LAW Case Study Example | Topics and Well Written Essays - 1750 words

LAW - Case Study Example One of the iconic pioneers of law in health issues was Dr. John Snow (Goodman, et al 3). This came after an outbreak of cholera and thus states had to enact proper rules to regulate the spread of this contagious disease. The practice of Medicine is entwined to the practice of Law (Corfield, et al 1). Thus, medical practitioners at one point or another are required to give either written or oral evidence in courts of law. This study relates to the application of law in medical situations over a period of time. There are four sources of law. These are: the Constitution, Statutes, Decisions and Rules of administrative agencies and Court decisions (Stelner 5).In most states, there is a department concerned with law relating to healthcare issues. Another external source of law is the International law (Stelner 9). Under the International law, state agencies are allowed to surrender the privacy of medical information of their citizens travelling to foreign countries. This study will look i nto six different scenarios. Workforce scenario 1 In the first scenario, Cayce Pollard, the new African-American nurse has to undergo several health tests before being hired at Big City Hospital, BCH despite the fact that she is a licensed nurse. Licensing of health practitioners is done to ensure that only the qualified individuals undertake the delicate duty of health provision. This is to protect the interest of the public (Stelner 84). This is an example of Common Law only applying to the terms of employment in BCH. She is also not allowed to smoke, both at work and off duty and should her BMI exceed 26, she has to pay higher premiums for her insurance cover. Agreeing to these terms by both parties makes it an Implied Contract. In the first instance where a mother does not want her baby to be attended to by an African-American, she feels offended. However, this falls under Charting by Exception. Since there was a chart indicating that she could not attend to the baby, it would b e a criminal offence for her to do the contrary. In the second instance, her male colleagues have been sexually harassing her which is against the code of ethics at BCH.Her senior, whom she is supposed to report to also, enjoys the sexually explicit content that the other two use to harass her sexually. Though she knows that this amounts to punishable crime, she resorts to remain silent. However, according to state laws, this does not amount to crime since Quid Pro Quo applies in instances where a senior or fellow staff solicits sexual favor in order to grant a promotion or other work related favors. Also she has noticed that Bernard, her colleague might be a drug user and might cause problems while in duty. Upon reporting the matter to the supervisor, all their lockers are searched but against their consent. This is an instance of invasion of privacy. On another instance, Cayce and her friend Ivy discriminate their colleague Robert. They both discriminate him on gender arguing that male nurses are not competent. Ivy also discriminate him racially saying she does not like the Chinese. Negligence scenario 2 In the first instance, Dr. Yang diagnoses Ms. Campbell with PCS and Compound P which are new drugs being tested on patients. This he does with the aim of prolonging her life despite her being not eligible for the drugs but only after she accepts to take it. Though the drugs did tremendously help other patients, Mrs. Campbell’s condition worsened and she developed fever and rashes. Upon realizing this, the doctor prescribes Gallacticol, a drug that is approved for treating asthma. Her conditions became worse and she died. The doctor expected her to live for three or more months even after injecting her with Compound P but due to his negligence in not prescribing

The history of ligers dates Essay Example for Free

The history of ligers dates Essay The history of ligers dates to at least the early 19th century in India. In 1798, Étienne Geoffroy Saint-Hilaire (1772–1844) made a colour plate of the offspring of a lion and a tiger. In 1825, G. B. Whittaker made an engraving of liger cubs born in 1824.[3] The parents and their three liger offspring are also depicted with their trainer in a 19th-century painting in the naà ¯ve style. Two liger cubs born in 1837 were exhibited to King William IV and to his successor Queen Victoria. On 14 December 1900 and on 31 May 1901, Carl Hagenbeck wrote to zoologist James Cossar Ewart with details and photographs of ligers born at the Hagenbecks Tierpark in Hamburg in 1897. In Animal Life and the World of Nature (1902–1903), A.H. Bryden described Hagenbecks lion-tiger hybrids: It has remained for one of the most enterprising collectors and naturalists of our time, Mr. Carl Hagenbeck, not only to breed, but to bring successfully to a healthy maturity, specimens of this rare alliance between those two great and formidable felidae, the lion and tiger. The illustrations will indicate sufficiently how fortunate Mr. Hagenbeck has been in his efforts to produce these hybrids. The oldest and biggest of the animals shown is a hybrid born on the 11th May, 1897. This fine beast, now more than five years old, equals and even excels in his proportions a well-grown lion, measuring as he does from nose tip to tail 10 ft 2 inches in length, and standing only three inches less than 4 ft at the shoulder. A good big lion will weigh about 400 lb [] the hybrid in question, weighing as it does no less than 467 lb, is certainly the superior of the most well-grown lions, whether wild-bred or born in a menagerie. This animal shows faint striping and mottling, and, in its characteristics, exhibits strong traces of both its parents. It has a somewhat lion-like head, and the tail is more like that of a lion than of a tiger. On the other hand, it has no trace of mane. It is a huge and very powerful beast.[4] In 1935, four ligers from two litters were reared in the Zoological Gardens of Bloemfontein, South Africa. Three of them, a male and two females, were still living in 1953. The male weighed 340 kg (750 lb) and stood a foot and a half (45 cm) taller than a full grown male lion at the shoulder. Although ligers are more commonly found than tigons today, in At Home In The Zoo (1961), Gerald Iles wrote For the record I must say that I have never seen a liger, a hybrid obtained by crossing a lion with a tigress. They seem to be even rarer than tigons. Size and growth The liger is often believed to represent the largest known cat in the world.[1] Males reach a total length of 3 to 3.5 m,[6][7] meaning they are the size of large Siberian tiger males.[8] Imprinted genes may be a factor contributing to huge liger size.[9] These are genes that may or may not be expressed on the parent they are inherited from, and that occasionally play a role in issues of hybrid growth. For example, in some dog breed crosses, genes that are expressed only when maternally-inherited cause the young to grow larger than is typical for either parent breed. This growth is not seen in the paternal breeds, as such genes are normally counteracted by genes inherited from the female of the appropriate breed.[10] Other big cat hybrids can reach similar sizes; the litigon, a rare hybrid of a male lion and a female tiglon, is roughly the same size as the liger, with a male named Cubanacan (at the Alipore Zoo in India) reaching 363 kg (800 lb).[11] The extreme rarity of these second-generation hybrids may make it difficult to ascertain whether they are larger or smaller, on average, than the liger. It is wrongly believed that ligers continue to grow throughout their lives due to hormonal issues.[citation needed] It may be that they simply grow far more during their growing years and take longer to reach their full adult size. Further growth in shoulder height and body length is not seen in ligers over 6 years old, same as both lions and tigers. Male ligers also have the same levels of testosterone on average as an adult male lion, yet areazoospermic in accordance with Haldanes rule. In addition, female ligers may also attain great size, weighing approximately 320 kg (705 lb) and reaching 3.05 m (10 ft) long on average, and are often fertile. In contrast,pumapards (hybrids between pumas and leopards) tend to exhibit dwarfism. Hercules and Sinbad[ Jungle Island, an interactive animal theme park in Miami, is home to a liger named Hercules, the largest non-obese liger, who is recognised by the Guinness Book of World Records as the largest living cat on Earth, weighing over 410 kg (904 lb).[12] Hercules was featured on the Today Show, Good Morning America, Anderson Cooper 360, Inside Edition and in a Maxim article in 2005, when he was only three years old and already weighed 408.25 kg (900 lb). Hercules is healthy and is expected to live a long life. The cats breeding is said to have been a complete accident. Sinbad, another liger, was shown on the National Geographic Channel. Sinbad was reportedly similar in weight to Hercules. Longevity[Shasta, a ligress (female liger) was born at the Hogle Zoo in Salt Lake City on 14 May 1948 and died in 1972 at age 24.[citation needed] Valley of the Kings animal sanctuary in Wisconsin had a male liger named Nook who weighed around 550 kg (1,213 lb), and died in 2007, at 21 years old. Hobbs, a male liger at the Sierra Safari Zoo in Reno, Nevada, lived to almost 15 years of age before succumbing to liver failure and weighed in at 410 kilograms (900 lb). Fertility The fertility of hybrid big cat females is well documented across a number of different hybrids. This is in accordance with Haldanes rule: in hybrids of animals whose sex is determined by sex chromosomes, if one sex is absent, rare or sterile, it is the heterogametic sex (the one with two different sex chromosomes e.g. X and Y). According to Wild Cats of the World (1975) by C. A. W. Guggisberg, ligers and tigons were long thought to be sterile: in 1943, a fifteen-year-old hybrid between a lion and an Island tiger was successfully mated with a lion at the Munich Hellabrunn Zoo. The female cub, though of delicate health, was raised to adulthood.[13] In September 2012, the Russian Novosibirsk Zoo announced the birth of a liliger, which is the offspring of a liger mother and a lion father. The cub was named Kiara. Appearance Colour plate of the offspring of a lion and tiger, Étienne Geoffroy Saint-Hilaire Ligers have a tiger-like striped pattern that is very faint upon a lionesque tawny background. In addition they may inherit rosettes from the lion parent (lion cubs are rosetted and some adults retain faint markings). These markings may be black, dark brown or sandy. The background colour may be correspondingly tawny, sandy or golden. In common with tigers, their underparts are pale. The actual pattern and colour depends on which subspecies the parents were and on how the genes interact in the offspring. White tigers have been crossed with lions to produce white (actually pale golden) ligers. In theory, white tigers could be crossed with white lions to produce white, very pale or even stripeless ligers. There are no black ligers. Very few melanistic tigers have ever been recorded, most being due to excessive markings (pseudo-melanism or abundism) rather than true melanism; no reports of black lions have ever been substantiated. As blue or Maltese Tigers probably no longer exist, grey or blue ligers are exceedingly improbable. It is not impossible for a liger to be white, but it is very rare Ligers in the wild: It is unlikely a mating of this type would ever occur in the wild, for a number of reasons. Firstly, lion and tiger habitats do not meet, though youll often hear claims that they overlap in one area of the world, this being the Gir National Park and Lion Sanctuary in Bangladesh. The truth is tigers are not found within 100 miles of Gir Forest. Within the sanctuary itself is the only lion subspecies found outside of Africa. This is the very rare Asiatic lion (only a few hundred remain and they face extinction). The lion rules in Gir Forest and no tigers are found there. Tigers are not found in Africa, and are restricted to Asia. Though it is conceivable that a tiger may cross into lion territory, both species are so rare that it is highly unlikely the two would ever meet. On top of this, the Gir Forest is surrounded by farming and agriculture. The lions within the sanctuary are effectively captive in the wild and tigers do not like to cross large stretches of open ground. What would happen if the two species did meet? The very solitary tiger would be little inclined to join in with the more social pride of lions. Apart from periods of mating, tigers even go out of their way to avoid their own species. The Tigon is a hybrid cross between a male Tiger and a female Lion WHY ARE LIGERS SO MUCH BIGGER THAN TIGONS? The large size of the liger and small size of the tigon is due to genomic imprinting the unequal expression of genes depending on parent of origin i.e. whether certain growth genes are inherited from the male or the female. This is linked to the species lifestyle and breeding strategy whether the female mates with only one male while in heat (non-competitive) or whether she mates with many males (competitive). This results in growth dysplasia. The following explanation is greatly simplified as a number of other genes are contributed unequally by the male and female parents and also affect the general health and longevity of the offspring. Lions live in prides led by several adult males. The lionesses mate with each of those males. Each male wants his offspring to be the ones to survive, but the females genes want multiple offspring to survive. The fathers genes promote size of the offspring to ensure that his offspring out-compete any other offspring in the womb at the same time. Genes from the female inhibit growth to ensure that as many offspring as possible survive and that they all have an equal chance. By contrast, tigers are largely solitary and a female on heat normally only mates with one male. There is no competition for space in the womb so the male tigers genes do not need to promote larger offspring. There is therefore no need for the female to compensate, so the offsprings growth goes uninhibited. When a male lion mates with a tigress, his genes promote large offspring because lions are adapted to a competitive breeding strategy. The tigress does not inhibit the growth because she is adapted to a non-competitive strategy. Therefore the offspring (liger) grows larger and stronger than either parent because the effects do not cancel each other out. Ligers take several years to reach full adult size, but it is a myth that ligers never stop growing. When a male tiger mates with a lioness, his genes are not promoting large growth of the offspring because he is adapted to a non-competitive breeding strategy. However, the lioness is adapted to a competitive strategy and her genes inhibit the growth of the offspring. This uneven match means that the offspring (tigons) are often smaller and less robust than either parent. Growth dysplasia has other effects: the size of the placenta may be affected (causing miscarriage), the embryo may be aborted at an early stage due to abnormal growth, the cub may be stillborn or may only survive a few days. In some rodents, mating Species A males with Species B females produces offspring half normal size, but mating Species B males with Species A females cause the offspring to be aborted as they try to grow to several times the normal size. Because of the impossibility of a gene being inherited from only females, there is a competing hypothesis. This hypothesis (allthough not tested) is that the Lions sperm is damaged somehow during fertilization and that a growth inhibiting gene is typically destroyed. It is impossible for a gene carried on a chromosomes to be passed along only from the mother. The reason for this is there are no chromosomes that only a female can have. Female Tigons and Female Ligers both possess a tiger X chromosme and a lion X chromosome, yet only the female Ligers will grow large, this means something must happen to either alter the genes or that the cause of the growth dysplasia lies at least partially outside of the genes. Another possible hypothesis is that the growth dysplasia results from the interaction between lion genes and tiger womb enviroment. The tiger produces a hormone that sets the fetal Liger on a pattern of growth that does not end throughout his life. The hormonal hypothesis is that the cause of the male Ligers growth is his sterility essentially, the male liger remains in the pre-pubertal growth phase. This is not upheld by behavioural evidence despite being sterile, many male ligers become sexually mature and mate with females. In addition, female ligers also attain great size but are fertile.

Does The Media Undermine Democracy In Malaysia Media Essay

Does The Media Undermine Democracy In Malaysia Media Essay Throughout the last decades, Malaysians have enjoyed regular elections and political stability. However, the stability slowly took a turn when the detention of former Deputy Prime Minister Anwar Ibrahim and the subsequent sentence of 15 years for charges of corruption, abuse of power, and sexual misconduct made the public lose its faith in the integrity of the governments aims (Heufers, 2002) This the somehow added the growing number of detentions under the Internal Security Act (ISA) and other repressive laws severely threaten political competition, participation, and civil and political liberties. The media in Malaysia comprising of the mainstream that is mainly owned and controlled by the government and the alternative media, a form of independent journalism. Many government leaders in the developing world would justify their control over the media in terms of jealously guarding and guiding its members towards the path of national development and to ensure that the media does not fall into the wrong hands (Mustafa, 2005) In other words, the government wants to take control of media so they can set the agenda in the minds of society. This already restricts a sense of openness in the mainstream media. Mustafa (2005) stated in an analysis on the coverage of Malaysias 2004 general elections by four mainstream newspapers (The Star, the New Straits Times (NST), Berita Harian and Utusan Melayu), the total number of news items that were positive towards BN among all four major newspapers were roughly 40% and above. The other part of the percentage went straight to new items that were negative towards the opposition. Only a slight number of news (4% and below) were negative new items towards BN. Mustafa (2005) also highlighted sample of headlines used by these newspapers that gave an idea of slant news reporting; Malaysians prefer Pak Lahs vision of Islam (NST, March 15 2004), Perlis merana jika pilih pembangang (Perlis suffers if opposition is voted) (Utusan Melayu, March 16 2004 ) This shows a high level of bias coverage within the highly influential mainstream newspapers during the 2004 general elections. Another research presented by Ramanathan (2008) consists of a two month content analysis on how the mainstream media presents their reports on the 2008 general elections. Choosing newspapers in four languages (English, Bahasa Malaysia, Tamil and Mandrin) and the new media; internet, online newspapers and SMS as well as monitoring commentaries by selected television channels such as RTM, CNN and Channel News Asia on a selective basis. According to research, the type of coverage done by five of the mainstream newspapers was sided towards pro-BN stories. 277 stories analysed from Utusan Malaysia has 155 pro-BN stories, 56 pro- opposition and 66 neutral. The Star had a total of 153 stories analysed, 100 were pro-BN and only 22 were pro-opposition. Nanyang Siang Pau had 118 stories, 74 of them pro-BN and 26 pro-opposition. For Tamil newspapers, a qualitative analysis was undertaken that led to conclusions of since Tamil Nesan was being majority owned by Datin Indrani Samy Velu, the newspaper printed many stories featuring Dato Samy Velu and prominent MIC politicians and there were hardly any coverage given to Indian candidates form opposition political parties. The mainstream media weakens the openness of presenting political news to society. If democracy is all about the peoples right to oppose, to provide critiques with the role of media to influence the people, they are not giving much of a decision or choice to begin with. Of course there are minimal parts where the government values and would take into consideration the opinions of the people. For example, the topic of teaching Maths and Science in English (PPSMI), society is free to give out comments and opinions on what they think about the topic. People are writing in to newspapers, taking part in massive forums to state their opinion and to fight for what they stand for and the government values the opinion of the people in this case. Why cannot this be the same with political issues? After all, it is the political opinion and stands made by the public that would contribute to the democracy of the country. Some may say that the alternative works as a perfect place for independent journalism; however it is still closely monitored by the authorities. Blogs and online publications are beginning to worry the Malaysian authorities enough to re-consider the existing policy of non-regulation of the Internet and to call for some controls over the content (Ramanathan, 2008) A clear example was when Raja Petra Kamarudin, editor of alternative news Portal Malaysia Today was charged with publishing a seditious article on 25 May 2008 with the title, Lets send Altantuya murderers to hell. Raja was the first blogger to be charged under a sedition act where he claim trail but refused to post bail. Six months after detention under the ISA, Raja was released with no charges being filed against him. Accountability The tight gate-keeping and censorship practised by the government over the mainstream media influences the accountability of democracy. The government does not like reports that are too critical; therefore the responsibility to forming a democracy country is limited due to the restrain in reporting. During the general election in 2008, Ramanathan (2008) analyzed two-months prior to and after the elections, the mainstream media did coverages on upbeat stories about Barisan Nationals chances and dismissed the oppositions chances. Among them were: a two-page focus on Issues close to the heart featuring an in-depth interview with Abdullah, an article titled Guan Eng not a threat in Penang dismissed the chances of opposition leader Lim Guan Eng in capturing the state government in Penang and instead Lim won handsomely. With slanted reporting like this, the accountability of the government would be doubted by the public hence would give the public the opportunity to opt for something else which they did in the 2008 general election whereby BN suffered one of their worst lost because the public opted for an alternative media. This incident brought the alternative media to a different level when weblogs, text messages and copies of Internet-streamed videos became the most influential information sources for voters ahead that resulted in a surprise blow to the BN) party, which has ruled the country for more than 50 years. The media holds the representative responsible for taking care of the the people so what happens when these politicians lose in an election? How would they answer to accountability? The innocent death of Teo Beng Hock signifies a crisis of confidence in Malaysian democracy and accountability. Many critics, including those in the current government, argues that restrictions were put in place at a time when they were needed and that preventing public discussion of certain issues is not only counter-productive but it is also futile (Ramanathan, 2008) With the support towards the alternative media and the growing public sphere, the results from the 2008 election are bound to bring about greater freedom of expression. Though the responsibility of the democracy is in hand, there are some heartening post-election developments; The Home Affairs Ministry approved in April 2008 an application for a permit from the opposition Parti Keadilan Rakyat (PKR) to publish its party newspaper. With such actions, this would indeed encourage and strengthen the accountability of the peoples perception towards the countrys democracy. Conclusion The mainstream media needs to loosen its strings and start to bring greater media liberalisation to unclog the clouds of uncertainty and doubt in the minds of society. The alternative media is not enough. Society needs to hear the truth from the government. Only then can the country achieve great democracy.

E-Commerce and the New Economy Essay -- Internet Online Communication

E-Commerce and the New Economy The web has transformed our global economy. It is a powerful tool that has changed the way we produce, market and distribute goods and services. Finances and culture have been altered. New styles of commerce have developed. For example, a business call placed in North America could be handled by a technical expert in Asia as business is conducted internationally as well as transnationally. The purpose of this essay is to examine the issues, challenges and opportunities related to commerce in the â€Å"new economy†. The internet became popular in 1995. It creates many opportunities in different kind of industries. Ecommerce is one of the successful examples of buying and selling on the web. It is like a cocoon, which became mature in these recent years. Low start-up costs make online businesses attractive to new entrepreneurs. Establishing their businesses online can eliminate store rental expenses; they don’t have to hire anybody to take care of it (Charles Steinfield). They can upload some pictures and descriptions of their products online. This allows their customers to see what they are buying. Moreover, customers can search for their needs whenever they want as long as they have an access to the internet (Charles Steinfield). Because of globalization, the national boundaries are eliminated as well. Customers can make their purchase anywhere around the world. This expands target markets. Buying products online, customers can ask questions anytime when they encounter any problem or have doubts about what they are buying (Charles Steinfield). Many websites have provided online support services. Buyers can contact sellers directly and discuss their concerns. Therefore, the interaction between b... ...r shopping will be done at home on the web. This will bring society into a new economy. Bibliography 1) Donna L. Hoffman, Thomas P. Novak and Patrali Chatterjee, â€Å"Commercial Scenarios for the Web: Opportunities and Challenges† http://www.ascusc.org/jcmc/vol1/issue3/hoffman.html Owen Graduate School of Management, Vanderbilt University 2) Charles Steinfield, â€Å"An introduction to the special issue† http://www.ascusc.org/jcmc/vol1/issue3/genintro.html Michigan State University 3) Rolf T. Wigand and Robert I. Benjamin, â€Å"Electronic Commerce: Effects on Electronic Markets† http://www.ascusc.org /jcmc/vol1/issue3/wigand.html School of information Studies, Syracuse University 4) Nonick â€Å"Buying online. Is it safe? What are the Dangers of Buying Online?† http://www.zyra.org.uk/buysafe.htm Zyra 5) Straubhaar and LaRose, â€Å"Media Now† Third Edition, Wadsworth, 2002

My country Essay

PERSONAL PROFILE NAME: Nyarko, Christa Akosua DATE OF BIRTH: 22ndDecember, 1985 PLACE OF BIRTH: Hwidiem REGION: Brong Ahafo NATIONALITY: Ghanaian RELIGION: Christianity LANGUAGES SPOKEN: Twi and English MARTAL STATUS: Single CONTACT NUMBER: 0200400321 E- MAIL ADDRESS: christanyarko@rocketmail.com EDUCATIONAL BACKGROUND YEAR INSTITUTION ATTENDED QUALIFICATION June Jul 2012 University of Ghana (ISSER) Cert. in Project Cycle Management 2005?2009 Kwame Nkrumah University of Science and Technology B.A. Economics 2001?2004 Kumasi Girl’s Senior High School S.S.C.E 1998?2001 O.L.A Junior High School B.E.C.E Other Training: Valid First Aid Certificate awarded by St. John Ambulance at African Underground Mining Services , Newmont Ahafo Plant site (Subika Project) WORK EXPERIENCE African Underground Mining Services (A.U.M.S), Kenyasi (Feb. 2011- May 2013) Position held: Mine Controller/ Dispatcher Department: Mining Responsibilities: Trucking of Haulage for Optimum production Coordinating people, machinery and equipment to achieve optimal production in accordance with mine plan priorities. Serve as central communication person for mine production and safety, including emergency events and also as the central point of information for the mines site Capturing, validate and record mine site data through the modular mining system. Fostering a positive and productive working relationship among team members and with other departments. Monitoring effective and efficient mining methods. Completing shift and production reports in an efficient and timely manner. Liaise with Production Supervisors, Mine Engineering and Mine Management. Ensuring that information required for making production decisions is readily available and accurate. Responsible for writing the Daily shift reports and Newmont Daily reports for managerial production meeting Organizing, planning and prioritizing work – Developing specific goals and plans to prioritize, organize to successfully accomplish work Maintain a strong communication and operational coordination for mining activities Assist production supervisor in identifying potential process problems that may impact on daily plan and facilitate alternatives

Why Foreign Education is worth the Price

Why Foreign Education is worth the Price Many students across the world, especially those from developing and emerging economies, continue to seek for educational opportunities in the developed world. International education is expensive by any standards, but cost factors alone have failed to dissuade students from seeking education in foreign countries. This brief essay purposes to demonstrate the reasons why foreign education is worth the price.Advertising We will write a custom essay sample on Why Foreign Education is worth the Price specifically for you for only $16.05 $11/page Learn More The first reason deals with the quality of education provided in home countries. Many of the college certificates offered in home countries, especially in the developing world, are not recognized in international job markets. Students undergoing these systems of education are constricted in their opportunities for career choices due to the low quality of education, not mentioning that they are unable to secur e employment outside their home countries because the certificates received from their respective home colleges cannot be recognized elsewhere. However, most foreign-based educational institutions are recognized for offering quality education and students who have passed through these systems can be assured of getting employment anywhere across the world. The second reason deals with the exposure students get upon travelling abroad to enroll into the foreign-based educational institutions. It is often said that students need to be exposed to a whole range of variables for them to succeed in their career life, with two of the most important variables being interpersonal socialization and cultural socialization. International education guarantees that students develop their socialization capacities in the two fronts not only because of exposure to a diverse cultural set up in the university, but also due to constant engagement with other students from all over the world. This kind o f exposure is critical in developing a future professional in any career field. The third reason deals with scarcity of educational institutions in home countries. There exist scenarios where students have performed exemplarily well in their high school examinations only for them to be locked out of the local universities due to lack of places to accommodate them. Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such situations, it is always plausible to look elsewhere to secure quality institutions where these students will progress their education for future career endeavors. It may appear costly to enroll abroad for lack of places at the local universities, but the education received abroad will certainly pay dividends in the future. The last reason, which is intrinsically tied to the third, deals with pursuing an educational direction that is of core interest to the student rather th an going to the university for the sake of getting post-secondary education and certification. Due to constrained resources in many home countries, especially in the developing world, qualified students are forced to undertake courses they didn’t choose in the first instance. The most revered courses, such as engineering, medicine and aviation, are considered a preserve of the very few who had managed to perform exemplarily well in their high school examinations. Many students who also did very well but perhaps performed poorly in a single subject are forced to take courses they didn’t choose and, therefore, not of interest to their career path. In such circumstances, it is always better to look elsewhere so that you’re able to pursue a course that is not only of interest to you, but will also assist you to pursue future career opportunities in the field of your choice.

Battle of Eniwetok in World War II

Battle of Eniwetok in World War II Following the US victory at Tarawa in November 1943, Allied forces pressed forward with their island-hopping campaign by advancing against Japanese positions in the Marshall Islands. Part of the Eastern Mandates, the Marshalls had been a German possession and were given to Japan after World War I. Though held as part of the outer ring of Japanese territory, planners in Tokyo decided after the loss of the Solomons and New Guinea that the chain was expendable. With this in mind, what forces were available were moved to the area to make the islands capture as costly as possible. Commanded by Rear Admiral Monzo Akiyama, Japanese troops in the Marshalls consisted of the 6th Base Force which originally numbered around 8,100 men and 110 aircraft. While a relatively large force, Akiyamas strength was diluted by the requirement to spread his command over all of the Marshalls. Also, much of Akiyamas command consisted labor/construction details or naval troops with little infantry training. As a result, Akiyama could only muster around 4,000 effective. Anticipating that the assault would strike one of the outlying islands first, he positioned the majority of his men on Jaluit, Millie, Maloelap, and Wotje. Armies Commanders United States Vice Admiral Harry W. HillBrigadier General Thomas E. Watson2 regiments Japan Major General  Yoshimi Nishida3,500 men American Plans In November 1943, American airstrikes commenced eliminating Akiyamas air power, destroying 71 aircraft. These were partially replaced by reinforcements brought in from Truk during the following weeks. On the Allied side, Admiral Chester Nimitz initially planned a series of attacks on the outer islands of the Marshalls, but upon receiving word of Japanese troop dispositions through ULTRA radio intercepts elected to change his approach. Rather than assault where Akiyamas defenses were strongest, Nimitz ordered his forces to move against Kwajalein Atoll in the central Marshalls.   Attacking on January 31, Rear Admiral Richmond K. Turners 5th Amphibious Force landed elements of Major General Holland M. Smiths V Amphibious Corps on the islands that formed the atoll.   With support from Rear Admiral Marc A. Mitschers carriers, American forces secured Kwajalein in four days.   Capture of Engebi With the rapid capture of Kwajalein, Nimitz flew out from Pearl Harbor to meet with his commanders.   The resulting discussions led to the decision to immediately move against Eniwetok Atoll, 330 miles to the northwest.   Initially scheduled for May, the invasion of Eniwetok was assigned to Brigadier General Thomas E. Watsons command which was centered on the 22nd Marines and 106th Infantry Regiment.   Advanced to mid-February, plans for capturing the atoll called for landings on three of its islands: Engebi, Eniwetok, and Parry.   Arriving off Engebi on February 17, Allied warships commenced bombarding the island while elements of the  2nd Separate Pack Howitzer Battalion and the 104th Field Artillery Battalion landed on adjacent islets (Map). The next morning, the 1st and 2nd Battalions from Colonel John T. Walkers 22nd Marines began landing and moved ashore.   Encountering the enemy, they found that the Japanese had centered their defense in a palm grove in the islands center.   Fighting from spider holes (concealed foxholes) and the underbrush, the Japanese proved difficult to locate.   Supported by the artillery landed the previous day, the Marines succeeded in overwhelming the defenders and secured the island by that afternoon.   The next day was spent eliminating the remaining pockets of resistance. Focus on Eniwetok and Parry With Engebi taken, Watson shifted his focus to Eniwetok.   Following a brief naval bombardment on February 19, the 1st and 3rd Battalions of the 106th Infantry moved towards the beach.   Encountering fierce resistance, the 106th was also hampered by a steep bluff which blocked their advance inland.   This also caused traffic issues on the beach as AmTracs were unable to move forward.   Concerned about the delays, Watson instructed the 106ths commander, Colonel Russell G. Ayers, to press his attack.   Fighting from spider holes and from behind log barriers, the Japanese continued to slow Ayers men.   In an effort to quickly secure the island, Watson directed the 3rd Battalion of the 22nd Marines to land early that afternoon. Hitting the beach, the Marines were quickly engaged and soon bore the brunt of the fight to secure the southern part of Eniwetok.   After pausing for the night, they renewed their attack in the morning and eliminated enemy resistance later in the day.   In the northern part of the island, the Japanese continued to hold out and were not overcome until late on February 21.   The extended fight for Eniwetok compelled Watson to alter his plans for the attack on Parry.   For this part of the operation, the 1st and 2nd Battalions of the 22nd Marines were withdrawn from Engebi while the 3rd Battalion was pulled from Eniwetok.    In an effort to expedite Parrys capture, the island was subjected to an intense naval bombardment on February 22.   Led by the battleships USS Pennsylvania (BB-38) and USS Tennessee (BB-43), Allied warships hit Parry with over 900 tons of shells.   At 9:00 AM, the 1st and 2nd Battalions moved ashore behind a creeping bombardment.   Encountering similar defenses to Engebi and Eniwetok, the Marines steadily advanced and secured the island around 7:30 PM.   Sporadic fighting lasted through the following day as the last Japanese holdouts were eliminated. Aftermath The fighting for Eniwetok Atoll saw Allied forces sustain 348 killed and 866 wounded while the Japanese garrison incurred losses of 3,380 killed and 105 captured.   With key objectives in the Marshalls secured, Nimitzs forces briefly shifted south to aid General Douglas MacArthurs campaign in New Guinea.   This done, plans moved forward for continuing the campaign in the Central Pacific with landings in the Marianas.   Advancing in June, Allied forces won victories at Saipan, Guam, and Tinian as well as a decisive naval triumph at the Philippine Sea.

Human and Technical Intelligence in Countering Terrorism

Human and Technical Intelligence in Countering Terrorism Introduction Both human and technological systems continue to become more complicated by the day. In some cases, technology has proven so complex that even experts involved in various fields may not amicably understand their areas of specialisations (Clutterbuck 2013, p. 271).Advertising We will write a custom essay sample on Human and Technical Intelligence in Countering Terrorism specifically for you for only $16.05 $11/page Learn More Too often, when we tackle this subject, we focus on a broad area of specialisation that involves computational ambience, machinery, the internet, and the wherewithal. However, many other factors continue shape this discourse in ways that transform humanity in its endeavours. How modern technology can be instrumental in counter terrorism continue to dominate debate with opinions split as to whether this might have negative or positive impacts on either side of the divide. Primakov (2004, p. 245) notes that the world currently relies on both human and technical intelligence to counter detect, deter, and thwart acts of terrorism before they strike. However, as much as human and technical intelligence is effective in combating terrorism, terror groups equally benefits from these opportunities to extend their hegemony. This paper seeks to explore the magnitude to which modern human and technical intelligence is instrumental in combating terrorism. Human and technical intelligence Technical or artificial intelligence refers to the brainpower exhibited by machines in dissimulation through action, thinking skills, reasoning, and behavior. As a study in an academic field, artificial intelligence developers’ attempts to equip objects with animate abilities to imitate humans and even execute some of the duties performed by man (Sandin 2003, p. 34). Mechanical engineers seek training in a wide range of technicalities that attempt to offer problem solving to which robot-like objects espouse such domineering intelligence to match human thinking skills (US Department of Mechanical Engineering 2013). It is still subject to debate as to whether these developments will ultimately culminate into a perfect art that can always take a place of the human mind. With increased technology, computational proficiency guarantees mechanical engineers with the rare capacity to design and offer an insight into principles of integration and control especially for machinery equipment. This knowledge seeks to give robotic objects some air of human intellect capable of executing human orders.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As Sandin (2003, p. 75) observes, this science delves much in feedback mechanism, signal sensing and processing to efficiently design and integrate human accuracy with automated systems such as robots. For many, robots are merely objects that imitate insects, animals, and human beings. However, in military science they could be effective gadgets for countering terrorism. While much these artificial animate objects capture our imagination, their designers dwell much on developing them to help intelligence authorities in executing some specific activities that could be risky for humans to undertake (Shi 2011, p. 56). Many developers are already contemplating giving these objects enough intelligence to enable them interact reliably with the dynamics that are in common practice. In most cases, these objects have the endowment of doing some of the things deemed as too dangerous, boring, difficult to execute, or just extra ordinary in some way such as fighting terrorism. Technical intelligence is common in most objects found in automotive, manufacturing industry, medical implements, and space exploration gadgets. Over a million different types of object-like robots exist within modern science with greater tendency to work with greater intelligence capable of detecting and fighting terror groups (US Department of Mechanical Engineering 2013). Some robotic objects such as the Mars Exploration Rover, the Caribou, and drones have been used to assist the intelligence personnel in learning about possibilities that are either too dangerous or practically unsafe to explore (US Department of Mechanical Engineering 2013). Fighting terrorism is a high calling that sometimes extend to areas where there is biological attack. Since robot-like gadgets do not breathe, it is easy for such gadgets to explore such regions and launch an attack or take photos. Objects with technical intelligence have features that enable them to perform their duties optimally. These characteristic consists of movement, energy, sensory, and intelligence analogous to that in human beings. For an object to have artificial intelligence, it has to exhibit some animate qualities. Whether propelled by thrust, walking on human-like legs, or rolling on wheels, these objects have been instrumental in aiding human capacity to fight terrorism. For these objects to function, they have in-built human capacities that put them at par with human intelligence.Advertising We will write a custom essay sample on Human and Technical Intelligence in Countering Terrorism specifically for you for only $16.05 $11/page Learn More Unlike human beings, that have innate body power, an object that displays technical intelligence needs to power itself effectively and perform its functions as desired. A robot for example, must derive its power from electric charges, solar power, or battery (Shi 2011, p. 145). Furthermore, the ways these objects get their energy always depend on their designated function. Unlike human beings, to function in the capacity desired, a robot for instance, needs a fair degree of smartness. In essence, a great deal of software design becomes a necessity in the assembly of robotic objects. Unlike human beings that have natural se nsory nerves, for robots to perform well, they must have the software to help them sense their immediate surroundings and act as programmed (Dick Kandel 2005, p. 56). While giving robotic objects sensory abilities such as chemical sensors (nose), light sensors to emulate the eyes, pressure, or touch sensors to emulate the hands), hearing sensors to emulate ears, and taste sensors (tongue) has the likelihood of giving robots human qualities. It must however, come out clearly that singularity with humanity as to take special parallelism with the human making is still far from reality. Contribution of human and technical intelligence to counter-terrorism operations The increased attention and use of drones, or perhaps aerial vehicles continue to spark debate about their widespread application and effectiveness in fighting terrorism (Stanford/NYU Report 2012). Much of the debate, according to Cavoukian (2012), centres on their state application for surveillance and warfare or at times by the media to grope raw photo footage of a particular event. The application of drones especially in military airstrike and photo surveillance have all been great feats in combating terrorism (Cavoukian 2012). Moreover, anti-terror agencies equally use them for surveillance to enable them detect and deter terrorism. However, the varying applications of drone technology necessitate the need for best practices to ensure the terror groups do not find use them for their advantage. The application of technical intelligence for the public good has to prioritise on several factors including human welfare in assisting the authorities in detecting and combating terrorism. Terrorism continues to evolve with increase in technology. Today, terror groups such as Al-Qaida, ISIS, Al-Shabaab, and Boko Haram continue to device various means of survival to stay relevant. Armed aerial gadgets with technical intelligence make camera technology to be useful in tracing terror networks around the globe (Finn Wright 2012).Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Technical intelligence come with enhance flexibility since these gadgets have are not limited in their ability to go places. This flexibility gives way to a new task for intelligence agencies to fight terrorism without being intercepted by the terror groups (Stanford/NYU Report 2012). As camera technology becomes more pronounced, the emergence of armed aerial gadgets suggest a wide range of concerns, ranging from relief supply, digital imaging, device development, to mobile airborne tracking (Finn Wright 2012). Drones particularly, have been instrumental in play board delivery, and a police crackdown on terror groups or monitoring their activities around the globe. Some drones have special uses with a radioactive monitoring device while others are effective in protecting wildlife or tracing lost games. As concerns public policy and human privileges watch, the contemporary debate on the recent uses of drone culminating in the military strikes on civilians have narrowed down the deba te to ethical and legal issues. As Cavoukian (2012) argues, the legality of using drones to deliver military weapons for air strikes has been an emergent factor that questions its use by ordinary surveillance group such as the fourth estate (Finn Wright 2012). It is no doubt that this issue has given rise to a critical debate giving way to tentative and unprecedented legality tussle. If used in ways that project technology in bad light such as infringing on the rights of citizens, or in attacking the armed civil populations, then drones will be less effective in delivering their potentials. Sophisticated policymaking as well as legal considerations is necessary in preventing the state from making military use of drones to be legitimate (Last 2005, p. 45). In addition, strict and firm measures regulating the commercial uses of drones are a necessity. Furthermore, restricting its use by the civil society will make drones to be an effective approach to embracing camera technology. Man y people, especially the civil society deem drones harmful, especially considering their recent uses in military air strikes, this notion is reversible if there is effective implementation if rules for its use. Moreover, its ability to take secret photos is nothing less than an infringement on the privacy of the citizens. The civil society groups consider the widespread use of drones as watering down the privacy right of citizens, and the authorities must come with strict regulations to curb this phenomenon. Combating terrorism in America Securing the United States’ borders including land, air, and sea from illegal entry by immigrants, and contraband such as weapons and drugs has been the face of America security structure especially in the wake of increased terror threat (Weintrit 2013, p. 5). The United States’ Patriot Act, was officially instituted in 2001 as the most sweeping enactment to counter terrorism following the 9/11 attack (Etzioni 2004, p. 75). At the beh est, the presumption of the act lies on its uniting and strengthening ability to provide among other things, appropriate tools necessary to intercept and thwart terrorism. As an effective homeland security commitment to ensure the safety of the American people, the Patriot Act instituted the use of technical intelligence for surveillance and rapid tracking response including seizures and detention of suspected terrorist agents. In the aftermath of the 9/11 attack, Hoffman (2015, p. 76) notes that President Bush together with the Attorney General John Ashcroft effectively rallied the Congress to increase police and military powers of search, seizures, surveillance to use relevant intelligence to detect, arrest and detain terror suspects. Among the key features of the Patriot Act included the Roving Wiretaps, which allowed the federal agency to use technical gadgets to wiretap any telephone conversations that terror suspects and agents might use to penetrate the security systems. In t he course of all these developments, Etzioni (2004, p. 125) notes that the federal agency became more consistent in the use of internet tracking as a means of fast tracking internet communication. The law enforcement authorities therefore had the capacity to interfere directly in the personal accounts of individuals using the internet without necessarily having to obtain warrants for such impersonations. The Patriot Act also guaranteed the federal authorities the right to order for business records for private and public companies for litigation scrutiny and auditing by the federal authorities. In so doing, federal investigators were able to access information and communications from consumer purchases, bank records, credit cards, libraries as well as schools, and colleges. Moreover, the Act instituted a special Foreign Intelligence Surveillance Court with the capacity to issue search warrants at the request of an investigator to launch terrorist investigation on foreign visitation to America (Hoffman 2015, p. 76). In addition, the Aliens Reporting and Detention Act authorises the Federal authorities to obtain personal documentations by foreign persons vising America and those found to be in America illegally risked detention and arrest without warrant. Within the tenets of keeping with the traditions of the Patriotic Act, the federal authorities could seize the property or obstruct such logistics of suspected terrorists. Individuals whose property fall victim of the rule bear the duty of proof that the property in question was not for the purpose of terrorism and the provision also guaranteed no claim. The detention as Etzioni (2004, p. 215) observes laws allowed the federal authorities to detain suspected terrorists and agents for lengthy periods during which interrogation and effective investigation for such persons will take place. The federal authorities became effective in fast tracking the indigenous American citizens from terrorist connections. Patriot Act instituted prohibition against harbouring terrorists as a duty to thwart the emergent terrorist networks in America and other parts of the world. Harbouring individuals who have committed a felony amounting to terror and or are about to commit such acts of terrorism therefore became highly constrainable by the federal authorities. In retrospect, the Patriot Act unleashed a tall order for the various institutions charged with the security of the American populations. In achieving the objectives of the Patriot Act, the American citizens became more involved in ensuring the smooth passage of the Act by showing a commitment to thwart terrorism by any means necessary including technical intelligence. Terror suspects and agents by contrast carry the greatest responsibility for their crimes as provided for by the Patriot Act. Terrorism and counter terrorism When it comes to terrorism and counter terrorism, the intelligence becomes a powerful tool used in spreading information to a wid e and expansive audience. The web particularly acts as both important facets of both human and technical facets of countering terrorism. Intelligence could be useful for security agencies to relay messages effectively in their explicit forms. However, terror groups could as well use it to inspire a powerful revolution through dispensing information, disinformation, or misinformation to their affiliations to mount an insurgence (Johnson 2015, p. 5). Studies hold that when it comes to terrorism and counter terrorism, intelligence becomes a powerful medium to arouse the authorities to the occasion. In most parts of the world, Kahl and Lynch (2013, p. 43) note that security agencies have used both human and technical intelligence as their campaign medium to put terror groups on toes. The trend according to Fluri (2005, p. 261) has been that the security agencies that use both of these forms of intelligence to fight terrorism have received wide acclaim. In recent cases, the intelligence has been effective in denouncing governments seem inclined to support terrorist activities. Through intelligence, the web primarily fuelled revolutions such as those witnessed in the Arab spring. Opponents of these unpopular regimes used intelligence amicably to arouse the masses and call them to a duty of nationhood. However, while the intelligence is such an empowering tool, concerns about cyber-crime are on the rise as fraudsters continue to seek a lifeline by expediting clandestine activities through the web. The web therefore, hosts several things, some of which are beneficial to fighting terrorism while on the other hand aid their activities. Technical intelligence has become so much part of human intelligence, not only in America, but also in other parts of the world especially in the advent of fighting terrorism (Kahl Lynch 2013, p. 45). Because of its rare ability to transform humanity, it is always easy to imply that the intelligence will always form part of the society a nd remain an open medium for human empowerment. Most security systems as Dick and Kandel (2005, p. 245) note will always want it to remain an item to explore the world and bring great opportunities that technology offers. Away with the regulatory policy duties, through the intelligence, security agencies can always have the endowment to access any permissible content they want and this in turn has the capacity to help the security personnel to stay informed. While it is true that some form of technical intelligence might warrant censorship, the onus should be on the security detail to guard their contents jealously. Through this, the security personnel are likely to build a robust network capable of combating terror groupings. With increased terrorist activities taking place in most parts of the world, the society looks upon the security agencies to use any form of intelligence necessary to combat terrorism from all corners of the world. With the growth in technological inventions, information flow especially through the web continues to empower security agencies in their effort to combat terrorism. In the course of these progresses, Johnson (2015, p. 10) notes that the world continues to grow into a global society in combating terrorism. The increased use of technology to thwart terrorism has greatly influenced human resource capacity to make business blossom, while effectively aiding in the effective administration of and coordination of government operations (Kahl Lynch 2013, p. 48). Both human and artificial intelligence continue to be empowering tools that offer greater prospect to security personnel to share information with broader audiences who are almost, always invisible. In the present, humanity devotedly uses the web to get across their ideas to millions of audiences elsewhere in an effort to stay informed and put terror groups on notice. The application of intelligence by the security personnel according to Meara (2003, p. 67) continues to transf orm lives while extending an olive branch to technological advancements for human safety. Through technology, governments with different terrorism concerns interact and by so doing, they use technical intelligence to transform the social and cognitive skills of their personnel in the effort of fighting terrorism (Johnson 2015, p. 12). The foundation of the proposition for the efficacy of human and technical intelligence emanates from the fact that the intelligence is an empowering medium that is ordinary in essence and dear to human empowerment by fact. More than anything, intelligence is an intrinsic embodiment for technological expansion, and for that matter, its supremacy in fighting terrorism is unalterable. Terrorism compromises the security of the world With the security of the world under threat, humanity continues to live in peril and this reflects negatively on the socio-economic and political progress in areas subdued by the terror groups. Esfandiary and Tabatabai (2015, p . 8) suggest an urgent need for mobilisation between the security agencies in different countries and the international players to trace the foothold of terror groupings. Different security agencies across the world understand the enormity of tackling terrorism menace from its very foundations in various parts of the world. Moreover, most security agencies are optimistic that the solution to the threats posed by terrorism must begin with thorough realignments for both the human and technical intelligence to counter the possible threat posed by terror groups. Security agencies according to Kahl and Lynch (2013, p. 50) use both technical and human intelligence to volunteer a rich account of the strategies that these groups employ to survive counter terror attacks. Through intelligence, security agencies are optimistic that the very tricks that the terror groups employ to launch attacks could be useful in smothering them. Security agencies hold that the first step in seeking solutions to terrorism menace is to understand the actions of the groups’ from their very point of view, which essentially is all that intelligence seeks to exploit. Esfandiary and Tabatabai (2015, p. 12) absolve the Muslim world of blame and warn that generalisations might be imprudent approach in the effort to counter terrorism. Intelligence makes it easy to separate terrorists from ordinary civilisations that may be victims of the situation by either religious creed or ethnic orientations. However, Farwell (2014, p. 49) strongly suggest intelligence could be useful in expediting strong action on governments that perpetuate the terrorism activities. Different terror organisations such as Al-Qaeda and ISIS have a strong backing from several Islamic states that give them a lifeline in their operations. Intelligence offers an insight into the survival mechanisms of terror groups from using the Islamic state machineries to media fronts in perpetuating their propaganda and agenda. The med ia particularly, has been a formidable platform in the growth of ISIS and Al-Qaeda. According to Farwell (2014, p. 50), the groups’ public relations infrastructures seem more inclined in building their credibility while seeking to justify their legacy. Farwell (2014, p. 52) argues that while the media has been instrumental in promoting the ideals of these heinous groups, it can as well be effective in negating the gains they have achieved over time. The same sentiments are echoed by Klausen (2015, p. 5) in his article arguing that the Islamic extremist seem to have a well-coordinated IT experts and social media administrators that help in extrapolating the groups vendetta through social media platforms such as Facebook, twitter handle, Skype, and the You tube. While Farwell (2014) gives a detailed account of how social media has propelled the legacy of ISIS particularly, he warns of an impending danger in possible cyber terrorism that ISIS might soon deploy. Klausen (2015, p. 8) notes that to sensitise its following, ISIS uses great intelligence to inspire psychological warfare in propagating religious and political propaganda to recruit prospective members into the fighting squad. Notably, intelligence agencies opine that the first step in defeating terrorism is to extract the Muslim thinking that it has built around it. There is need to tell the world that ISIS is a terror squad that uses religious undertones to justify its crimes. Klausen (2015, p. 12) and Farwell (2014, p. 53) concur that governmental intelligence must be stepped up to track terror groups’ airwaves and destroy their networks in all parts of the world. Religious extremism is the baseline of the terror networks in all parts of the world today. Various intelligence agencies have sought to trace the origin of Jihad that seems to be the core of terrorism. In so doing, they find a rich link between the modern day Islamic religious Jihad and the rise of terror networks as having clo se links with religious extremism. Gerges (2014, p. 339) takes on this perspective and volunteers a glimpse into the historical context of Islamic extremism under the guise of Jihad. Islamic religious aggression is not something new to intelligence agencies across the world; it has its genesis from the Quran Jihad (Gerges 2014, p. 340). The same observation is presented by Hecan (2014), who traces the origin of Al-Qaeda to its rich ties with the ideological conflicts in Middle East and rise of the Cold War. Different intelligence groups give separate evidence of the atrocities already committed by the Al-Qaeda in Iraq, Syria, Afghanistan and Saudi Arabia as attributions for the group’s discontent with the current state of affairs in regions in which it operates. Al-Qaeda particularly has always been in existence for many years and it has evolved over time to give rise to other sub terror groups such as ISIS, Boko Haram, and Al-Shabaab. Having gone through an arduous metamorph osis, Gerges (2014, p. 342) opines that dealing with the terrorism is not an event but rather a process that must involve insightful human and technical intelligence. Terror groups have invested much time in seeking harmony with the Muslim faith to justify their Jihadist extremism, hence the need to use greater human and technical intelligence to diffuse such propaganda. Conclusion In today’s technological world, information and communication technology has created room for empowerment. Different groups and individuals use this noble cause in different ways including negative ones such as cyber-crimes and terrorism. Intelligence has been instrumental in fighting terrorism as well as in aiding the operations of terror groups around the world. Security agencies employ both human and technical intelligence to detect, intercept, and thwart terrorism while on the other hand terror groups use this enablement in reaching out to their audiences to carry out terror activities in targe t areas. However, both human and technical intelligence has handled security agencies around the world a powerful weapon in hacking the administration records of terror groups to seek information pertinent to their operations and counter their activities. References Cavoukian, A 2012, Privacy and drones: Unmanned aerial vehicles. ipc.on.ca/images/Resources/pbd-drones.pdf Clutterbuck, R 2013, Terrorism, Drugs Crime in Europe after 1992, Taylor and Francis, Hoboken. Dick, S., Kandel, A 2005, Computational intelligence in software quality assurance, World Scientific, New Jersey. Esfandiary, D., Tabatabai, A 2015, ‘Irans ISIS policy’, International Affairs, vol. 91, no. 1, pp. 1-15. Etzioni, A 2004, How patriotic is the Patriot Act? Freedom versus security in the age of terrorism, Routledge, New York. Farwell, J 2014, ‘The media strategy of ISIS’, Survival, vol. 56, no. 6, pp. 49-55. Finn, R. Wright, D 2012, ‘Unmanned aircraft systems: Surveillance, e thics and privacy in civil applications’, Computer Law Security Review, vol. 28, no. 2, pp. 184-194. Fluri, P 2005, The evolution of civil-military relations in South East Europe continuing democratic reform and adapting to the needs of fighting terrorism, Physica-Verlag, a Springer, Heidelberg. Gerges, F 2014, ‘ISIS and the third wave of Jihadism’, Current History, vol. 113, no. 767, pp. 339-343. Hecan, M 2014, Iraq steads against the deployment of foreign ground troops within its territories says Iraqi foreign minister at USAK, http://connection.ebscohost.com/c/articles/99424135/iraq-steads-against-deployment-foreign-ground-troops-within-territories-says-iraqi-foreign-minister-usak Hoffman, B 2015, ‘A first draft of the history of America’s ongoing wars on terrorism’, Studies in Conflict Terrorism, vol. 38, no. 1, pp. 75-83. Johnson, L 2015, ‘A conversation with James R. Clapper, Jr., the director of National Intelligence in the Unit ed States’, Intelligence National Security, vol. 30, no. 1, pp. 1-25. Kahl, C. H., Lynch, M 2013, ‘U.S. Strategy after the Arab uprisings toward progressive engagement’, Washington Quarterly, vol. 36, no. 2, pp. 39-60. Klausen, J 2015, ‘Tweeting the Jihad: Social media networks of western foreign fighters in Syria and Iraq’, Studies in Conflict Terrorism, vol. 38, no. 1, pp. 1-22. Last, M 2005, Fighting Terror in cyberspace: Series in Machine Perception and Artificial Intelligence, World Scientific, New York. Meara, M 2003, History behind the headlines the origins of conflicts worldwide, Gale Group, Detroit. Primakov, E 2004, A world challenged fighting terrorism in the twenty-first century, Nixon Center and Brookings Institution Press, Washington, D.C. Sandin, P 2003, Robot mechanisms, and mechanical devices, McGraw-Hill Companies Inc., New York. Shi, Z 2011, Advanced artificial intelligence, World Scientific, Singapore. Stanford/NYU Report 2012, Living under drones: death, injury, and trauma to civilians from US drone practices in Pakistan, livingunderdrones.org/report/ US Department of Mechanical Engineering 2013, Trends in mechanical engineering careers, http://me.eng.sunysb.edu/index.php?option=com_contentview=articleid=60%3Atrends-in-mechanical-engineering-careers-Itemid=83 Weintrit, A 2013, Marine navigation and safety of sea transportation, CRC Press, Hoboken.

Professional development Coursework Example | Topics and Well Written Essays - 250 words

Professional development - Coursework Example They are a benchmark for the evaluation of nursing negligence. Professional nursing standards offer a methodology of assuring clients that the services they receive are quality (Kagan, 2010, 74). The standards facilitate accountability of nurses in their career. By virtue of standards, the society holds licensed nurses and those under them accountable for their actions. The practice of nursing necessitates specialized knowledge, skills, and autonomy in decision-making. Nursing care takes typically divergent paths. In essence, practice of nursing is dependent on the environment, the patient, the disease suffered, and the level of rehabilitation. Furthermore, nurses work in a dynamic society that is a potential source of career hazards for the nurses (Kagan, 2010, 77). They, therefore, are imposed to be acclimatized with the proximate dynamics of the society that contribute to proper healthcare provision. It is the moral obligation of any state to provide its citizens with adequate health care, which forms part of professional nursing. Standards and laws set by health agencies are often in response to the government obligation to citizens on matters of healthcare (Kagan, 2010, 78). In conclusion, practicing nurses are ethically and legally obliged to be aware of the nursing standards to minimize threats to their

Compare and contrast the book Forrest Gump and the movie Essay

Compare and contrast the book Forrest Gump and the movie - Essay Example Many of the characters within the movie version of Forrest Gump maintain certain aspects of themselves from the book, but also exhibit a few key differences. This is especially true for the main character. The main character, Forrest Gump, is characterized as a person with less intelligence than most. In the book, Forrest states, â€Å"I been a idiot since I was born . My IQ is near 70, which qualifies me, so they say†(Groom, 1). In the movie, Forrest Gump does not come out and say this about himself like he does in the book. Instead, his lack of intelligence is illustrated in a scene where Forrest’s mother tries to convince the principal of a school to allow Forrest to be educated there. The principal states â€Å"Mrs. Gump, he’s going to have to go to a special school† to which Mrs. Gump replies â€Å"He might be a bit on the slow side, but my boy Forrest will get the same opportunities as everyone else†(Forrest Gump). In this respect, both the mo vie and the book are similar in how they characterize Forrest Gump’s personality. ... I do not know how well you can reason with it†¦but I have never seen anything quite like this before†Ã¢â‚¬ (Groom, 112). This discovery leads Forrest to a brief stint at NASA. In the film, Forrest Gump does not display any particular type of savant intelligence. Instead, everything that happens to Forrest is mainly due to luck or being at the right place at the right time. Finally, the film and book differ in terms of how they showcase Forrest physically. In the book, Forrest is described as rather large: â€Å"By the time I was sixteen I was six foot six an weighed two-hundred forty-two pounds†(Groom, 5). In the movie, Forrest Gump is portrayed by Tom Hanks who is a man of average size. Additionally, in the film version, Forrest is shown to have a problem with his legs and spine which causes him to have to wear leg braces as a child(Forrest Gump). In the book, however, Forrest doesn’t have this problem. It is also important to note that the book version of Forrest Gump dabbles in drugs and curses like a sailor(Groom). In the movie, however, Forrest does not do either of these things, and he comes across far more innocent and childlike to the audience. The friendship between Forrest Gump and Jenny Curran is another aspect that has key differences between the book and the movie. In both the movie and the book, Forrest and Jenny meet as young children; however, the movie version shows Jenny and Forrest to be best friends. At one point Forrest states â€Å"From that day on, we was always together. Jenny and me was like peas and carrots†(Forrest Gump). Both the movie and book show Jenny as a nice person who is not mean to Forrest, unlike other people, but in the novel, Forrest and Jenny are not shown to be as close and do not spend as

Contrasting Frankenstein and Prometheus Essay Example | Topics and Well Written Essays - 1250 words

Contrasting Frankenstein and Prometheus - Essay Example As a matter of fact, the nature of both these characters differed extensively, yet their destiny was same. Nonetheless, the legend of Prometheus was a major influence for Mary Shelley, in the sense that the author tried to convey Prometheus’s pain through her character Victor Frankenstein. Of course while the spotlight was on the monster throughout the majority of the novel, the Promethean theme was essentially introduced to focus on the ambition and ‘aim’ of Victor Frankenstein and highlight the consequences of going against the natural laws. Undoubtedly the book gained popularity because of Mary Shelly’s bold and enterprising concept, but a part of credit also goes to her unorthodox style of writing; as the book starts with a series of letters from Robert Walton, who is the narrator in the first few chapters after handing on the torch to Victor. For years now, Mary Shelly’s reference to the monster as the modern Prometheus has been under scrutiny b y numerous experts; this however is not an account or review of such studies conducted, this essay presents the personal opinion of the author based on own perception of the plot. Furthermore, the similarities as well as differences amongst both these characters will be discussed herein. ... They both kept on following their instincts and were utterly focused on the goal of creating life which they eventually did. Moreover, once they created life, both of them were unsatisfied with the results. As in the case of Victor, it was the repulsiveness of the monster because of which Victor got frightened and quit his life’s work and went into exile; and in case of Prometheus, it was the lack of power and knowledge in humans, and he felt that by giving them some power over one of the nature’s most powerful elements might make them slightly more superior and that they then might share some luxuries and powers that gods have the benefit of. Then there were repercussions to be faced by the characters for their ‘sins’ (taking credit for bestowing humans with life) and monstrosities that had brought wrath upon the gods. Prometheus received the most horrible punishment of being banished and tied to the great rock for eternity [†¦] left there all alone, except for his slayer, an eagle with a bloodlust for Prometheus’ liver, who ruthlessly and frostily devours his meal every morning. And then, because of his remaining godly powers, Prometheus would come back to life again along with a new liver, only to be tortured again in the following morning by the vile bird. Even in the case of Victor Frankenstein the punishment was very similar to Prometheus’ ‘prolonged suffering’, the only difference being that while Prometheus’ pain was mostly physical, Victor’s pain was emotional. Victor had to suffer for his consequences by watching every one he loved becoming the monster’s prey one by one and of course knowing that it was he himself that gave birth to such monstrosity. To assume that Victor somehow felt responsible for the death of his loved ones

Kants Deontological Ethics in Groundwork for the Metaphysics of Morals Essay - 1

Kants Deontological Ethics in Groundwork for the Metaphysics of Morals - Essay Example Kant’s Deontology posits that the best way to act morally to act from duty with the consideration of the highest good, that is, acting through the moral determination of the will. Kant’s acting through the moral determination of will meant that the motivation of one’s action must pursue the good without a condition which is intrinsically good by itself (Kant 30). He formulated his deontological ethics in a categorical imperative of doing good for the sake of good regardless of its consequence (Kant’s Ethics). The three propositions of moral determination of the will are as follows; a. Universal Law formulation - "Act only on that maxim through which you can at the same time will that it should become a universal law (Kant 30) ". This means that if one is to act good, that will should not be subjected to any condition or any physical constraints. b. Humanity or End in Itself formulation - "Act in such a way that you always treat humanity, whether in your ow n person or in the person of any other, never simply as a means, but always at the same time as an end† (Kant 30). This meant the free will is a source of rational action. A logical free will should, therefore, be an end itself because an end is subjective that they needed to be pursued. Whereas, the rational action is objective and therefore must be categorically pursued. c. Kingdom of Ends formulation - is the integration of the first two laws that says "All maxims as proceeding from our own [hypothetical] making of law ought to harmonize with a possible kingdom of ends (Kant 30)". This meant an autonomous will is not subject to anything but it must bind itself to the first two laws to make it applicable to everybody that people by themselves are both a means and an end. Kant explained the etymology of the expression of his deontological ethics. According to Kant, imperatives imply what they meant which are command such as â€Å"wake up early†. Often they are hypothet ical imperative because they only serve a specific objective or purpose such as â€Å"wake up early so you will not be later for work†.

Marketing and advertisement Essay Example | Topics and Well Written Essays - 3000 words

Marketing and advertisement - Essay Example Advertisement is a detailed process and hence quite a bit of thought and planning goes into advertising campaigns, as a complete campaign comprise of print ads, radio ads and television ads, all meant to maximize results for the client or business being advertisement. This paper tries to understand the various ways through which the UK CAP Codes (CAP/BCAP Codes) can be reformed. Advertisement can be seen in different perspectives. As defined above, the purpose of advertisement increase the number of articles or products sold. As if this is not enough, advertisement is also a very important aspect in the political scene as politicians use ads to sell their manifestos (DYER 1988, pg67). Advertisement developed into a big business in the 20th century, creating numerous jobs in advertisement agencies and the marketing industry. The growth in advertisement has been made possible through advance use of the media like newspapers, television, radio, magazines, direct mails and the internet. Advertising has developed to an international business strategy, since producers and companies try to sell their products on a globalized market in almost every corner of the world (DYER 1988, pg112). Business is all about who knows you rather than who you know. Advertising generates sales and opportunities through building awareness of products and services. Identifying of the ideal customer and understanding their motivation behind buying the products is core to the advertising production process.... in advertisement has been made possible through advance use of the media like newspapers, television, radio, magazines, direct mails and the internet. Advertising has developed to an international business strategy, since producers and companies try to sell their products on a globalized market in almost every corner of the world (DYER 1988, pg112). Business is all about who knows you rather than who you know. Advertising generates sales and opportunities through building awareness of products and services. Identifying of the ideal customer and understanding their motivation behind buying the products is core to the advertising production process. It is a fact that the process of advertising is a complex one and is therefore characterized by some costs (PAGELL & HALPERIN 1997, pg45). Therefore advertising agencies should avoid cost overrun by reviewing their adverts before incurring additional charges. Good advertising process should also ensure that the final product includes the ne cessary contact information, together with any needed mention of pricing or a special offer. In this regard, the entire advertising process requires a lot of responsibility. Knowledge of the laws is important to advertisement planning because of complexity of communication and the diverse perceptions of customers in response to promotional communications (DYER 1988, pg63). Media ethics is an elusive topic that will change from medium to medium from audience to audience and from person to person. Thus, I cannot write this paper from the perspective of right and wrong (MARLIN 2002, pg34) .Whenever a group of individuals are poses some power to influence the lives of others, ethical obligations becomes domineering. Ethical issues are imperative in considering different courses of action, and

How Can the Study of Management Help Students in Their Future Essay

How Can the Study of Management Help Students in Their Future Professional Career - Essay Example agement is undergoing numerous changes, therefore the older principles are being changed with the newer ones and thus nothing tends to remain permanent in the field of the management. The management principles need to be applied according to the requirement of the organisation since they tend to be relative concepts. It is worthy of mentioning that each of the organisation tends to be different in comparison to other because of the timing, place as well as the socio-cultural factors. However, the individuals working in a same organisation may also differ. Therefore, it is vital to apply a particular management principle according to the prevailing condition and context. There has been disagreement regarding whether the management is science or art. It can be stated that management is both science as well as art (Covey, n.d.). Historical and Socio-Cultural Perspectives It is worthy of discussing the ways through which the needs of the management development are being met with the assi stance of the historical views of management. It has been a well known fact that the management institutes that exist today were not in existence until the 1920s and the Second World War. Therefore, it can be understood that the management institutes tend to be at the early stages of development. The establishment of the management schools in the developing countries is a recent phenomenon. In adherence to the well known fact that management is a profession, it was realised that the skills, the knowledge and the capabilities can be gained by a person systematically. However, before realising this fact, on-the-job management was learned. The process of learning was referred to as school of hard knocks. There was a belief that the managers are born and not made. This was evident from the fact... As the essay stresses the management principles need to be applied according to the requirement of the organisation since they tend to be relative concepts. It is worthy of mentioning that each of the organisation tends to be different in comparison to other because of the timing, place as well as the socio-cultural factors. The individuals working in a same organisation may also differ. It is vital to apply a particular management principle according to the prevailing condition and context. From the report it is clear the education for the managers of the future took numerous forms, thus making the system of education complex. After a short period, the emergence of entrepreneurs because of their innovative ideas and efforts were sought. They learnt to manage because of necessity. The approach was suitable and satisfactory in those times. Since the product, market as well as the geography started to grow and diversify, the old ways of recruiting the managers became outdated and thus new ways were stimulated. The best way to recruit the top management was to put them at specialised task a step down, so that they can get an overall knowledge regarding the management. A person may be skilled at one job, however may be weak at others. After a certain period of time the diversification of the businesses gave rise to the new channels of the on-the-job development for managers since the companies were split into divisions.

Kants Deontological Ethics in Groundwork for the Metaphysics of Morals Essay - 1

Kants Deontological Ethics in Groundwork for the Metaphysics of Morals - Essay Example Kant’s Deontology posits that the best way to act morally to act from duty with the consideration of the highest good, that is, acting through the moral determination of the will. Kant’s acting through the moral determination of will meant that the motivation of one’s action must pursue the good without a condition which is intrinsically good by itself (Kant 30). He formulated his deontological ethics in a categorical imperative of doing good for the sake of good regardless of its consequence (Kant’s Ethics). The three propositions of moral determination of the will are as follows; a. Universal Law formulation - "Act only on that maxim through which you can at the same time will that it should become a universal law (Kant 30) ". This means that if one is to act good, that will should not be subjected to any condition or any physical constraints. b. Humanity or End in Itself formulation - "Act in such a way that you always treat humanity, whether in your ow n person or in the person of any other, never simply as a means, but always at the same time as an end† (Kant 30). This meant the free will is a source of rational action. A logical free will should, therefore, be an end itself because an end is subjective that they needed to be pursued. Whereas, the rational action is objective and therefore must be categorically pursued. c. Kingdom of Ends formulation - is the integration of the first two laws that says "All maxims as proceeding from our own [hypothetical] making of law ought to harmonize with a possible kingdom of ends (Kant 30)". This meant an autonomous will is not subject to anything but it must bind itself to the first two laws to make it applicable to everybody that people by themselves are both a means and an end. Kant explained the etymology of the expression of his deontological ethics. According to Kant, imperatives imply what they meant which are command such as â€Å"wake up early†. Often they are hypothet ical imperative because they only serve a specific objective or purpose such as â€Å"wake up early so you will not be later for work†.

How Can the Study of Management Help Students in Their Future Essay

How Can the Study of Management Help Students in Their Future Professional Career - Essay Example agement is undergoing numerous changes, therefore the older principles are being changed with the newer ones and thus nothing tends to remain permanent in the field of the management. The management principles need to be applied according to the requirement of the organisation since they tend to be relative concepts. It is worthy of mentioning that each of the organisation tends to be different in comparison to other because of the timing, place as well as the socio-cultural factors. However, the individuals working in a same organisation may also differ. Therefore, it is vital to apply a particular management principle according to the prevailing condition and context. There has been disagreement regarding whether the management is science or art. It can be stated that management is both science as well as art (Covey, n.d.). Historical and Socio-Cultural Perspectives It is worthy of discussing the ways through which the needs of the management development are being met with the assi stance of the historical views of management. It has been a well known fact that the management institutes that exist today were not in existence until the 1920s and the Second World War. Therefore, it can be understood that the management institutes tend to be at the early stages of development. The establishment of the management schools in the developing countries is a recent phenomenon. In adherence to the well known fact that management is a profession, it was realised that the skills, the knowledge and the capabilities can be gained by a person systematically. However, before realising this fact, on-the-job management was learned. The process of learning was referred to as school of hard knocks. There was a belief that the managers are born and not made. This was evident from the fact... As the essay stresses the management principles need to be applied according to the requirement of the organisation since they tend to be relative concepts. It is worthy of mentioning that each of the organisation tends to be different in comparison to other because of the timing, place as well as the socio-cultural factors. The individuals working in a same organisation may also differ. It is vital to apply a particular management principle according to the prevailing condition and context. From the report it is clear the education for the managers of the future took numerous forms, thus making the system of education complex. After a short period, the emergence of entrepreneurs because of their innovative ideas and efforts were sought. They learnt to manage because of necessity. The approach was suitable and satisfactory in those times. Since the product, market as well as the geography started to grow and diversify, the old ways of recruiting the managers became outdated and thus new ways were stimulated. The best way to recruit the top management was to put them at specialised task a step down, so that they can get an overall knowledge regarding the management. A person may be skilled at one job, however may be weak at others. After a certain period of time the diversification of the businesses gave rise to the new channels of the on-the-job development for managers since the companies were split into divisions.

Dementia Essay Example for Free

Dementia Essay I work in a mix residential home for the elderly, some of the clients, Dementia range from mild to severe. The clients are raised in a very different way to how I was raised and it is important that I must remember this and respect their this as we all have personal beliefs and preferences based on our background and upbringing. I have been brought as a Muslim where religious education was compulsory, however we still studied various other religions and were taught to respect all people and there beliefs. Prayers were a daily thing at the end of each assembly and whether or not I wanted to pat attention to the prayer time again I had to respect the people that did. Religion may affect people in many different ways, mainly because we all come from different backgrounds and are taught differently. However, it is important to respect how people honor their religion. I am an atheist however I still make time to talk to my clients about their religion even though my own beliefs it is not some thing that I choose to do as I know it makes the client happy it makes me happy to do this as I know it is some thing that they feel so strongly in and it is amazing at how much I really now look forward talking about it. It is part and parcel of the work that I do and part of showing the clients that we care about what makes them happy and respect their beliefs even if ours are different. It is important to remember that my own personal preferences are different to others and I cant expect others to think, act and feel the same way as I do. For example I like to shower daily and some times twice daily, some of my clients do not like water and some really do not like showers or baths I have to respect there decision if they prefer not to have one and explain if possible that it is in, religion to smell nice and clean if they ignore this is in religion only but what they have to understand its nature to try and stay clean.

Motivation to Learn: Teacher-Student Relationship

Motivation to Learn: Teacher-Student Relationship It is a generally accepted truth that the future lies in the hands of the next generation and that the success of the next generation is based largely on education. Increasing numbers of reports and articles in the media have been published over the last several years showing that education of the next generation in the U.S. is lacking. The long-standing super power stands to lose its status on the global playing field, threatening the way America has come to see itself and its role in the world. These trends have caused panic and politicians have claimed a rededication of their efforts in this arena because that is what the nation is crying for. However, while the belief that U.S. students are falling behind the world academically is wide-spread, and fact that this is an undesirable circumstance to be in is unanimous, no single concrete solution has emerged. The leading approach is currently raising standards as can be measured according to standardized tests. The idea is that without a quantifiable measure of progress schools cannot know whether they are improving and that by seeing how they are doing in comparison to other schools, they will be motivated to make even greater strides. It has been suggested that an emphasis on student motivation may be far more valuable than an emphasis on which specific facts theyve memorized from American history or which functions they can calculate in mathematics. While it may be somewhat counterintuitive to argue that education is best improved by focusing on something beside the material the students are expected to learn, many studies have shown that this very well might be the case. This is, in brief, due to the fact that motivated students learn more, learn better, and learn themselves. That is to say, the tradeoff is more than worth it: To dedicate some percentage of a teachers time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort was invested in conventional transfer of knowledge methods, or far worse, test preparation. Accordingly, many researchers have conducted a considerable number of studies on students academic motivation and students goal orientation, particularly those who concentrate on the dynamics of motivation within classroom settings, have started to emphasize the potential role of relational variables ( e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner Belmont, 1993) in students academic engagement. In the last forty years, researches (e.g., Pintrich, 2001, Skinner, 1995, Stipek, 1988) have studied student motivation and, have found a great deal about: What moves students to learn and the quantity and quality of the effort they invest?, What choices students make?, What makes them persist in the face of hardship?, How student motivation is affected by their relationships with significant adults?, How motivation develops?, and How the school environment affects it?. Accordingly, educators, parents, and students have paid substantial attention to the importance of motivation in school because of significant contributions to students academic learning, self-esteem, self-efficacy, and school readiness. Motivation to learn is a competence acquired through general experience however, it is mostly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). Infants and young children appear to be mobilized by curiosity, driven by an intense need to explore, interact with, and discover their environment. In the classroom settings, the content covered and the social context can vary continuously. Therefore, children are frequently involved in unfamiliar learning environment. This can create ambiguity for some students; however can crate challenge for other students. Accordingly, students try to make sense of novel learning situations by referring to their motivational beliefs (Brophy, 1987). Motivational belief refers to the opinions, judgments, and values that students hold about objects, events, and learning process (Brophy, 1987). Motivational belief also refers to the students opinions of the efficacy or ef fectiveness of learning and teaching process. For example, childrens beliefs about their academic experiences have important implications for their school adjustment and academic achievement ( Mueller Dweck, 1998; Wigfield Eccles, 2002). Accordingly, expectancies and values are directly determined by other achievement related beliefs (e.g., achievement goals, self-schemata, beliefs about science (Wigfield, 1994). Similarly, motivational beliefs act as a frame of reference that guides students thinking, feelings, and actions in any subject area. For example, motivational beliefs about mathematics determine which strategies and motivational goals students develop. It is crucial that a students beliefs about a domain may be predominantly optimistic or pessimistic, thus providing a positive or negative context for learning ( Skinner, 1995; Stipek, 1988; Vermeer, Boekaerts, Seegers, 2000). Teacher-child relations play a prominent role in the development of competencies in early school-age years (Pianta, Steinberg, Rollins, 1995; Pianta Walsh, 1996) and transition to middle school (Davis. 2003; Pianta, 1999). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Studies have shown that positive teacher-student relationships can lead to a warm classroom environment that facilitates successful adaptation in school and thereby increase students motivation to learn. On the other hand, conflictual teacher-student relationships are associated with lower achievement and self-esteem as well as ongoing relational conflict with both teachers and peers (Pianta Hamre, 2005; Buyse, Verschuere n, Doumen, Damme, Maes, 2008). Research has further indicated that children with whom teachers report positive relationships are outgoing and socially competent (Pianta, et. all., 1995; Birch Ladd, 1998). Moreover, the teachers believed that high quality relationships between teachers and their students enhanced classroom learning and motivation by building a safe and supportive classroom context for students to open up and listen to the teachers and take intellectual risks (Pianta, et al., 1995; Birch Ladd, 1998).Similarly, the beliefs teachers hold about teaching and learning, and the nature of expectations have about their students also exert a powerful influence (Stipek, 1988). These findings support the key role of teacher-student relationships on childrens motivation to learn and school adjustment. The various studies examined the influence of family, academic, and personal factors on the students academic failure and poor motivation to learn (e.g., Covington, 1992). Among personal variables most studied are self-concept, unfavorable motivational beliefs, low ability, and personal goal orientation (Ryan Deci, 2000; Stipek, 2002). For example, unfavorable beliefs impede the learning process because they direct the learners attention away from learning activity itself (Stipek, 1998; Ryan, Gheen, Midgley, 1998). Similarly, the students themselves attribute to poor performance to low ability and to luck (Stipek, 2002) and an improvement in performance to motivation (task-goal orientation), to self-regulating behaviors, and to competence as a function of task characteristics ( Stipek, 2002). Most students believe their ability and effort are the main reasons for school achievement. By the same token, if asked whether they would prefer to be called smart or hard-working, they will choose smart almost every time. Why? Because they believe that hard-working students risk being considered either excessively ambitious or of limited ability, both of which they would find embarrassing. The following literature review covers the significance of young childrens motivation to learn, the effects of the quality of teacher-student relationships on their motivation to learn, the implications of poorly motivated young students on their social and academic life. Firstly, two relevant theoretical frameworks are introduced: self-determination and expectancy and value theory. These theories provide the basis of the rationale for the present study and frame the possible bridging point from the problem to where the attempted solutions until this point failed, and what is worth trying next. Theoretical Considerations Further understanding of the topics of motivation and learning is facilitated through the lenses of various theoretical frameworks. These frameworks shed insight on the bigger picture of motivation and learning and are helpful guides in developing practical new approaches to the classroom. Three major relevant theories are discussed below: self-determination and value-expectancy for achievement motivation As children continue their social, emotional, and physical development during school years, they broaden their familial and extra-familial relationships (Marvin Stewart, 1990). Participation in family-child, teacher-child, and peer-child systems supports the development of play, social interaction, and conflict resolution skills for those children (Lynch Cicchetti, 1992; Pianta, 1999). Self-System and Self-Determination Theories Self-determination theorists (e.g., Ryan, Connell, Deci) claim that children start to value the behaviors for which they and significant others (i.e., teachers, families) in their social environments are reinforced. When these values are accepted as their own (internalization), students begin to choose to engage in activities that are consistent with their own feelings (Deci Ryan, 2001).Similarly, according to self-determination theory, children learn from their parents and other significant adults that achievement behaviors and motivation to learn are valued in the society. Some children internalize these values and behaviors as their own and begin to behave in ways that are consistent with them (Connell, 1990). Accordingly, Connell (1990) posits that the need for relatedness, the need for competence, and the need for autonomy are the most important psychological needs in the framework of self-system processes. The self-system theory of engagement assumes that human beings have bas ic psychological needs and can be motivated to engage in activities passionately and voluntarily when those needs are met (Connell Wellborn, 1991). In addition, in the self- system process, the self evaluates the degree to which psychological needs are met and this evaluation may affect relationships with others (Connell, 1990 ;). Self-determination theory shares this perspective (Davis, 2001; Deci Ryan, 1985) and has also contributed to the construct definition of relatedness by proposing that individuals innate needs (e.g., the need for competence, the need for relatedness, and the need for autonomy) must be fulfilled to achieve self-regulation, motivation, and personal well-being. Deci and Ryan (1985) defined the need for relatedness as feelings of security or belongingness in the social environment that motivate individuals to follow norms and rules. Moreover, all three needs are interrelated. For example, relatedness provides the security that is necessary for student initiat ive, independence, and autonomy in completing tasks that promote competence. Competence enables students to feel confident, accepted, and related to those around them. The healthy fulfillment of these basic needs provides a social environment that regulates the amount of acceptance and success (Urdan Schoenfelder, 2006; Deci Ryan, 2002). The teacher-student relationship is a very important and a powerful motivator for the development of the need for competence and autonomy within this social environment, because school as a complex and unique system asks students to accomplish various intellectual and social tasks. For example, a growing body of studies showed that students, who believed that they are competent academically, are more likely to be interested in academic and school tasks ( Stipek Daniels,1991; Skaalvik Rankin, 1995). Similarly, for teachers, supporting childrens basic psychological needs and provide a healthy classroom environment also promote more positive teacher-student relationships. Within this type of environment, students report grea ter levels of competence, autonomy, and positive relatedness (Connell Wellborn, 1991; Standage, Duda, Ntoumanis, 2005; Urdan Schoenfelder, 2006; Deci Ryan, 2002). Expectancy-Value Theory of Achievement Motivation Another important alternative and complementary theoretical view of students motivation to learn in educational settings is expectancy-value theory (Atkinson, 1957; Eccles, Adler, Goff, Kaczala, Meece, Midgley, 1983). Eccles and her colleagues (1983) studies values in the context of an expanded expectancy- value theory. This model is consisted of two components: a psychological component which focuses on cognitive factors such as expectations for success and the values placed on successful attainment, and a socialization component which explains individual differences that occur within the variables of the psychological component (Eccles et al., 1983). A major premise of this model involves the influence of parental socialization on childrens motivation ( Eccles et al., 1983; Wigfield, 1994). Like Atkinson (1957), they posited that people choose to engage in tasks that they value and in which they expect to be successful. However, Eccles et al. (1983) conceptualized and defined valu es more broadly than Atkinson (1957). Similarly, they proposed that there are three kinds of values (e.g., attainment value, utility value, intrinsic value) relevant to achievement ( Jacobs Eccles, 2000; Wigfield Eccles, 1992). Attainment value refers to the relevance of an activity to a persons actual or ideal self-concept, and it is determined by how tasks satisfy peoples needs (Eccles et al., 1983). Accordingly, attainment value is the most closely related to internalized motivation in self-determination theory. Utility value is related to the usefulness of a task as a means to accomplish goals that may not be linked to the task itself. Intrinsic value is defined as the immediate enjoyment people get from doing a task. In other words, as a task has intrinsic value , people engage in for its own sake, rather than for some other purpose (Wigfield Eccles, 1992). Furthermore, Eccles et al. (1983) pointed out that values need to be considered in the context of costs such as that hu miliation if failure occurs. Motivation for Academic Achievement If testing is not the way to get students to learn, what is? It has been proposed that the single factor with the greatest impact on whether a student learns is his or her motivation. As mentioned above, motivation is considered one of, if not the, most important factors influencing students learning. Qin Xiaoqing (2002) found that the presence of absence of motivation is in large part what determines success or failure in second language learning. This is because motivated students use learning strategies more frequently, have a stronger will to learn and so set more and higher goals for themselves, and they are more persistent in learning. Qin (2003) found that learning motivation influences the learners autonomous learning ability, and determines the learners confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation, as one of the crucial factors determining the success in language learning, attracts much attention of the researchers (L i Pan, 2009). What is motivation? While different theorists define motivation differently, motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. In other words, motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act, and which causes the exertion of intellectual and physical effort towards reaching a previously set goal. In day to day language, motivation is why we do what we do. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn. It is increasingly accepted in the literature that motivation is more important to a childs education than any other single factor including the teachers skill/exper ience, classroom resources, etc. What role does motivation play in achievement? It has been argued that motivation is not only the key ingredient for outstanding work, but also in extraordinary achievement. The claim is that creative genius grows out of the ability to sustain intense commitment for very long periods in the face of obstacles-in other words, motivation (Runco, Nemiro, Walberg, 1998). However, on the other hand is the widespread believe that accomplishment, and especially outstanding accomplishment, is about innate talent. People who believe this somehow ignore the fact that Mozart, Darwin, Michal Jordan, and Tiger Woods practiced feverishly and single-mindedly for years, and instead believe that they were simply born with a talent that if one is not born with cannot not be achieved regardless of how motivation or any other factor controllable (Dwek, 2002). Proponents of the first belief however, that motivation and not talent is the core ingredient for success, have developed various ways to bring that motivation to the classroom towards students academic achievement. One major school of thought is called progressive education. This approach is centered on the importance of the genuine interest of the students (Simmons Page, 2010). A students interest or motivation can stem from innumerable factors and vary depending on the student, of course. Researchers in the field have categorized stuent motivations into two categories: intrinsic and extrinsic. A student who is intrinsically motivated commits him or herself to a task for its own sake, that is, for the enjoyment of it, the learning it allows, and for a feeling of accomplishment. A student who is extrinsically motivated comits to a task in order to receive a reward from a source external to him or herself such as from the teacher (Macabudbud, Alba, Jestony, Dadis,Diaz, Realiza, Ven tura, 2009).Understanding these different motivations is important when translating the theoretical ideas of the importance of motivating students into practical ways to do so. The Implications of Young Childrens Motivation to Learn Many young children begin school with a thirst for learning. Similarly, Goldberg (1994) pointed out that young children enthusiastically seek novel and challenging school tasks and therefore, motivation is key to successful school adjustment. Motivation can be defined as the process that helps instigate goal directed activity, and enables that activity to be maintained (Pintrich Schunk, 1996). Positive motivational patterns are crucial for learning in early childhood as they are for later learning (Carlton Winsler, 1998). Intrinsic motivation refers to the desire to participate in a task only for the pleasure derived from a task itself, whereas extrinsic motivation refers to the desire to participate in a task for the sake of a desirable outcome such as teacher praise or a reward (Pintrich Schunk, 1996). Gottfried (1985) hypothesized that academic intrinsic motivation is positively and significantly related to school achievement. Gottfried (1985) found that children, who are more intrinsically motivated, are more successful learners than those with more extrinsically motivated. Accordingly, inhibiting the development of intrinsic motivation in early childhood education and schools have been criticized (Broophy, 1998). It is noteworthy to first understand how motivation relates to education and how motivation affects the childrens social and academic competence. Similarly, Fortier (1995) examined the effects of autonomous academic motivation on perceived academic self-competence and perceived academic self-determination. He showed that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school and the development of intrinsic motivation. Moreover, Boggiano, Shields, Barrett, Thompson, Simons, and Katz (1992) found that motivational orientation is significantly related to childrens standardized achievement scores. Specifically, young students with a n intrinsic motivational orientation got higher reading and math achievement scores than their classroom mates with extrinsic motivational orientation (Boggiano, et al., 1992). Together, this indicates that intrinsic motivational orientation contributes to a range of achievement-related behaviors and cognitions. School readiness as a multidimensional concept includes childrens approaches to learning (i.e., emergent literacy and math skills) (Kagan Neuman, 1997). Moreover, school readiness is a significant indication of a childs ability to be successful in school settings. In previous research with older children (e.g., Stipek, 1998; Ryan Connell, 1989; Harter, 1992), motivation has showed as an important factor for learning, academic success, and social development. Similarly, Carlton (1999) showed that childrens motivation to learn is an important predictor of school readiness and the development of social skills. Another important alternative and complementary theoretical view of students motivation to learn in educational settings is achievement goal theory (Miserandino, 1998). Achievement goal theory provided insights in order to examine students motivation and achievement-related outcomes (Ames, 1992 ; Walters, 2004). Achievement goals can be defined as the purposes and reasons for a persons pursuit in achievement situation. Different purposes and reasons lead to different emotional, cognitive, and affective patterns (Dweck Leggett, 1988 ; Urdan Midgley, 2003). There have been considerable amount of researches (e.g., Elliot McGregor, 2001; Elliot Thrash, 2001) that showed the effects of achievement goals on students motivation to learn. For example, Kaplan, Gheen, and Midgley (2002) examined the relationship between classroom goal structure and student disruptive behavior. They (2002) found that student perceptions of a mastery goal structure were related to lower incidence of behavior al problems and disruptive behaviors whereas student perceptions of a performance approach goal structure were related to higher incidence of behavioral problems and disruptive behaviors. Ames (1992) pointed out that mastery orientation is associated with depth engagement with the task and greater perseverance in the face of failure or barriers and thereby, mastery orientation increases the individuals intrinsic motivation, then in turn, motivation to learn. Previous researches examining childrens expectancy-related beliefs about different achievement tasks showed that childrens expectancy-related beliefs play a central role in their achievement motivation and contribute to their behavior and learning (Eccles et al., 1983; Meece Courtney, 1992). For example, young children who have positive ability beliefs and approach achievement tasks with a high expectancy of success, consistently show high levels of persistence and performance on achievement tasks (Eccles et al., 1983). Similarly, childrens expectancies and values themselves are most directly affected by childrens achievement goals, their self-schemata, and their task-specific beliefs. Values also influence students intentions and decisions about the course enrollment (Meece Courtney, 1992). Furthermore, values affect the perception of self-competence and self-esteem (Eccles et al.,1983). Accordingly, Dweck and Elliott (1983) posited that how learning and performance goals are dete rmined by childrens subjective values. For instance, the kind of achievement situation the child is in influence the childs subjective values. The child, who believes he or she is competent at a certain task, believes that achievement of similar tasks in the future is possible and easy and so competence belief and expectancy for success are directly related (Eccles et al., 1983; Wigfield Eccles, 1992). For examples, achievement values in school tasks (i.e., mathematic) can influence self-perceptions of competence (Covington, 1992). Previous research also suggested that early achievement and socialization experiences and cultural norms can influence how elementary and high-school students understand, interpret, and approach achievement (Eccles et al. 1983 ; Meece, Parsons, Kaczala, Goff, Futterman, 1982). Similarly, studies of junior and senior high school students demonstrated that the subjective task values adolescents attach to school subjects are related to their course plans, activity choices ( Eccles, Adler, Meece, 1984; Meece, Wigfleld, Eccles, 1990). For example, in their study of junior high school students, Meece and colleagues (1990) found that the importance students attached to mathematics predicted their intentions to continue taking mathematics. Eccles and Harold (1991) examined adolescents self-perceptions of ability, subjective task values, and activity choices in sports. They reported that adolescents self-reports of free time involvement in sports was significantly related to their subjective task values of sports. However, there is paucity of investigation of effects of motivation to learn on young childrens learning. Accordingly, focusing on young school childrens expectations and values using the expectancy-value model and the effects of may contribute to our understanding about childrens development of motivational values and expectancy and in early school years. A number of researchers (e.g., Stipek Mac Iver, 1989; Wigfield, Eccles, Mac Iver, Reuman, Midgley, 1991) also showed that young childrens beliefs about their ability and expectancies for success are overly optimistic and are not realistic. Young children perceive themselves as competent and they nearly always think that they will be successful on the upcoming tasks. However, as children progress through elementary school, their ability beliefs and expectancies for success may demonstrate a substantial change, and their beliefs about their ability and expectancies become more accurate and realistic (Stipek, 1984; Wigfleld Eccles, 1992). Although there can be age related differences in childrens motivational belief, perceived academic self-competence, perceived academic self-determination, the quality of teacher-student relationships, classroom achievement goal structure also play a significant role in young students motivation to learn and their motivational belief ( Eccles et al., 1983; Pianta, 1999; Stipek, 2002). Therefore, it is very crucial to further investigate and demonstrate the effects of aforementioned factors in young children motivation to learn, and in turn, how young childrens motivation to learn influence the development of social and academic competence. Teacher-Student Relationship and Young Childrens Motivation to Learn It is widely recognized that when children enter school or transient to next level, they encounter a variety of new challenges. These include creating positive relationships with peer groups and adults in the school environment as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Pianta et al., 1995; Birch Ladd, 1997; Baker, 2006). Teacher-child relationships play a prominent role in the development of competencies in the preschool and early school years (Hamre Pianta, 2001; Pianta Walsh, 1996). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy taking positive supports from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999). A growing body of research examined the effects of the quality of teacher-student dyadic interaction on students academic motivation (e.g., Davis Ashley, 2003; Pianta, 1999). In fact, the degree to which children develop social and academic competencies in their school lives is a good indicator of successful school adaptation and positive teacher as well as peer relationship (Birch Ladd, 1997; Pianta, et. all., 1995). For example, Davis and Ashley (2003) reported that positive teacher-student interaction enhanced classroom learning and students motivation by building a safe and supportive context for students to motivate for learning and take intellectual risks. In addition, teachers believed that students tended to work hard if they liked their teachers and had caring relations with their teachers. Therefore, teachers in Daviss and Ashleys study (David Ashley, 2003) preferred to invest the time and effort for the development of supportive relations with their students. In additio n, those positive and caring relations helped the teachers to be creative in their instruction. Accordingly, Davis (2006) found that middle school students and teachers, who perceived their relations as a supportive and positive, reported enhanced motivation, more facilitative classroom settings, and higher grades. Similarly, Birch and Ladd (1997) found that supportive teacher-student relationship plays an important role in developing school adjustment competencies including attention, motivation, problem-solving, and self esteem. Together, when teachers provided more autonomy and the instruction addressed students personal interest and personal relevance, they were more emotionally and behaviorally engaged in school works and they had more supportive relationships with their teachers. Similarly, those students, who reported higher levels of autonomy provided by their teacher, showed more adaptive patterns of learning (David Ashley, 2003; Stipek, 2002). Accordingly, previous researches (e.g., Patrick, Hicks, Ryan, 1997; Patrick, Ryan, Kaplan, 2007; Ryan Patrick, 2001) have indicated that there is a significant relationship between students adaptive motivation for academics and a number of social factors within the classroom. These include teacher-student relationship, teacher support ( Midgley, Feldlaufer, Ecles, 1988), and teacher practices that foster respect among students ( Ryan Patrick, 2001; Patrick, Ryan, Kaplan, 2007). Similarly, Patrick, Anderman, Ryan, Edelin, and Midgley (2001) examined how teacher-student interaction influences both students classrooms goal-orientation structure. They found that teachers apparent support and enthusiasm toward students progress and their confidence in students ability to learn were accompanied by teachers recognition practices and their teaching styles. Their relationships with students were characterized by supporting students academic engagement and giving warm praise. Teachers en couraged their students to focus on task and informational feedback. In mastery-approach classroom, all teachers perceived learning as active process in which classroom involvement, positive interactions, understanding (not memorization), student engagement are key requirements of student academic achievement and motivation. On the oth