The Language of War.An analysis of how understanding and sup essays

The Language of War.An analysis of how understanding and sup essays An analysis of how understanding and support of war is constructed through media texts specifically newspapers. In 1982 I was not old enough to fully understand what was happening when my country went to war with Argentina over a group of islands called The Falklands. However, I was old enough to understand the comments of my parents when they discussed the situation, as well as the headlines they had read in the papers. One such comment being something I have since heard repeated time and time again from various people; this being on the Sun newspapers headlines throughout the conflict. One of these headlines was GOTCHA, splashed over the front page when the first major incident happened the sinking of the Belgrano on May 2nd 1982 (Greenslade, 2002); an event that cost many Argentine lives. In this paper I am going to discuss the ways in which newspapers report on war and terrorism, using language such as the Suns example above, and the impact that they are able to achieve on their readers. I am going to argue that newspapers, along with other media, are a tool for constructing both support and understanding of any conflict, thus being a major propaganda machine, without this ever being fully noted by the mass audience. I will begin by making historic reference to propaganda in the First World War, as discussed by Noam Chomsky, going on to look at more recent conflicts that have seen the use of media propaganda specifically The Gulf War. I will draw together the information discussed by looking at the most recent examples of press propaganda on the war in Afghanistan, in the aftermath of the World Trade Centre attacks on 11th September 2001. The Dean of American Journalists, Walter Lippmann is quoted in Chomsky as saying, ...a... revolution in the art of democracy could be used to manufacture consent, i.e. gain public agreement on things...

Answers to Questions About Suffixes

Answers to Questions About Suffixes Answers to Questions About Suffixes Answers to Questions About Suffixes By Mark Nichol Here are several questions from DailyWritingTips.com readers about suffixes, followed by my responses. 1. Why is cheese-like written as two words, when doglike and catlike are written as single words? I often come across other words that are joined to like with hyphens. Usually, words that end with a vowel are attached to suffixes such as -like with a hyphen, rather than directly attached as a closed compound. (Lifelike is an exception.) 2. How should the word handful be pluralized? I have always used handsful, rather than handfuls. Plurals of words with the suffix -ful always take the s after the suffix. But you don’t necessarily always use the suffix: When you wish to emphasize the container, you should write, for example, â€Å"I emptied a bucket full of water into the tub† or â€Å"I emptied several buckets full of water into the tub.† To focus on the contents of the container, you should write, for example, â€Å"I emptied a bucketful of water into the tub† or â€Å"I emptied several bucketfuls of water into the tub.† 3. How come you did not hyphenate warlike in a recent post? Sometimes, in a New Yorker article, I’ll see a word with the suffix -like hyphenated and another word with the same suffix not hyphenated. I believe that in the sixteenth edition of The Chicago Manual of Style, it is hyphenated. The default setting is to omit a hyphen in words with the suffix -like. Here’s a post about hyphenation of words with prefixes and suffixes. Chicago does not use warlike as an example, but according to its general recommendations, the word should be closed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Deck the HallsDozen: Singular or Plural?

INTRO INTO LAW ENFORCEMENT UNIT 3 Assignment Example | Topics and Well Written Essays - 750 words

INTRO INTO LAW ENFORCEMENT UNIT 3 - Assignment Example Finally it aims at preparing some senior officers for greater roles in their service to the nation (Kratcoski, P. C., & Das, D. K. 2007). The program has a total of four progressive phases which should take a total of seventy days as well as the Daily Observation Reports (D.O.R) which requires a total of fifty five days. The base model for the program was modeled after San Jose FTEP and it is important to establish the fact that the program may vary from one department to another depending on the nature of work and geographical location. Phase I is made which is regarded as the limbo time, takes a total of five working days and is meant to allow the trainer to familiarize him/herself with the trainer. Phase II is for the trainee to be evaluated by the senior Field Training Officer, it takes a total of five working days. Phase III is known as shadow time and also makes a total of five days. Phase IV which is further subdivided into three smaller segment, is made up of seven working days of which five days need one to have completed DOR. Phase V which forms the final phase forms the balance of the 365 day of the entire probation period. Field training program is a basic requirement by the Commission on Accreditation for Law Enforcement Agencies for all organizations that are considering to be accredited. The program is of great advantage in the sense that it offers a means through non-performing officers can be identified and relieved off their duties. It further minimizes civil litigation which relates to non-criminal offences. Analyzing the jobs of the policing officers is not an easy task in the sense that it is difficult to understand the relationship between the officers and the community hence feedback from the community cannot be used as an accurate measure of the effectiveness of the program. The program may affect affirmative actions efforts since it considers the performance of the Field Training

Child development shot answer Assignment Example | Topics and Well Written Essays - 500 words

Child development shot answer - Assignment Example First Law: For all of the human beings, their traits are heritable and transferred through generations. This law indicates that no matter where the kids are raised some of strong makers in their behavior are the result of heredity. A conventional theory is, half of the variation in intelligence, personality and life outcomes is heritable. Second Law: Genes affect a person’s behavior more than the effect of a person being brought up in the same family. This law explains that the effect of upbringing on a child’s behavior is about 0% to 10% rests of his traits are all genetics. Answer: Their proposed theory of development with genetics is that the genetical traits also have an effect on the environment changes and both of them have a direct or through experience impact on 3 types of correlations: Passive, Evocative and Active. If a child is raised in a tragic environment then chances are that in an evocative environment he would start showing negative traits. Q5. List and define the 4 attachments styles assessed in childhood through the Strange Situation. Then provide an overview of the parenting styles or patterns of caregiving that are thought to foster each of the 4 attachment styles. Describe or explain the social learning, cognitive developmental, and ethological explanation so of how infants form primary attachments. Answer: Secure attachment. In this type of attachment the child feels safe, explorative and happy. He trusts the person he is with and knows his needs will be fulfilled. In this case the parents response quickly to the child’s need and are always there for him when needed. Avoidant attachment. This type of attachment tells us that the child is not that happy, he does not feel explorative and understands that his needs might not be met. In this case the parents are usually distant and detached to the child. Ambivalent

Teaching Essays Objective of Curriculum

Teaching Essays Objective of Curriculum Objective of Curriculum The main focus of this curriculum is to incorporate elements of children’s developmental domains which contribute to the holistic being. Our activities are designed by taking into consideration the children we have observed for our child study. Although we recognize the concept of play in the curriculum, we feel that it is also important to provide pupils with a structured curriculum that would supplement their developmental needs. The curriculum aims to develop the children’s socio-emotional development, cognitive – language development and physical development through the integration of play as well as the inquiry, project and thematic approach. In doing so we have ensured that children are provided with an avenue for aesthetic and creative expression, language and literacy development, practice for numeracy skills, motor skills development along with creating an awareness of the self, the environment and the social sphere. As part of our design objective, we aim to ensure continuity from what children have learnt in preschool to the primary school curricula. We feel that this would ease pupils into making the transition from an environment which they have developed a sense of familiarity (i.e. the kindergarten setting) and the one which they are being initiated into. Partnered with the other key approaches, our team firmly belief that by encompassing our curriculum around play, it would supplement children’s developmental needs which in our view have been neglected in the current school curricula. Our Curriculum Having observed the children at the various kindergarten settings, our group have decided to build our curriculum around the concept of â€Å"learning through play†. We recognize that play is an integral part of a child’s holistic development and it should not be omitted as the child progresses into the primary education system. From our child study we observed that each of these children displayed varying interests and abilities which can be extended through a curriculum centered on the concept of play. Play, as we know it, has been defined in many ways by various theorists. One of the many definitions is by Van Hoorn (2007) who affirms that â€Å"[p]lay plays a big part of young children’s development and expression of the child’s developing personality, sense of reflect, intellect, social capacity and physicality.† (p. 4). The activities that surround our curriculum are aimed to address these vital domains of the developing child. Van Hoorn (2007 ) also theorizes that the concept of play exists in a continuum which ranges from â€Å"spontaneous† to â€Å"guided† to â€Å"teacher-directed play†. We have adopted this concept throughout the entire design of this curriculum. Through the integration of both individual and group activities, we are taking into consideration each child’s learning needs as we acknowledge their different learning styles. In our planning, we aim to invigorate this concept of play into our curriculum by integrating other key approaches used in the current school curricula. The curriculum is designed such that it is centered on the concept of â€Å"learning through play† while at the same time utilizing the thematic approach, inquiry approach and the project approach. We have developed the following tripartite diagram to illustrate how we have incorporated the various approaches in our curriculum. Thematic Approach We have chosen to implement the thematic approach as it keeps our curriculum design focused. In view of what has been stated by Wortham (2006), we agree that since the â€Å"thematic curriculum is completed over a period of time, there is opportunity for exploration, investigation, and representation of learning in an unhurried environment† (p.299). Ideally, the curriculum should be executed through a span of eight weeks, within a term. This is to ensure that children would be given ample time to develop skills and knowledge surrounding the adopted theme. We felt that the thematic approach would also aid in children’s learning as they build up experiences based on an ongoing theme which stimulates children into meaning-making as they acquire skills and develop in the different domains. Inquiry Approach The inquiry approach has also been interwoven into this curriculum because we believe that pupils should be given the opportunity to explore for themselves the learning possibilities through inquisitive questions. Much of the activities designed in this curriculum has been targeted at children in honing their inquiry skills. Pupils are encouraged to seek solutions using the open resources made available to them. Project Approach The project approach was also adopted in this curriculum as a way of assessing pupils’ learning. Through this mode of assessment, where pupils are given free reign of the project that they could work on, pupils would be exposed to a variety of activities that taps on their various abilities. Both Vygotsky and Piaget believed that it is through personal manipulation and discoveries that children are able construct an understanding of their learning experiences. Additionally with this project approach pupils will be able to work in a social context where they can learn through a partnership with the teacher. Suggested Activities As an illustration the suggested activities in the framework we have included is based on the theme of Occupation. We planned these activities with the assumption that it is theme which the children have collaboratively decided on as a whole class. The activities incorporated in this curriculum development takes into account the interests and strengths of the children we have observed during our child study. For instance, we have given pupils the choice of their mode of presentation for the role play which can be done through dramatization or a musical performance. Moreover this would encourage pupils to form a self awareness of their personal strengths and interests. The Career Day is essentially a whole day event where children will be given an opportunity to exhibit the product of the projects in which they have undertaken within their groups. We have implemented this concept of a career day as we feel that this would encourage children to take responsibility and pride of their achievements and what they are capable of creating.

Cultural Differences Affecting Meaning and Understanding Essay

How do cultural differences affect meaning and understanding? In today’s business environment, the mechanics of global business seem to be working on a surface level. We can make quick money transactions by phone or by computer. Consumers can purchase products from all different countries in one transaction. Although trade barriers are still a major topic, they are slowly decreasing. As we sick below the surface, we will see that Global business is still in major jeopardy because of a newly emerging challenge: Cultural differences. Culture is the pattern of beliefs or expectations that inevitably shape the behaviours of individuals and teams within organisations. It is concerned with the basic assumptions, values, attitudes, food and feeding habits, dress and appearance, relationships, a sense of self and space and norms shaped by members of an organisation or country. These elements of culture are usually taken for granted and guide others perceptions, thoughts and actions. For example, the Culture at McDonald’s fast food chain emphasises efficiency, speed and consistency. It orients employees to company goals and charters and suggests the necessary behaviours for success. Many educated, business people may say â€Å"But we are getting closer and closer to each other, we don’t have any cultural problems’. Yes, it is possible to transcend cultural differences; however statements like this can be misleading to many people. (Funakawa, p18) Geert Hofstede, a successful cross-cultural management researcher, observes five different dimensions within a culture: Power/Distancing – This refers to the degree of inequality that exists and is accepted among people with and without power. High Power distancing cultures conclude that society accepts an unequal distribution of power and people understand â€Å"their place† in the system. Low Power Distancing means that power is shared and well dispersed. It also means that society members view themselves as equals. Application: According to Hofstede’s model, in a high Power distancing country like Malaysia, you would probably send reports only to top management and have closed door meetings where only a select few, powerful leaders were in attendance. Individualism – This refers to the strength of the ties people have to others within the community. A high Individualism society indicates a loose connection with people. In countries with a high Individualism society there is a lack of interpersonal connection and little sharing of responsibility, beyond family and perhaps a few close friends. A society with a low Individualism would have strong group cohesion, and there would be a large amount of loyalty and respect for members of the group. The group itself is also larger and people take more responsibility for each other’s well being. Masculinity – This refers to how much a society sticks with, and values, traditional male and female roles. High Masculinity societies are found in countries where men are expected to be tough, to be the provider, to be assertive and to be strong. If women work outside the home, they have separate professions from men. Low Masculinity societies do not reverse the gender roles. In a low Masculinity society, the roles are simply blurred. You see women and men working together equally across many professions. Men are allowed to be sensitive and women can work hard for professional success. Uncertainty/Avoidance Index – This relates to the degree of anxiety society members feel when in uncertain or unknown situations. High Uncertainty societies try to avoid ambiguous situations whenever possible. They are governed by rules and order and they seek a collective â€Å"truth†. Low Uncertainty societies indicate the society enjoys novel events and values differences. There are very few rules and people are encouraged to discover their own truth. Geert also observes that when people write about national cultures in modern society becoming more and more similar, the evidence cited is usually taken from the level of practices; people dress the same, use the same fashionable words in context, buy the same products and brands, they participate in global sports etc. These manifestations of culture are sometimes mistaken for all there is: the deeper, underlying values is often overlooked. (Funakawa p33) The value for cross cultural communication cannot be overemphasised. It is what enables any mission statement, vision or strategy, and affects meaning and understanding on every level.

How to Conjugate the French Verb Rester (to Stay)

Rester is the French verb that means to stay or to remain. This is a very useful word and one youll want to add to your vocabulary. To use  rester properly, youll need to study its conjugations. This will allow you to say I am staying, he stayed and similar phrases. The good news is that  rester  is a regular verb, so its a little easier to memorize than others. The Basic Conjugations of  Rester Rester is a regular -er verb, meaning it follows a very common conjugation pattern. If you have studied other French verbs like passer (to pass) or visiter (to visit), you can apply the same infinitive endings you already know to this verb. The indicative mood is the most common and these are the forms of  rester  that youll use most often for the basic present, future, and imperfect past tenses. Using the verb stem (or radical)  rest-, you will add a variety of endings to match both the subject pronoun and the tense of your sentence. The chart will help you memorize these various forms. For example, I am staying is  je reste  and we will stay is  nous resterons. Your daily life should have plenty of opportunities to practice this verb and the more you use it, the easier it is to remember. Present Future Imperfect je reste resterai restais tu restes resteras restais il reste restera restait nous restons resterons restions vous restez resterez restiez ils restent resteront restaient The Present Participle of Rester When we add an -ant  ending to the stem of  rester, the result is the  present participle  restant. Rester  in the Compound Past Tense While there are other compound forms you can study, well focus on the most common for this lesson. The  passà © composà ©Ã‚  is used for the past tense and requires the  auxiliary verb  Ãƒ ªtre  as well as the  past participle  restà ©. The only conjugation required for this is à ªtre into the present tense for the subject. The past participle remains unchanged and takes care of implying that the action happened in the past. For example, I stayed is je suis restà © and we stayed is nous sommes restà ©. You can see how this can be much easier than memorizing all those imperfect forms, but dont skip those just to save time. Your French teacher may require you use them. More Simple Conjugations of Rester The  rester  conjugations above should be your top priority, though there are a few more simple conjugations you may need from time to time. They each have their own purpose and are good to know. For instance, when the action is uncertain, the subjunctive is used. In an if...then situation, you can use the conditional. Less frequently, you may even need the  passà © simple  or  imperfect subjunctive, though these tend to be for formal uses. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je reste resterais restai restasse tu restes resterais restas restasses il reste resterait resta restà ¢t nous restions resterions restà ¢mes restassions vous restiez resteriez restà ¢tes restassiez ils restent resteraient restà ¨rent restassent If you want to command your dog to Stay! in French, you can use the imperative form.  For this, you can skip the subject pronoun and simplify it to Reste !  Of course, it has other uses, but the idea of training your dog in French is a fun idea. Imperative (tu) reste (nous) restons (vous) restez