals (FOM) and Minimum Equipment Lists (MEL). Many of these resources must be carried onboard the aircraft for easy access. Operational information is also accumulated as the result of trip preparation and includes weather briefings, flight plans, NOTAMs and weight and balance computations. To be effective, operational information must be: * Current * Readily available * Applicable An expired weather forecast, obsolete navigational charts, out-dated instrument approach charts, old manuals and publications not consulted or left in the office are not dependable resources. Incomplete or invalid operational information actually increases workload by contributing to poor planning and decision making, as today’s flight environment becomes more demanding, effective management of operational information becomes critical to the safety of flight. Because of the volume of operational information available and the many sources providing it, companies now offer operational information services to operators without in-house dispatch. Typical services include complete flight planning, flight plan filling, weather services and arrangements for servicing and accommodations en-route. Equipment To help the pilot operate in a more complex environment, sophisticated equipment has been developed. Equipment resources are categorized as: * Communications equipment * Status indicators * Predictors Labor saving devices, like all flight resources, these various categories of equipment overlap and support one another. Alone or in support of one another, equipment resources help pilots achieve and maintain high levels of situational awareness. Communication equipment, status indicators and predictors are the basis of many of the actions a pilot may take. Pilots may develop increased situational awareness as a result of communication with others, throughout monitoring and analysis of status indicators and by warnings or information received from predictors. If a pilot has already achieved a high level of situational awareness, these resources will continue to provide the necessary information for maintaining that level of awareness. The load sharing and distribution of workload provided by labor saving devices help decrease the demand on pilot’s capabilities. In doing so, they provide the pilot with more time to collect, monitor and analyze information. Consumable Resources Consumable resources are resources expended during the flight. Because they are expended, consumable resources impose limits on a flight. The three most important resources are fuel, personal energy and time. Efficient management of each is critical to flight. The key to effective use of a consumable resource is careful planning: * How much is required? * How much is available? * How to use it efficiently? * How to ensure reserves are available? Resource management, to a degree, defines the limits which are imposed on a flight. There are ways to maximizes consumables resources and expand those limits. Fuel is on such consuming resource which imposes limits on a flight. Careful planning and management of fuel can extend the range limit of a fixed fuel load, while poor planning and management can do just the opposite. Although a pilot can define certain limits through effective resource management, there is always un ultimate limit dictated by the resource itself. Personal energy is a consumable resource which frequently does not receive much attention. Energy fuels the body. In the same way that an aircraft requires fuel, a body requires energy to perform. Hugh energy levels allow a crew to remain alert and physically capable of performing their duties. As energy levels are depleted, fatigue sets in and mental awareness deteriorates. Personal energy can be preserved by getting enough rest proper nutrition, drinking sufficient quantities of water, using proper relaxation techniques and maintaining good physical conditioning. Time is a resource when considering departure slots, approach times, holding, airport operating hours and other time constrained factors. Time is a non-renewable resource, once time is lost , it cannot be regained. New departures slots and approach times come at the expense of fuel reserves. Adherence to schedules may result in fuel consumption. Departure delays, holding and diverts not only use excess fuel but increase crew duty time and can lead to fatigue. Establishing realistic targets amd practicing time management throughout the flight will help pilots avoid time related losses and manage other consumable resources more efficiently. CRM TRAINING To maximize crew’s effectiveness in the aircraft, they not only need to get as familiar as possible with their particular role in the aircraft, but they also need to understand and develop the cognitive and interpersonal skills which are a prerequisite for good CRM. This cannot be taught by the didactic training methods normally used to impart technical knowledge about the aircraft and its systems. CRM skills are mostly concerned with understanding and interpreting behavior, particularly behavior which occurs in a group context, so they are more appropriately developed through a process known as experiential learning. Consequently, CRM training usually takes place in groups and is often assisted by a trained facilitator who is equipped with the relevant knowledge, skills and techniques to foster the learning rocess. For both historical and practical reasons, CRM skills have up to now been taught separately from technical knowledge and skills, but the considerable area of overlap between the two disciplines suggests that the training would be more effective if it was integrated from the earliest stages of the aircrew training regime. CONCLUSION All of the factors contributing to situational awareness must be integrated in a systematic manner. Thi s is accomplished through crew resource management. Crew resource management is the use and coordination of all the skills and resources available to flight crew to achieve and maintain situational awareness. As a result, we reach the established goal of safety, efficiency and comfort flight. Pilot training traditionally has concentrated mainly on developing our physical flying skills, aircraft systems knowledge and spatial orientation skills to expand our experience base. We must certainly continue to improve our physical flying skills, aircraft systems knowledge and build upon our experience. To neglect these vital areas would be a giant step back in aviation safety. On the other hand, technology is continually changing and expanding the role and responsibilities of the pilot. It is not enough to be just a good control manipulator with knowledge of the aircraft systems. Recent statistics on aviation mishaps indicate that these traditional skills alone do not necessarily ensure safety of flight. REFERENCES * Royal aeronautical Society http://www. raes-hfg. com/ * Airline Safety http://www. airlinesafety. com/ * The Turbine Pilot’s Flight Manual by Gregory N. Brown amp; Mark J. Holt * Instrument Flying Handbook * The First Officer’s Guide by Michael F. Wilson

Verb Tenses and Forms on SAT Writing

Verb Tenses and Forms on SAT Writing SAT / ACT Prep Online Guides and Tips Get excited for this article all about verbs!!! Tenses!! Gerunds!! Infinitives!! In my next article, I may write about not overusing exclamation points!!! Extreme punctuation aside, knowing when to use different verb tenses and forms will be extremely beneficial to you on the SAT Writing section, since these concepts are tested repeatedly on the SAT. There’s a lot of information in this article, but I promise that it’s all valuable and knowing it will help you maximize your SAT score. In this post, I’ll do the following: Define the verb tenses and forms that are tested on the SAT. Provide information about when to use different verb tenses. Detail how to construct verbs in different tenses. Explain and demonstrate how verbs are tested on the SAT. Provide practice questions to test you on what you’ve learned. Verb Tenses You Need To Know While you don’t need to know the names of verb tenses for the SAT, you do need to know when and how to properly use different verb tenses. We'll go through them one at a time. Present Function The present tense is the verb tense you use when for discussingthings that are currently happening or for statements of fact. Examples of verbs in the present tense are "runs," "plays," and "talk." Also, the present progressive is considered a form of the present tense. The present progressive is formed with the present tense of â€Å"to be† + the gerund (â€Å"ing†) form of the word. Examples of presentprogressive verbs are "am talking," "is explaining," and "are jumping." Typically, words like â€Å"currently† andâ€Å"now† indicate that you should use the present tense of a verb. Here's an example sentence for you: Currently, I am writing this amazing article. Construction Let's conjugate a verb in the present tense. This is the conjugation of the verb "walk". Singular Plural I walk We walk You walk You walk He/She/It Walks They walk The present tense is not specifically tested on the SAT Writing section, but you do need to know how to properly conjugate verbs in the present tense for subject-verb agreement questions. Simple Past Function Generally, any sentence that describes a completed action should contain a verb in the past tense. Construction Typically the simple past tense of a verb is formed by adding â€Å"ed† to the verb. The past tense of â€Å"destroy† is â€Å"destroyed†. The past tense of â€Å"talk† is â€Å"talked† and the past tense of â€Å"explain† is â€Å"explained.† Check out this example sentence: Yesterday, George watched seven hours of Netflix. Many verbs are irregular and do not follow this construction. For example, "buy" becomes "bought" in the past tense, "come" becomes "came," and "grow" becomes "grew." However, the SAT will not specifically test you on irregular verbs. Good stuff Present Perfect Function Use the present perfect tense for actions that began in the past but are still continuing in the present. Construction The present perfect is formed with has/have + the past participle. For regular verbs, the past participle is formed by adding "ed" to the verb. Examples of present perfect verbs include "has talked", "have done", and "has brought". Here is an example sentence with a verb in the present perfect tense. For the past seven hours, George has watched Netflix. As in this example, the words â€Å"for† and â€Å"since† often indicate that the present perfect tense is needed. Be aware, however, thatthere are other instances when context determines that you should use the present perfect tense. Past Perfect Function When a sentence describes two completed actions, the past perfect is used for the action that came first. Construction The past perfect tense is formed with had + the past participle. Examples of past perfect verbs include "had talked," "had danced," and "had grown." Look at this sentence that correctly uses the past perfect tense: By the time his mom came home from work, George had watched seven hours of Netflix. The seven hours of watching werecompleted before George'smom came home, so we use the past perfect for the verb "to watch." The action that comes firstshould be in the past perfect tense. Conditional Function The conditional tense is used to describe things that could occur or things that haven't yet occurred from the perspective of the past. Construction The conditional tense is formed with "would" + the verb. Examples of verbs in the conditional tense are "would talk," "would sing," and "would write." Future Function The future tense is used to describe things that have not yet occurred or could occur in the future. Construction The future tense is formed with "will" + the verb. Examples of verbs in the future tense are "will talk," "will sing," and "will write." Gerunds and Infinitives Gerund and Infinitive Function Both gerunds and infinitives are verbs that act like nouns. While gerunds and infinitives can often be used interchangeably, certain idiomatic expressions require you to use one or the other. Gerund Construction Gerunds are formed by adding "ing" to a verb. Examples of gerunds include "running," "jumping," and "singing." Infinitive Construction Infinitives are formed by adding "to" + the verb. Examples of infinitives include "to play," "to run," and "to jump." How Are Verb Tenses and Forms Tested on the SAT? Now that you're familiar with the different verb tenses and forms, we can discuss how theyare tested on the SAT. Consistency Most of the verb questions in the SAT Writing section have to do with consistency. The basic consistency rule regarding verbs is that verbs should remain consistent in tense or form throughout a sentence. Sentences that start in the past should stay in the past and sentences that start in the present should stay in the present. Check out this incorrect sentence that does not follow the consistency rule: Jerome attends study hall and played the violin. The verb "attends" is in the present tense and "played" is in the past. The verb tenses should be consistent. Here is a correct version of the sentence: Jerome attends study hall and plays the violin. We could have corrected the sentence by changing "attends" to "attended". The important thing to remember is that the verb tenses should be consistent. Sometimes, however, you can have a shift in tense and the sentence can still be correct. This kind of construction is only possible if the verbs are in different clauses. Take a look at these examples: Jeremiah bought a Lexus and impresses his peers. Jeremiah bought a Lexus because he wants to impress his peers. The first sentence is incorrect since "bought" and "impresses" are in different tenses but the same clause. The second sentence, on the other hand, is correct. The tense shift takes place in a different clause and the two verbs are occurring at different times: Jeremiah bought the car in the past, but he still wants to impress people in the present. Strategy If a verb is underlined in either the sentence improvement or identify the error subsection, make sure the verb follows consistency rules. If there are multiple verbs in the sentence, identify the tenses to make sure they're consistent. If there's a shift from past to present or vice versa, determine if the variation is acceptable given the context of the sentence. Here's an actual SAT Writing question that tests verb tense consistency. Real SAT Example Try to answer the following question from a real SAT. Explanation: The verb â€Å"has been† is part of the underlined phrase. Whenever you see a verb underlined, check for verb tense andsubject-verb agreement errors. â€Å"Has been† is in the present perfect tense. However, we know that the sentence should be in the past due to the verb â€Å"was† in the sentence. The verb tenses should be consistent. Also, the present perfect is used for something that is still going on, and, based on the context of the sentence, we know that we’re dealing with a completed action. Similarly, because there is not a sequence of completed actions, we know that we shouldn’t use the past perfect tense, "had been". After eliminating wrong choices, we’re left with C and D. Due to parallel structure rules, the infinitive â€Å"to conceive† should be used to be parallel with â€Å"to espouse† on the other side of the conjunction. The answer is D. On the SAT Writing section Let's take a look at another common type of verb form question on the SAT. Gerund Vs. Infinitive On the SAT, gerunds will be switched with infinitives. While both gerunds and infinitives are verbs that function as nouns, certain idiomatic expressions require you to use either a gerund or an infinitive. Typically, you have to rely on knowing what sounds right to determine whether to use a gerund or an infinitive. Here is an example of ansentence with an error: Luis has decided playing football next year. To fix the error, you have to know that the verb "decide"requires an infinitive to follow it. This is the corrected version of the same sentence: Luis decided to play football next year. How do you figure out gerund vs. infinitive questions on the SAT? Strategy Review the list of idioms with gerunds and infinitives. In sentences with a gerund or infinitive underlined, replace one with the other to determine what sounds better. Use this strategy and your knowledge of gerunds and infinitives to answer this actual SAT question. Real SAT Example Where is the error in the following sentence? Is there an error? Explanation: I hope your ear for what sounds right helped you figure this one out. There is a gerund, â€Å"working†, underlined. Replace the gerund with an infinitive to determine what sounds better. Would you say â€Å"they had an inability working together† or â€Å"they had an inability to work together†? The latter is correct, and the infinitive form should be used. The answer is C. Let's move onto some of the other commonly misused verb forms. Simple Past Vs. Present Perfect On the SAT, a verb will occasionallybe in the simple past tense when it should be in the present perfect and vice versa. As noted earlier, the past tense is used for completed actions. The present perfect is used for actions that began in the past and are still going on. Here is an example sentence with this sort of verb tense error: For the past month, I wrote articles for PrepScholar. The action, writing, started a month ago and is still going on. Therefore, you should use the present perfect tense. This is the corrected sentence: For the past month, I have written articles for PrepScholar. Will make you holler! I have a few tips to help you figure out whether to use the past or present present perfect on the SAT Writing section. Strategy For both past and present perfect tenses, determine the function of the verb based on the context of the sentence. Use your knowledge of how the tenses should be used to determine if the given tense is being used correctly. Keep in mind that words like â€Å"for† and â€Å"since† often indicate that the present perfect is required. Simple Past Vs. Past Perfect The simple past is for completed actions and the past perfect describes the first of two completed actions or events. On the SAT, occasionally, a verb will be in the simple past when it should be in the past perfect and vice versa. This is an example of an incorrect sentence: I never saw such a disgusting meal until I went to Applebee's. Because the â€Å"never seeing† happened before going to Applebee’s, the verb should be in the past perfect tense. This is the corrected version of the sentence: I had never seen such a disgusting meal until I went to Applebee's. The following advice will help you when you encounter a simple past vs. past perfect question on the SAT. Strategy Any time a simple past tense verb or past perfect verb is underlined, make sure the verb is being used correctly. The phrase â€Å"by the time† will often indicate that the past perfect is needed. Check out this past vs. past perfect question from the SAT. Real SAT Example Try to correctly answer this past vs. past perfect question that appeared on the identify the error subsection. Explanation: Let’s look at the underlined verb â€Å"had been†. It’s in the past perfect tense. Should it be? Well, the two actions, sharing the Nobel Prize and being the first woman to win, happened simultaneously. The past perfect should only be used for an action that is completed before another completed action. Therefore, the simple past should be used instead of the past perfect. The answer is C. The verb should be â€Å"was†. Would Vs. Will On rare occasions, "would" and "will" will be switched with one another. Generally, you only have to remember that "would" should be used with sentences in the past tense and "will" should be used with sentences in the present or future tense. Here is an example of an incorrect sentence: Bill Clinton, who will become president in 1992, was born in Hope, Arkansas. Because the sentence is in the past, as indicated by a date in the past, you need to use â€Å"would† instead of â€Å"will†. This is the corrected version: Bill Clinton, who would become president in 1992, was born in Hope, Arkansas. Strategy Any time that â€Å"would† or â€Å"will† is underlined, make sure that â€Å"would† is used for sentences in the past, and â€Å"will† is used for sentences in the present/future. Let's take a look at more verb questions from the SAT Writing section. More Real SAT Examples Try to correctly answer this identify the error question. Explanation: On first glance, nothing may seem incorrect. However, the phrase â€Å"twenty-five years after† indicates that the action is already completed. The event happened twenty-five years ago. The past tense should be used for completed actions. The verb â€Å"stimulate† is in the present tense and should be changed to â€Å"stimulated†. The answer is B. Here's another example question for you. Explanation:When you see a verb underlined, make sure it’s in the proper tense. The phrase â€Å"during the last fifty years† indicates that something started in the past and is still going on. What verb tense should we use in this situation? We should use the present perfect tense. â€Å"Come† is in the present tense. Also, the verb â€Å"have seemed† is a clue that â€Å"come† should be in the present perfect tense. In this situation, the tenses should be consistent. Therefore, â€Å"come† should be â€Å"have come†. The answer is B. Here are some more general tips for verb questions on SAT Writing. General Strategies for Verb Questions #1: If a Verb is Underlined, Check for Proper Tense and Form Whether on the sentence improvement or identify the error subsection, if a verb is part of an underlined phrase, there is a possible verb form error. #2: Look for Words/Phrases That Indicate Which Verb Tense Should Be Used Often, words or phrases elsewhere in the sentence will let you know what tense to use. If a date in the past is referenced, you should probably use a form of the past tense. If the word â€Å"since† is written, there should probably be a present perfect verb. Context clues are placed within a sentence to indicate the proper verb tense. Also, the other verbs in the sentence can indicate which tense to use. Remember consistency rules. #3: Replace Gerunds with Infinitives and Vice Versa If there is a sentence with a gerund or infinitive underlined, replace it with the other to determine which would work best in the given sentence. Rely on your ear and knowledge of idiomatic expressions for gerund/infinitive questions. I created some realistic practice questions to test you on what you've learned. Additional Practice Utilize your verb knowledge to answer the following SAT Writing practice questions. 1. When Toni Braxton performed (A) at the casino in Arizona (B), she sold (C) out the venue and had been given (D) a standing ovation. No error. (E) 2. Until (A) recently, people talk (B) to each other instead (C) of relying on texting and e-mail to communicate (D) with their peers. No error. (E) 3. For the past five years, Josh has been listening toTupacShakur. A. has been listening B. listens C. is listening D. will be listening E. listened 4. When (A) Mariah Carey released (B) her first album in 1990, (C) no one knew that she will (D) win 5 Grammy Awards and sell more than 60 million albums. No error. (E) Answers: 1. D, 2. B, 3. A, 4. D What's Next? Now that you'vethoroughly reviewed verb questions, check out this article on the complete parts of speech for SAT Writing. For an in-depth post about questions related to specific parts of speech, read this one on adjectives and adverbs. For those of you who are aiming for perfection, learn how to get a perfect score on SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Litterature Essay Example | Topics and Well Written Essays - 1250 words

Litterature - Essay Example Baldwin’s socio-economic, gender, racial, and religious conditions shape a personal-universal writing style, which aims to write for people who establish and develop their identities, using their own frame of references. Cultural Issues and Influences Baldwin’s cultural issues intersect concerns for race, gender, and class, where Harlem is one of the strongest cultural influences on Baldwin. The poverty of his family and neighborhood and the religiosity of his stepfather affected his work aesthetics and style. Gerald Meyer believes that the key to understanding Baldwin’s politics is through analyzing his Harlem roots and culture. While some writers like Langston Hughes saw Harlem as a black Mecca, Baldwin lived in it and remembers it as a ghetto.† Baldwin’s â€Å"The Harlem Ghetto† dispels notions of aesthetic greatness that some writers attribute to it: †¦the buildings are old and in desperate need of repair, the streets are crowded and dirty; there are too many human beings per square mile†¦ All of Harlem is a place pervaded by a sense of congestion, rather like the insistent, maddening, claustrophobic pounding in the skull that comes from trying to breathe in a very small room with all the windows shut.† (39 qtd. in Meyer 274). ... Furthermore, though coming from a low economic status with racial and gender concerns, Baldwin resists being a black fundamentalist or to conform to any label. Instead, he supports diverse views, a devotion which signifies his multiracial and multi-gender politics. He does not want to be seen as a Negro writer or as a gay writer per se (Field 7). In writing for all, nevertheless, critics charged him for having no unifying ideology. Francois Burgess disparages Baldwin’s works as being too broad: â€Å"Alone among Black contemporary writers, Baldwin could not or did not know how to find a central ideology that would give to his work coherence and unity† (Bobia 54 qtd. in Field 7). But this paper believes that Baldwin only writes from what he feels is personally right, which resonate with those who experience or witness the same struggles. Baldwin does not have to conform to the frameworks and labels of others to become the writer that he wants to be. Aside from Harlem, Pa ris shaped Baldwin’s writings through the theme of expatriation. Baldwin leaves America, not only because he is disillusioned with the persecution of his race and gender in the U.S., but more so because he wants to distance himself from these struggles, in order to find his identity, including his writing voice. Price describes Baldwin’s Parisian stopover as a â€Å"liberating experience,† that gives him â€Å"the sanction, if one can accept it, to become oneself† (313 qtd. in Tomlinson 136). Baldwin cannot be himself in a society that attacks him from different sides. The physical distance refreshes him, reminding him of his roles and functions as a writer and as an American. Robert Tomlinson argues that the theme of expatriation in Baldwin’s works

Stage #1 of Final Paper Essay Example | Topics and Well Written Essays - 250 words

Stage #1 of Final Paper - Essay Example s, specifically those in male-dominated industries, are feeling the pressure of â€Å"acting like men,† so that they can gain respect and establish and protect their authority. Being too nice to employees, for instance, is seen as a weakness, of being â€Å"too soft or too womanly,† a negative trait ascribed to female managers. As a result, I became a tough manager, in other words, a â€Å"male manager† that fit gender expectations about management. An example of the need for being acting like a male manager was when a male employee, Sergio, got a complaint from a male customer, Jason. Jason accused Sergio of being a racist, when he said that Sergio sounded â€Å"so nice† when talking with Hispanics, but unruly and arrogant with â€Å"white male customers.† Sergio admitted that he had a different tone when he spoke with Jason, but this was because he claimed that Jason made a racist remark first. When Jason entered the bus, he looked at Sergio and said, â€Å"These Mexicans are taking our jobs dude,† referring to his male companion, who nodded. I understood the racial tension between the two but because we have a company policy against discrimination, I suspended Sergio for a month, which he got angry with saying I was â€Å"too harsh, like I didn’t know what it means to be a minority.† Because of his comments, I often thought about why I needed to toughen up as a manager, which shows n percep tions and what I think as social perceptions about the role of gender in creating and enforcing management attitudinal and behavioral

The governing body for the sport of rifle shooting has a rule to the Essay

The governing body for the sport of rifle shooting has a rule to the effect that the target must be of prescribed dimensions ad must be acquired from an approved source - Essay Example g body for the sport of rifle shooting has a rule to the effect that the target must be of prescribed dimensions and must be acquired from an approved source. The aim of this paper is to analyse this rule and whether it should be legally challenged before the courts. Overtime the European Union’s involvement with sports particularly with standard setting has been increasing. Borja Garcia of the Loughborough University explored the â€Å"origins and development† (2007) of this involvement. Perhaps, the turning point of this involvement was in December 2000 when the â€Å"the European Council agreed to grant the social, educational and cultural functions of sport special status within the European Unions (EU) Treaty framework† (Parrish, 2001, p. 188. Garcia further opined that this involvement is â€Å"a consequence of actors instrumentalising institutional venues to their own benefit† (Garcia, 2007). Ian Blackshaw observed that through the EU â€Å"sport is subject to the ‘acquis communautaire’ – the body of law that has grown up and developed by the Community Institutions, not least the rulings of the European Court of Justice, the guardian of the EC Treaty† (2007). Although the creation of a standard on the dimensions of the target is very sound, restricting the source of the target is bordering on the ridiculous. Too much focus on trivialities can shift the attention from what rifle target shooting means as sports – a measure of marksmanship and skills. Stephen Weatherill, on the other hand, opined that EU’s involvement in the regulation of sports in the European communities is a good thing, but too much is not good either. Specifically, his white paper â€Å"sets out a case for EU intervention in sport where this is necessary and helpful, but it accepts that much sporting activity is not usefully the subject of elaborate EU supervision, and it instead recognises the proper role of other public and private actors. And – contrary to the complaints loudly

Nonverbal Communication In Romantic Relationships

Nonverbal Communication In Romantic Relationships Imagine a father is waiting for his daughter in the waiting room at a hospital while she is having major heart surgery. He is praying to see her come out with a full recovery, yet he knows the difficulty of the procedure. The doctor slowly walks over, rubs his neck, and suddenly freezes. Then the father watches as the doctors face tells an unfortunate circumstance. Although not one word was said by the doctor, tears fall fast down the fathers face, and he realizes that his daughter has just passed away. The message the doctor was trying to convey was received without trying, and his actions portrayed said everything he couldnt. This is called nonverbal communication; all intentional and unintentional messages that are not written, spoken, or sounded (Hamilton, 2008). This paper will explain Kinesics and voice quality in nonverbal communication and show its importance to romantic relationships. Research Nonverbal communication is usually believed over verbal communication. Most researchers believe people have a harder time controlling nonverbal signals than verbal ones (Floyd, 2009). Lets say, for example, that John is asked if he is lonely now that his significant other left him for another man. Although his first verbal response might be of course not, he may slump down in his chair and give out a heavy sigh as he speaks. It becomes very obvious then that John is actually lonely. His actions speak far more than his words. However, one must understand that nonverbal cues are not limited to only vocal communication. One of many studies done at the University of California Los Angeles stated that up to 93 percent of communication effectiveness is determined by nonverbal cues. Another study stated that the impact of a performance was determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by the nonverbal communication (Heathfield, 2010). Although most scholars and researches believe that communication is done nonverbally, it is hard to determine exactly how much. Some researchers have developed various hypotheses and even formulas to give meaning. For most people, nonverbal communicating is simply a part of their daily communicating process. It is realized that it is going on, but not how important it is in every communicating relationship. Experts generally agree that when two people are engaged in a face-to-face conversation, only a small fraction of the total message they share is contained in the words they use. A large portion of the message is contained in vocal elements such as tone of voice, accent, speed, volume, and inflection. The largest part of the message, and arguably the most important, is conveyed by Kinesics. This defined is the combination of gestures, postures, and facial expressions. In persuasion, nonverbal messages can support or interfere with the verbal messages that a person is delivering (Preston, 2005). Many put all their thoughts into what they say; however, most people dont realize that most of what they are relaying is done nonverbally. Most people think before they speak, but not many think about how the other person will interpret their message. Characteristics of the voice, known as vocalics, have unique paralinguistic cues that influence interpretation of verbal communication. They are as follows; pitch, inflection, volume, rate, filler words, pronunciation, articulation, accent, and silence (Floyd, 2009). Its a combination of these that help to convey meaning of what is said or thought. Although a large portion of the message is contained in vocal elements, it is not the largest portion. The largest part of interpretation in communication, and arguably the most important, is conveyed by Kinesics. Facial expression is the primary means of expressing emotion. For example, imagine an old man who grabs for the first bite of his Volcano Taco, and suddenly his jaw drops. He starts to pant, but not before he waves his hand around his mouth as if it were a fan. As he starts to turn red, his eyes begin to water. It doesnt take rocket science to decipher that the taco was hot and clearly too much for the old man. Often people use nonverbal behaviors such as facial expressions or gestures to indicate how someone else should interpret our messages. For instance, one might smile and wink to indicate that we are being sarcastic or raise their eyebrows to signal that what they are saying is very serious (Floyd, 2009). All these behaviors are examples of how we can use nonverbal cues to meta-communicate with those around us. Application Nonverbal communication is everywhere. Although words sometimes cant say it all, our nonverbal cues usually can if intercepted correctly. This is why knowing how to control and read nonverbal communication is key in not only making but also keeping romantic relationships. Nonverbal behavior cues are especially important for several key features of relationships. These include attraction and affiliation, power and dominance, and arousal and relaxation (Floyd, 2009). Men often misinterpret a womans innocent smile or compliment as a sexual come-on. Gender stereotypes imply that men are socialized to over sexualize the world. In two studies Rebhahn reported that researchers discovered that men tended to overestimate womens sexual interest, while women underestimated mens willingness to commit (Rebhahn, 2000). It is obviously sometimes hard to intercept nonverbal communication, especially in relationships due to the dynamics. As humans, we tend to acknowledge the most dominant nonverbal c ues and decipher them without further investigation of other cues. Every time a person is able to hear or see another , it gives them a chance to pick up nonverbal cues. Box office movie hits do just that. One is able to watch closely as actors use Kinesics and vocal quality to give an audience a feel of authenticity. The many different variations can be seen in the hit movie The Ugly Truth . The movie centers around two actors, Katherine Heigl and Gerard Butler. Katherine plays a morning show producer who is a control freak and also has issues finding and keeping men. The story takes on a new role when Gerard is given air time on her show to speak his mind on his chauvinistic sex stereotypes. Throughout the romantic comedy, Gerard helps Katherine develop her romantic skills in hopes of starting a relationship with the perfect man. With trials and tribulations, the two fall in love and beat their issues. As one can imagine, romantic relationships are full of nonverbal communication. The following paragraphs give examples on nonverbal cues found with in the scenes. In one of the beginning scenes Katherine is home watching television. It just so happens that Gerard is on his own television show, The Ugly Truth. He is expressing his concepts on relationships, and Katherine feels strongly against his opinion. Thats why she decides to phone in. During this time they both batter back and forth. Her Kinesics during the conversation is full of nonverbal cues. When she first calls in, she makes a quick, hard comment to Gerard. You can tell she is comfortable and confident by her cues. She is sitting relaxed on her bed. She rolls her eyes as she talks about what she believes to be his ignorance. She is quick in what she is saying, yet she is talking very smoothly. Her entire demeanor altars once the conversations becomes sour for her side. Even though he is not in the same room, she stands up and starts to wave her hands to prove her point. Her voice starts to rise as she becomes more and more frustrated. Before she had a smooth flowing voice, and now s he is emphasizing words that she is trying to relay importance to. Later in the movie, Katherine gives an obvious nonverbal cue that cant be ignored. After recording Gerards first show on her station, she is overwhelmed with his tactics and material. Later she is then found by her assistant and boss lying down in a closet. Once her boss told her that the ratings from that show were at an all time high, she jolted up. Although one would imagine she was excited, this cue tied with her facial expression suggested that she was disappointed. She wanted badly for him to fail in order for her to produce respectable news. After her coworkers leave, she shuts the door and lays back down. This is just one more example of how down in the dumps she feels, and that she wants to be left alone. Even though she says so little, she still expresses her emotions successfully. Conclusion Nonverbal communication is a phenomenon that is existent in every conversation. Every person uses various aspects Kinesics and vocal quality, and most dont even realize it. This paper has illustrated that what we do in a conversation gives meaning to the words we use. It establishes fear, love, hate, excitement, and so much more. The understanding of nonverbal communication in romantic relationships is significantly important. In order to further develop personal relationships, one must realize the power nonverbal cues have over them. Now, one should have a better understanding of nonverbal communication and why it is imperative to know that people speak with their actions!!!

Compare two poems by wilfed owen Essay -- essays research papers

Compare two poems by Wilfred Owen, showing how they reflected contemporary attitudes to the ‘Great War’. Refer closely to language and poetic techniques.   Ã‚  Ã‚  Ã‚  Ã‚  World War 1 broke out in 1914. At the beginning of the war, there was a great feeling of patriotism and enthusiasm. Young men were eager to join the armed forces, as they thought the glory and heroism of war would be enjoyable. Fighting in France was expected to be an exciting adventure. Thousands of men joined so they would have the honor of serving their Queen and country. Underage age boys lied about their age in order to join, which showed that the English people thought the war would be won and over quickly. Many patriotic poems and songs were written which encouraged the war effort even more. However, by 1917 the true horror and cruelty of fighting in the war was unveiled. The soldiers experienced true pain, hardship and psychological damage. For those who were left in England, there was huge grief for the loss of life, and people’s attitudes to the war changed dramatically. Wilfred Owen was a teacher who fought from the begging of the ‘Great War’. Owen himself displayed a contrasting attitude as the war progressed through his poems. Before he signed up, he shared the view of the British public, and wrote ‘Ballad of Peace and war’ in 1914. He thought that peace was good but it was better to fight for the country. By 1917, his poetry had changed from blind patriotic disillusion and encouragement, to bitterness and anger. â€Å"Dulce et Decorum Est’, and â€Å"Disabled† were poems he wrote during his time in Craig Lockheart hospital, where he was suffering from shell shock. He had seen the tragedy and graphic brutality of trench warfare, and the trauma he had seen and experienced had sunk in. Both the poems focus on one main person or event. Wilfred Owen wrote these poems to highlight the reality of war, they were ‘protest poems’ to propaganda declaring fighting for soldiers as an honor. ‘Disabled’ focuses on a dingle victim of war, now disabled and in a wheelchair, spending his life in an institute, lonely and unloved. The emphasis of the poem is the tragic consequences of war, and the man’s pain and suffering evokes great empathy for the disabled man in the reader. Losing his legs in the war has robbed him of his masculinity and youth forever. The message of this poem is t... ..., portrays the man as a hero. Now the man is lonely and unloved, ‘Only a solemn man †¦ thanked him; and then inquired about his soul.’ He has been forgotten, and even feels lonely in the institute ‘Why don’t they come and put him to bed? Why don’t they come?’ The repetition of the line emphasizes his despair and frustration. Owen talks about the man being happy in the old day, and the fact that now he will never again have the feeling of happiness in a relationship. The man is now a charity case ‘take whatever pity they may dole.’ If he had not fought in the war then this would never have happened to him. Owen uses striking images and vivid imagery in both poems to clearly show his anger of people who were disillusioned about war, and to show the harsh reality of war. A sense of pathos runs throughout the poems in the reader for the men. The sarcasm used in ‘Dulce et Decorum est’ shows Owens passion of getting his point across. Many peoples attitude of war in England had changed drastically by the time Wilfred Owen wrote these two poems. ‘Dulce et Decorum est’ and ‘Disabled’ both realistically reflected contemporary attitudes to the ‘Great War’ at the time they were written.

Experiences of African Americans During the Civil War Period Essay

The 1860s and 1870s were particularly trying times for African Americans. The Civil War which lasted from 1861 to 1865 saw America undergo social and political change as Americans struggled to redefine their idea of race and face the question of slavery. More importantly still were the experiences of blacks during and after the war as they fought to be accorded the same rights of life, liberty and the pursuit of happiness. In the early days of the war, the issue of slavery was avoided vehemently by Lincoln and Davis (Norton et al. 2008) despite it being an essential issue in the war between the North and South. In fact, freeing the slaves was never an agenda of the North. The North was against slavery because they perceived the South, who was pro slavery, as a threat to the North’s social and political order (Norton et al. , 2008). Consequently, being against slavery did not necessarily mean Northerners were not racist. In fact, many still saw themselves as racially superior to the blacks. Despite the apparent racial prejudice, blacks in the South still saw in the Union army their route to freedom. After Lincoln’s Emancipation Proclamation allowing blacks to serve in the Union cause, thousands of slaves, amongst them, one John Boston (Linden & Pressly, n. d), fled their masters and joined the Union army in their fight against the South. Many blacks sought to assert their manhood despite discrimination in the army through the display of bravery and valor. Still more died, like the Fifty-fourth Massachusetts regiment, in their fight for equality. Therefore, although Lincoln had given them a motive to reak free, it was the blacks’ own courage to fight for their own freedom which ultimately led to their emancipation. The North’s victory over the South in 1865 meant that the slaves were finally free. As freedpeople, one of their foremost desires was to own land as land meant subsistence and sufficiency (Norton et al, 2008). Also, because it was all they had known to do, many fell back on plantation agriculture as their livelihood. Some, like Josua Culverson and Major X Whiteing, applied for leases through the U. S. Com of Plantations (Linden & Pressly, n. ). Because most freedpeople had no money to purchase land, they could only lend it on credit. However, because of preexisting prejudices, freedpeople found even that to be a task. Consequently, they returned to their old farms where they had worked as slaves. However, unlike previously, these freedpeople sought to better their situation by reaching an agreement with the owner through a system known as sharecropping. Often, such an agreement would entail the provision of food and seeds in exchange for a portion of the crop earnings (Norton et al. 2008). Such is the case between William R. Steen, a white citizen, and Caroline, a colored woman; along with 7 other Arkansas freedpeople whom by contract, had to give one third part of the crop raised upon the farm by their labor to the owner of the farm (Linden & Pressly, n. d). The years 1865 to 1877 saw efforts in reconstructing the war-torn South. A huge hurdle existed then to reconcile the freed blacks with southern whites, who were so used to operating in a slave society that their prejudices could not be eradicated so easily. Furthermore, they were threatened by the rise of black status and into the ranks of political power so much so that a group of whites came together and formed the first Ku Klux Klan; a society which sought to maintain white supremacy through intimidation, violence and terrorism (Norton et al. , 2008). Klansmen committed murder, arson, and rape whilst asserting their notion of white supremacy. As a result, despite having been emancipated, the freed blacks still suffered considerable pain and fear under the hands of the Ku Klux Klan. Amongst the most targeted were blacks who had rose to political power. Ann J. Edwards, the daughter of a black Congressman recounted that â€Å"We, his family, lived in constant fear†¦ A day or two before election a mob gathered†¦in front of the house, and we thought the end had come. † (Sterling, n. d). More gruesome was the story of Joe Johnson who was elected into the Republican office. He was burnt nearly to death, and shot because of his refusal to resign from office (Sterling, n. ). His execution was witnessed by his wife who could do nothing against the oppressive terror and violence of the Ku Klux Klan. Blacks were not the only victims of the Ku Klux Klan regime. Whites who openly supported blacks saw their lives being threatened as well. Hannah Flournoy, a black woman, gave account of an execution involving a white Georgian who had supported the black cause. â€Å"[Men] bolted right in and commenced shooting†¦They were disguised but I knew a great many of them. Hannah â€Å"thought it right to take [Ashburn] in† and was â€Å"willing to die for him† simply on the basis of him being a Republican (Sterling, n. d). The incident reflected the loyalty of many blacks to stand beside those, white or otherwise, who sought to uphold their natural rights. Teachers were another group being targeted. Colored schools came under the attack of the Klan and were burnt to the ground (Norton et al, 2008). Many blacks endured the hardship of abuse and violence despite its injustice and unlawfulness. Recounted Harriet Hernandez, â€Å"He struck me on the forehead with a pistol†¦kicked me over [the fence]†¦dragged and beat [me and my daughter] along. † Despite the blacks being freed in the South, the activities of the Ku Klux Klan ensured that blacks would not enjoy the same rights as whites. â€Å"[Colored people] have no satisfaction to live like humans†¦all summer I have been working and it is impossible for me to enjoy it†, said Harriet (Sterling, n. d). Despite all the violence inflicted on them, blacks exhibited extraordinary courage in the face of threats by Klansmen. Emeline Bremfield whose husband was a target of the Klan, stood unwavering in the face of death, as the Klan confronted her of her husband’s whereabouts (Sterling, n. d). Blacks even went out of their way to fit into a black aggrieved society. Many like, Caroline Smith and Lucy McMillan, dressed down in order not to stand out for fear of being whipped (Sterling, n. d). Although the Ku Klux Klan‘s primary motive was the assertion of white political power, Klansmen took every opportunity they got to assert white supremacy mindsets. McMillan’s house was burned simply because she had mentioned she wanted to own land. Smith was whipped only to remind her not to â€Å"sass any white ladies† (Sterling, n. d). Aside from the destruction of property and life, black women suffered in yet another form – sexual assault. Klansmen sought to assert their superiority over black women by sexually harassing them. Some black women were even mutilated, like Frances Gilmore who was â€Å"cut with a knife†, or gang raped (Sterling, n. d). Racial hostility and terror ultimately brought down the Republican regime in the South. Efforts by the Ku Klux Klan prevented strong presence of the Republican coalition in the South and a restoration of the Democratic majority. The Klan continued to terrorize black people and ran amok until the Enforcement Acts and subsequent persecutions brought an end to the first Klan. Overall, the blacks suffered greatly during the Civil War and Reconstruction Era. Despite having obtained emancipation, prejudices continued to affect their lives. Although we now know that it did not succeed in driving them out of the country, blacks today continue to face the same prejudices.

The Mad Revisionist essays

The Mad Revisionist essays The Mad Revisionists The Parthenon: A Post-Hellenistic Fabrication is an interesting piece, of which there are many different arguments are made in order to prove that there is no apparent evidence that (the Parthenon) was the majestic temple which the authorities claim. The Mad Revisionist is an individual who puts an extraordinary amount of effort into poking fun at Holocaust revisionists, but, at the same time, he also indirectly poses another intriguing question: What if this is true? You cannot completely ignore revisionism, even though much of what they argue may appear to be inaccurate. The Mad Revisionist uses a variety of techniques and a heavy dose of sarcasm in order to accomplish this feat. There are also dangers that accompany this branch of history, the foremost being the possibility that there is truth to these theories. The Mad Revisionist uses a number of different techniques to prove his Parthenon fabrication theory. They range from simple sarcasm to finding a weakness in the story and blowing it wide open, not unlike a crack in the sidewalk. For example, the Mad Revisionist, when delving for an answer to the conspicuous non-existence of two, rather large statues in the Parthenon, states, apparently it was "lost" in the first years of the Byzantine period, after the Roman Empire conveniently converted to Christianity. What a flippant excuse to explain away such glaring lack of evidence. Revisionists are not so easily fooled. Is the excuse flippant, or is it credible? I am sure, with a little more research, that one could see that the sources used to establish this point are credible. This, however, leads to another technique used by the Mad Revisionist: the fact that the evidence is controlled by the so-called establishment , where experts are shepherds to our sheep, we blindly trust that they...

Imperialist vs Anti- Imperialist essays

Imperialist vs Anti- Imperialist essays The United States has had a long tradition of territorial expansion across the continent so it is easy to understand why the notion of imperialism was so easily accepted by such a large number of people. And to back this imperialist sentiment we had things like the Monroe Doctrine, the Manifest Destiny, Social Darwinism, overabundance of industrial goods, and the military advantages of acquiring new territory. There were others who felt much differently about the concept of imperialism. The other group of people felt it was wrong so they formed the Anti-Imperialist League. The Anti-Imperialist League fought and campaigned against imperialism. And aiding the anti-imperialist sentiment were the struggles for Cuban and Filipino independence, the true meaning of independence, Whenever we felt the need to expand our boundaries and acquire new territories we would purchase, negotiate, or conquer the desired land. These were the methods we used to acquire territories like Florida, Louisiana, Texas, New Mexico, California, and Oregon, from England, France, and Spain. Our imperialist ways are precisely the reason why we own as much of the country as we do. I mean if we would have left it up to England, France, or Spain they would still own the other half of our country. But, our imperialist motives did not stop there first we had the Monroe Doctrine, which expressed U.S. hostility towards Europeans intervening in affairs occurring in our half of the hemisphere. Later an idea called Manifest Destiny emerged this was the idea that since we were of Anglo-Saxon decent we were superior and our industrial, political, and military strength were proof of that superiority thus we carried the responsibility to extend our rule and prosperity to the less-able people. The ...

Is America a Christian country Should it be Term Paper

Is America a Christian country Should it be - Term Paper Example Christianity has various forms and branches with accompanying different practice sand beliefs. The three major branches of Christianity are Roman Catholicism, Eastern Orthodoxy and Protestantism. There are numerous subcategories of these branches still. Most followers of Christianity were mainly found in the West until late 20th century but now it has spread rapidly to all the continents. The one God believed by Christians exist as The Father, The son and The Holy Spirit giving emphasis on the faith of Christ. The sacred book of Christians is the bible including Hebrew scripture (Old Testament) and the New Testament. The common practices to Christians are gathering at churches for worship, study fellowship and even interacting with rest of the world and other Christians through evangelism and social work. In the case America, Christianity was introduced to United States by the colonizing Europeans around 16th and 17th century. Immigrants from other places further increased the numbers. Christianity is the most popular religion and the denominations here can be divided into Mainline Protestantism, Evangelical Protestantism and Roman Catholic. A research conducted in 2004 on religions in United States, it showed 26.3% Evangelical, 22% Roman Catholics and 16% Mainline Protestantism. Most surveys done in America have constantly shown that over 73% of Americans identified themselves as Christians (Boyd, 2007). Many people especially some politicians and religious activists have argued that America was meant to be Christian nation by those who founded it. Having a large portion of the population being Christians does not simply qualify the country to be a Christian nation. To be a Christian nation it has to be official, Christian beliefs at least, have to be enshrined in the constitution and institutions like judiciary, education departments, and commissions should be shaped by Christian

International Relations Theorist With Their Theories And Provided Essay

International Relations Theorist With Their Theories And Provided Reading - Essay Example The theory adds that poor countries cannot achieve riches due to inadequate natural resources. A nation’s economic growth is limited in the case it runs out of financial resources such as fertile land. All the resources are termed as incapable of increasing productive capacities of an economy. Developing nations have excessive populations. The serious shortage of capital and land is common, and it leads to damaging implications. With lesser lands, cultivation encounters a significant fall in activities that are the major sources of income for poor countries. Farmers are not able to reap benefits of their inputs as lands are fragmented through government enforcement or inheritance to ensure social fairness in society. The other issue is acute levels of food shortage. These elements, as highlighted in Lewis Theory of Development model, hinder economic growth while leading to economic problems such as starvation. The second theory is Chenery’s Patterns of Development. The ideology illustrates those empirical analysts in structural change identify patterns of historical under-development against non-Western nations. The approach contrasts with Rostow’s application as they do not take the assumption that savings and investments increases are sufficient in producing economic growth. Even as savings and investment are perceived as necessary conditions for enhancing growth, alternative changes within the structures of any country are necessary for transitioning from traditional economies to modern ones.2 From this, lack of skilled human capital is a hindrance. Poor nations have minimal budgetary allocations to sectors of education and health.