Oral Language and Reading Comprehension Essay Example for Free

Oral Language and Reading Comprehension Essay This paper is intentionally made to show the comparison between oral language and reading comprehension. Oral language and reading comprehension are both essential to every individual. All of us had undergone oral language when we are still young and as it develops and as we grow and mature, it enables us to be more knowledgeable and prepares us to a more needed comprehension in reading. This two are significant and are interrelated to each other. As a parent, talking to the child helps expands vocabulary, develop background knowledge, and inspire a curiosity about the world. The more a child engages into certain experiences and more learning that starts from parents and then to teachers, it will widen their minds and permits them into a more broad understanding of different things. Oral language is the very learning that each of us has gone through and we still have it up to now. This paper will broaden your knowledge with regards to the comparison between oral language and reading comprehension. Background of the Study: Oral language means communicating with other people. On the other hand, reading comprehension is the act of understanding what you are reading. The definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Oral language and reading comprehension are both essential because in oral language we are trained on how to communicate well with other people. Reading comprehension, on the other hand, is also a way of understanding the book that we read; it could be just a simple magazine, newspaper, or even the books we used in school. A person must be able to understand what he or she is reading. It is necessary that we know how to talk or communicate but one thing that is very useful as well in our everyday lives is the ability to read and understand what we read. There is a complete difference between â€Å"reading† and â€Å"reading with comprehension†. Now, as you go and read this paper, you will be fed with more ideas with the comparison between spoken language and reading comprehension and how these two work together for a more fluent practice of communication. It will develop your communication and reading skills; that it is not enough to know how to speak and read but being able to speak and at the same time realize what you are reading and even apply these in real life situations. Related Study: Oral language A great deal of research has been done in the field of oral language acquisition. As a means of attempting to negotiate their environment children actively construct language (Dyson, 1983; Halliday, 1994; Sulzby,1985). From a childs earliest experience with personal narrative development, oral language acquisition must be continually fostered. (IRA and NAEYC, 1998). This becomes the building block for establishing success in all areas of literacy. Oral language begins to develop at a very young age as children and parents interact with one another in the natural surroundings of the home environment (Teale, 1978; Yaden, 1988). A childs home environment greatly impacts the rate, quality and ability to communicate with others (MacLean, Bryant and Bradley, 1987; Martinez, 1983; National Research Council 1999). Factors related to language growth in the home environment include parent interaction, books, being read to, modeling; home language and literacy routines all closely parallel those of the classroom and school. The development of oral language is an ongoing natural learning process. Children observe oral communication in many contexts – home, preschool, prekindergarten, and begin to develop concepts about its purposes (Dyson, 1983; Halliday,1994;Martinez, 1983). Target skill areas such as sequencing, classification, and letter sounds oral language skills are all components of early childhood educational programs (Kelley and Zamar, 1994). Meaning is a social and cultural phenomenon and all construction of meaning is a social process. Developmental stages of child language development: Phase I – Protolinguistic or â€Å"Protolanguage†, Phase II – Transition, Phase III – Language. The Protolanguage Stage (which is associated with the crawling stage) includes noises and intonation, physical movement, adult/infant interaction – this exchange of attention is the beginning of language. During the Transition Stage (which is associated with the developmental stage of walking) there is a transition from child tongue to mother tongue. During this stage the â€Å"pragmatic† mode develops; a demand for goods and services that seeks a response in the form of an action. In Phase III – Language Stage, the child moves from talking about shared experience to sharing information with a third person. The child realizes that reality is beyond their own experience; they invite confirmation, enjoy shared experience. From the ontogenesis of conversation we are able to gain insight into human learning and human understanding. Meaning is created at the intersection of two contradictions – the experiential one, between the material and the conscious modes of experience, and the interpersonal one, between different personal histories of the interacting taking part (Halliday,1994). Properly developed oral language enables a child to effectively communicate their thoughts and viewpoints with others. It is also important for young children to have developed listening skills as they begin to experience the power of communication. The environment influences ones desire to communicate as well as the frequency of communication. Oral language develops through authentic experiences (Harste, Burke and Woodward, 1994). Kindergarten classroom environments that are alive with social interaction are ideal environments for nourishing speaking and listening skills. As children participate in communicative events, they slowly acquire an understanding of the relevance of these forms. Students need to be provided and encouraged to participate in environmental literacy activities, as those experiences are indispensable to language development (Brown and Briggs, 1987). Development of oral language skills must be addressed in Kindergarten as an integral part of the daily curriculum in order for students to be able to succeed throughout schooling and in todays society (Goodman, 1992; IRI and NAEYC,1998). Kindergarten programs need to be structured but not formal. Classrooms that are carefully structured allow for maximum oral language acquisition through authentic literacy activities that take place in natural ways during a school day (Ellermeyer, 1988). Education is inquiry based, and as such the focus with education becomes learning, and the task of teaching becomes the inquiry process. The learner is central, in the process of the learning-inquiry cycle (Harste, Burke and Woodward,1994). Students need to be provided and encouraged to participate in environmental literacy activities, as these experiences are indispensable to language development. Dyson (1983) conducted a study of the role early language plays in early writing. Through observations of children at a Kindergarten writing center she concluded that oral language is an integral part of the early writing process. Talk provided both meaning and for some children the systematic means for getting that meaning on paper. The child as a language learner progresses along a developmental continuum. Language acquisition is fundamentally a social process in which language is used to make and share meaning of experience (Corter and Park, 1993). Children require opportunities to interact with both peers and adults in a wide variety of settings as they learning and practice language and literacy knowledge, skills, and strategies (Brown and Briggs 1987; Coohn, 1981; Dyson, 1983; Ellermeyer, 1988). Children like to talk about themselves, their friends, their families, their pets, their hobbies, etc. Engaging young children in conversation about things with which they are familiar affords them a comfort level to experiment with ways to express themselves. Opportunities to increase oral language abilities and applications are embedded within the literacy program. Conversation, collaboration, and learning through others are integral to learning. A childs oral language ability is the basis for beginning literacy instruction, and as such initial informal assessments as well as ongoing assessment during the school year would provide key information regarding a childs oral language abilities.

A Theory of Cross-Cultural Communication Essay Example for Free

A Theory of Cross-Cultural Communication Essay A Theory of Cross-Cultural Communication  © Anthony Pym 2003 Intercultural Studies Group Universitat Rovira i Virgili Tarragona, Spain* Pre-print version 3. 3 The following is a series of propositions designed to connect a few ideas about translation as a mode of cross-cultural communication. The ideas are drawn from a multiplicity of existing theories; the aim is not particularly to be original. The propositions are instead intended to link up three endeavors: an abstract conception of cross-cultural communication, a description of the specificities of translation, and an attempt to envisage the future of such communication in a globalizing age. The various points at which the propositions draw on or diverge from previous theories are indicated in a series of notes. 1. 1. 1. 1. 2. On cross-cultural communication in general Cross-cultural communication involves the perceived crossing of a point of contact between cultures. Cultures here are minimally seen as large-scale systems of assumed shared references, linguistic or otherwise1, used for the purposes of reducing complexity. 2 Cultures themselves may idealize one or several centers, where the shared references are felt to be so dense that communication would be without any need for reductions of complexities. Away from such ideals, cultures have peripheries, where references are sparse, or sparsely shared, or mixed with references shared by other cultures. The terms â€Å"center† and â€Å"periphery† are not to be understood geopolitically. (cf. Even-Zohar 1990, Toury 1995) The differences between centers and peripheries are operative fictions rather than primary empirical facts. The very belief that one is in a central position may be enough to curtail complexity, just as the false impression that one is lacking in context may increase complexity. (Pym 1998) The difference between center and periphery may also be characterized in terms of effort. When shared references are believed to be dense (all else being equal), the reduction of complexity requires less effort than when the references are believed to be sparse. Effort here is understood as being on both the sending and receiving sides of messages, as well as in any mediating position or investment in the channel. A text sent and received near a perceived center will thus require less investment of effort than the same text sent from a center to a periphery (assuming that the reduction of complexity is 1. 3. 1. 4. 1. 5. to be to a similar degree in both cases). And further supplementary effort will be needed if the text is to be received in another culture. (Pym 1995) 1. 6. The lines between cultures are marked as cross-over points where the communication act receives supplementary effort of a mediating and discontinuous nature. Such points are usually where translations are carried out. (Pym 2001a) Cross-cultural communication thus marks the points of contact between cultures, although it alone will not join up the points to form any kind of line. (Pym 1998, 2001a, cf. Chatwin 1987) On complexity and its reduction Texts are inscribed objects that can be interpreted in different ways and for different functions, quite independently of any original intentions. The plurality of possible interpretations is what we are calling complexity. The reduction of complexity does not imply any discerning of a true or primal meaning. For example, a reader at this point might interpret the term â€Å"reduction of complexity† as â€Å"understanding†, but such a reading will hopefully be deviated by the following paragraphs. In this sense, the reduction of complexity does not entail an act of understanding in any idealist sense. Nor must effort be expended only to reduce complexity. Effort can also be used to make texts more complex, preparing them for a greater plurality of interpretations. Such might be a certain conception of aesthetic pleasure, diplomatic ambiguity, or communicative mechancete. The degree of appropriate complexity is in each case dependent on the success conditions of the communicative act concerned. On success conditions Success conditions are criteria that make the communicative act beneficial for all or some of the participants concerned. 4 Such criteria may be simple, as in the case of a business negotiation to reach mutual agreement on a sales price: the success condition might be that a price is agreed to by all participants.

Broadview Ltd vs Andrea Leadsom Analysis

Broadview Ltd vs Andrea Leadsom Analysis Broadview Energy Developments Ltd Vs Secretary Of State for Communities and Local Government and Others [2016] EWCA Civ 562 Court of Appeal, Civil Division Presiding Judges: Longmore, Lewison, McCombe LJJ Between: BROADVIEW ENERGY DEVELOPMENTS LIMITED (Claimant Appellant) and 1)THE SECRETARY OF STATE FOR COMMUNITIES AND LOCAL GOVERNMENT 2)SOUTH NORTHAMPTONSHIRE DISTRICT COUNCIL 3) HELMDON STUCHBURY GREATWORTH WIND FARM ACTION GROUP (Defendants and Respondents) MATERIAL FACTS Broadview is an independent renewable energy company which sought permission for development of wind farm for renewable energy, South Northampton shire district council refused to allow in November 2011(at 2). Broadviews appeal to planning inspectorate and was successful through public inquiry, granting it permission, in May 2012. (at2). The third defendant, the windfarm Action group (HSGWAG), challenged the decision, thus rendering it quashed by justice Mackie Qc in the High Court; resultantly, the issue was remanded for redetermination to the planning inspectorate awaiting a new recommendation (at3). During second public enquiry parties made representations between 8 to 24th October 2013 and on 11th oct 2013 Mr. Eric Pickles, the secretary of state decided to take the matter to his consideration on grounds that it involved a renewable energy case(at3). Second inspector recommended to grant the permission of farms on 14 Apr 2014 relying upon the balance of outnumbering benefits and minute adversities of the wind farm(at4). Delays were faced in Secretary of States decision; a reason being consultation on court of appeals decision in a different case that could subsequently render a fresh interpretation of section 66(1) of act 1990 (at5). Contrary to planning inspectors recommendation, the planning permission was refused by the decision letter of Secretary of State, dated 22 Dec 2014(at6). Mr. pickles had delegated the task to Mr. Kris Hopkins, the parliamentary undersecretary of state. Mr. Hopkins credits Mr. pickle for the choice of refusal of planning permission as deemed fit acc ording to where the balance of perks and adversities fall, alongside its conflict with development plan, accompanied by shortcoming on statutory requirements and numerous elements of national planning policy(at7). MP Mrs. Andrea Leadsoms badgering and active lobbying in opposition to the wind farms became grounds for Broadviews further appeal on 28th Jan 2015, (at89). She even successfully campaigned for the Secretary of State to call in the application (at 8). As per facts Mrs. Leadsoms tea room conversation with Mr. Hopkins in 2013 coupled with their numerous oral and written correspondences and the lobby room became basic grounds of appeal on fairness of decision and possible bias. Throughout this time, Broadview kept trying to seek a meeting and later on made a freedom of information request to get to know the status of correspondences (ibid) (at10). This was state of evidence for Broadviews application to quash Mr. Hopkins decision(ibid). The planning court rejected the claims of Broadview and hence their appeal(at11) Qs / LAW ISSUES 1) duty of fairness owed by political decision-makers in the context of an application for planning permission. 2) how the Secretary of State should deal with representations from the local Member of parliament. DECISION Unanimously, lord justice Longmore(at38), Lewison(at39) and McCombe(at40); the court appraised and upheld the decision of Cranston Justice, the judge in the second planning court. Hence, dismissing Broadviews appeal. DETAILED REASONS FOR THE DECISION The gist of Cranston Js judgement was based on his personal experience, and stood that meeting of the MP with a minister was not of any length and part and parcel of her role, being a representative of a certain area(at17). Wrong to conclude anything biased or sinister (at1718). R (Alconbury) Vs Secretary of State for Environment [2003] affirmed that a MP contacting Minister regarding a planning issue was inevitable (at18). Ministers are bound to abide by Planning Property Guidance (at18). The judgement comprises of three notions: (1) Broadview was aware of advancements by objectors (2) Letter received after close of enquiry lacked fresh material (3) Correspondences raised no new issues therefore it was satisfactory to deem that response would be similar(at1920). The judge concluded that there had been no evidence to support the contention that the decision was vitiated, provided, Broadview had failed to provide evidence to authenticate its stance of bias, unfairness or material brea ch of planning property standards; therefore, Broadviews allegations failed. Lord Justice Longmore comments in the judgement starting by affirming that Mr. Hopkins did not differ from inspector on any question of fact material or take account of new evidence therefore liability to inform inspector did not arise. Moreover, giving a chance for both parties to be heard is obligatory and this liability to inform other party to comment on a representation made is defined in rules laid down in in Errington Vs Minister of Health (1935) and also in the rule enshrined in Latin phrase audi alterampartem(at25). Minister did not entertain any privately made representations. Preventing the proceeding from being subverted by use of rule quoted above, it is a required measure to not call parties for cross-questioning on every representation, especially when they are repetitive. Moreover, a technical breach of para 4 of Guidance is likely but not a breach of rules of natural Justice; case law of Fox Land Vs SSCLG (2014) shedding light on the particular angle of the issue(at2 6). His Lordship states that it is easier to ascertain the written representations, and the content of those written correspondences make it clear that the oral ones where merely the same as they were being referred to in the subsequent letters. His Lordship further contended that he did not concur about Cranston Js belief of talk between MP and Minister to be merely a part and parcel. He argued that MP doesnt hold a different position then of any parties involved(at29). His lordship considers the possibility of Mr. Hopkins abiding by audi alteram partem prinzep and then justifies how the chronology of events render it improper to conclude that Mr. Hopkins would have had any effect of indulging in the tea room conversation and thus a mere technical breach subsequently could not make any difference to ultimate decision(at30). The court will not enquire into likelihood of prejudice in case decision-maker receives are representation in privacy established in R Vs Sussex Justices ex parte M cCarthy (1924). Case law from Kanda Vs Government of the Federation of Malaya (1962) further cemented the stance with the example of police constable not awarded a chance to comment on allegations on him (at31). His lordship furthers his stance by saying that usually in such cases, court readily opts to assess the representations made, although the courts have discretion, but in my view, it should not have been exercised in current scenario(at32). By end of July 2014 Broadview had their freedom of information request granted, however, it was highly unlikely that Broadview would had been successful in invoking court to take matter out of hands of the Parliament entrusted decision-makers: Mr. Hopkins and Mr. Pickles (at33). Lobby Badgering had no effect on the decision as the matter was already decided. Moreover, miss Leadsoms attempt was to merely know the decision rather diverting it in certain direction(at34). Thus, Longmore concluded the events not such to justify quashing of decision (at35). He further clarifies that it was Ministerial responsibility that the respected decision-makers abided by in deciding the finely balanced matter (at36). He also signifies the need of Ministers to avoid Lobbying and concludes that any blatantly ignorant accusations of bias would be clarified under light of Magill Vs Porter(at37). For these reasons, he dismissed the appeal (at38). Lord Justice Lewison said that he agrees with Longmore LJs Judgement and also with additional observations of McCombe LJ, hence agrees for dismissal of appeal. Lord Justice McCombe agrees with Longmore on dismissal of this appeal, however, shows disagreement on certain areas(at40). According to him there was undoubtedly a breach of paragraph 4 of the Guidance by what appears to have occurred in the tea room conversation. If the chronology of events would have been otherwise, the lawfulness of this decision would have been in peril (at41). He also explains the significant breach of ordinary principals of fairness in English Law to support his stance (at42). He continues how one party should not have any advantage in manner not afforded to other interested party (at43). He argued over comment of part and parcel and defined fine lines between talks upon ordinary consistency matters and lobbying. In his final comments, concluding to the dismissal of appeal, he also emboldened the need of Ministers to adhere to ordinary laws of fairness and natural justice. RATIO DECIDENDI With respect to the allegation of bias made by Broadview, a fair-minded and informed observer would conclude that there had been no real possibility of ministerial bias in the present case. Further, there was simply no evidence to support the contention that the decision was vitiated by actual bias. Accordingly, Broadview had failed to establish that the ministerial decision against planning permission for its proposed wind farm had been unlawful through unfairness, bias or material breach of planning propriety standards (para21, Cranston J). I would therefore conclude that while the tea room conversation (and even the lobby badgering) should not have occurred and should have been cut off by Mr Hopkins more firmly than he may have done, those events are not such as to justify quashing the Secretary of States decision. (para 35, Lord Justice Longmore). I have had the advantage of reading in draft the judgments of Longmore and McCombe LJJ. I agree that the appeal should be dismissed for the reasons given by Longmore LJ. I also agree with the additional observations of McCombe LJ (at39 Lord Justice Lewison). On the facts of this case (in particular in the light of the chronology and the factors set out in paragraph 30 of my Lords judgment), however, this breach was not of sufficient moment to call for the quashing of the Secretary of States decision on the grounds of a breach of the principles of natural justice. Had the chronology been otherwise, and if the conversation had been more closely proximate in time to the decision taken, then it seems to me that the lawfulness of the decision might well have been in peril (para 41, McCombe). Representations which are essentially repetitive of submissions already made are rather different. In such case a court will more readily assess whether such repetitions really made a material contribution to the decision under challenge. If it concludes that they did not, the quashing of the ensuing decision should not follow. A court always has discretion as to remedy in public law and should, in my view, not exercise that discretion in the present case. (at Para 32) If a party to an inquiry or an objector seeks to bombard a minister with post-inquiry representations which are merely repetitive of the representations made at the inquiry itself and every time that happened the Minister was obliged to circulate the representatives for comment, the decision-making process could easily be subverted. (Longmore LJ at 26). When a Minister is involved in a quasi-judicial decision it is incumbent on him to make clear to any person who tries to make oral representations to him that he cannot listen to them (Longmore LJ at 28).

The Habit Of Identity :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites In a famous experiment, students were asked to take a lemon home and to get used to it. Three days later, they were able to single out â€Å"their† lemon from a pile of rather similar ones. They seemed to have bonded. Is this the true meaning of love, bonding, coupling? Do we simply get used to other human beings, pets, or objects? Habit forming in humans is reflexive. We change ourselves and our environment in order to attain maximum comfort and well being. It is the effort that goes into these adaptive processes that forms a habit. The habit is intended to prevent us from constant experimenting and risk taking. The greater our well being, the better we function and the longer we survive. Actually, when we get used to something or to someone – we get used to ourselves. In the object of the habit we see a part of our history, all the time and effort that we put into it. It is an encapsulated version of our acts, intentions, emotions and reactions. It is a mirror reflecting back at us that part in us, which formed the habit. Hence, the feeling of comfort: we really feel comfortable with our own selves through the agency of the object of our habit. Because of this, we tend to confuse habits with identity. If asked WHO they are, most people will resort to describing their habits. They will relate to their work, their loved ones, their pets, their hobbies, or their material possessions. Yet, all of these cannot constitute part of an identity because their removal does not change the identity that we are seeking to establish when we enquire WHO someone is. They are habits and they make the respondent comfortable and relaxed. But they are not part of his identity in the truest, deepest sense. Still, it is this simple mechanism of deception that binds people together. A mother feels that her off spring are part of her identity because she is so used to them that her well being depends on their existence and availability. Thus, any threat to her children is interpreted to mean a threat on her Self. Her reaction is, therefore, strong and enduring and can be recurrently elicited. The truth, of course, is that her children ARE a part of her identity in a superficial manner.

The Arab-Israeli Conflict Essay -- Arab Israel Middle East War Essays

The Arab-Israeli Conflict The Arab Israeli conflict has gone on for many years. There have been many wars, terrorist attacks and peace treaties between Israel and the Arab countries. Through war and Treaties Israel has gained and lost alot of land. There have been 4 major wars between Israel and The Arab countries, as well as terrorist attacks. The reason for many of these attacks include land, claim of the country and anti-semitisem. Israel which is only 8,000 square miles is on the Mediterranean sea which is very good for its ports which are good for shipping and trade. The first of the wars involving the Arabs and the Israelis was the First Palestinian War which took place between 1947 and 1949. It was a civil war between the Palestinian Jews and the Arabs.The Jewish military group, Haganah dominated in the war and came out victorious. In 1948 The United Nations declared Israel a free state. The next of the wars was the Suez Sinai War. This war began October 29, 1956 after Syria, Egypt and Jordan announced that the would join forces under Egypts commander in chief. Israel came out victorious in that war as well and captured The Sinai Peninsula which belonged to Egypt and The Gaza Strip which belonged to Jordan. Israel wasn't aloud to use the Suez Canal which belonged to Egypt. The next war was the Six Day War which ended the ten years of peace between the countries. The Six Day War started June 5th 1967,when Israel bombed Egyptian, Jordanian, Syrian and Iraqi airfields destroying more than four hundred airplanes. By June 8th Israel had stoped fighting with Egypt, Jordan and Iraq and started Fighting with the Syrians. Syria had shelled northern Israel, but Israel captured the Golan Heights from Syria and the West Bank From Jordan. The war was over June 10th when the United Nations negotiated a cease-fire between the countries. The Yom Kippur War started October 6th 1973. It is Called the Yom Kippur War because It started on Yom Kippur the holiest day on the Jewish calendar. It was led by Egypt and Syria attacking Israeli solders. Israel was caught off guard because it was the holiday. The war destroyed many things. The Arabs lost approximate 2000 tanks and 500 airplanes. Israel lost over 800 tanks a... ...itzhak Rabin Prime Minister of Israel and Yasser Arifat head Of the Palestine Liberation Organization signed a peace treaty that Israel gave the Palistine Liberation Organization the Gaza Strip and the West Bank and Israel got peace, but after the treaty was signed there were still many terrorist attacks on Israel and November 4th 1995 Prime Minister Rabin was assassinated by a Israel man who saw that the peace treaty wasn't working and didn't believe in trading land that Israel fought for in many wars for peace that wasn't working. In 1996 Israel signed a peace treaty with Jordan. Israel is currently Trying to make a treaty with Syria but It hasn't happened yet because Syria wants The Golan Hights an Israel dosent wasn't to give it to them. Since 1947 Israel has had war with many Arab countries. They have gained alot of land through war but later gave it away in peace treaties. There are many people who disagree in giving away the land. The Arab Israeli conflict has gotten alot better over the year. They were not directly involved in any wars since 1973 and they have made peace with many countries. The Arab-Israeli Conflict Essay -- Arab Israel Middle East War Essays The Arab-Israeli Conflict The Arab Israeli conflict has gone on for many years. There have been many wars, terrorist attacks and peace treaties between Israel and the Arab countries. Through war and Treaties Israel has gained and lost alot of land. There have been 4 major wars between Israel and The Arab countries, as well as terrorist attacks. The reason for many of these attacks include land, claim of the country and anti-semitisem. Israel which is only 8,000 square miles is on the Mediterranean sea which is very good for its ports which are good for shipping and trade. The first of the wars involving the Arabs and the Israelis was the First Palestinian War which took place between 1947 and 1949. It was a civil war between the Palestinian Jews and the Arabs.The Jewish military group, Haganah dominated in the war and came out victorious. In 1948 The United Nations declared Israel a free state. The next of the wars was the Suez Sinai War. This war began October 29, 1956 after Syria, Egypt and Jordan announced that the would join forces under Egypts commander in chief. Israel came out victorious in that war as well and captured The Sinai Peninsula which belonged to Egypt and The Gaza Strip which belonged to Jordan. Israel wasn't aloud to use the Suez Canal which belonged to Egypt. The next war was the Six Day War which ended the ten years of peace between the countries. The Six Day War started June 5th 1967,when Israel bombed Egyptian, Jordanian, Syrian and Iraqi airfields destroying more than four hundred airplanes. By June 8th Israel had stoped fighting with Egypt, Jordan and Iraq and started Fighting with the Syrians. Syria had shelled northern Israel, but Israel captured the Golan Heights from Syria and the West Bank From Jordan. The war was over June 10th when the United Nations negotiated a cease-fire between the countries. The Yom Kippur War started October 6th 1973. It is Called the Yom Kippur War because It started on Yom Kippur the holiest day on the Jewish calendar. It was led by Egypt and Syria attacking Israeli solders. Israel was caught off guard because it was the holiday. The war destroyed many things. The Arabs lost approximate 2000 tanks and 500 airplanes. Israel lost over 800 tanks a... ...itzhak Rabin Prime Minister of Israel and Yasser Arifat head Of the Palestine Liberation Organization signed a peace treaty that Israel gave the Palistine Liberation Organization the Gaza Strip and the West Bank and Israel got peace, but after the treaty was signed there were still many terrorist attacks on Israel and November 4th 1995 Prime Minister Rabin was assassinated by a Israel man who saw that the peace treaty wasn't working and didn't believe in trading land that Israel fought for in many wars for peace that wasn't working. In 1996 Israel signed a peace treaty with Jordan. Israel is currently Trying to make a treaty with Syria but It hasn't happened yet because Syria wants The Golan Hights an Israel dosent wasn't to give it to them. Since 1947 Israel has had war with many Arab countries. They have gained alot of land through war but later gave it away in peace treaties. There are many people who disagree in giving away the land. The Arab Israeli conflict has gotten alot better over the year. They were not directly involved in any wars since 1973 and they have made peace with many countries.

Is Weed As Bad As They Say? Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Is Weed As Bad As They Say?   Ã‚  Ã‚  Ã‚  Ã‚  Illegal drug use is a major problem in the world today. Millions of dollars are spent every year to prevent the distribution of drugs. All drugs is smuggled into the United States concealed in false compartments, fuel tanks, seats, tires of private and commercial vehicles, pickup trucks, vans, mobile homes, and horse trailers (Pierson. 12-8-01) Large shipments is usually smuggled in tractor-trailer trucks in false compartments and in bulk shipments, such as agricultural products. The government has created ways to cut down on drugs. Yet the drug crisis is greater today then ever. Marijuana is one the most widely used illegal drug. Over the past thirty years the government has condemned Marijuana. So in this paper, I will be describing the pros and some cons about the use of Marijuana. Marijuana use should be legalized because of the beneficial uses that our economy can gain from weed.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana, also spelled Marihuana comes from the Indian hemp plant, cannabis sativa (Gwinn. Pg.764). It is a crude tobacco like substance produced by drying the leaves and flowery top of the cannabis plant. It is put into pipes or formed into joints, similar to a cigarette, for smoking. Recently, it has appeared in cigars called blunts. The drug is a mild hallucinogen meaning that it distorts sensory perceptions. Marijuana has a wide variety of street names including pot, tea, grass and weed (Dudley. pg. 21) Marijuana can also be added to foods such as brownies and beverages.   Ã‚  Ã‚  Ã‚  Ã‚  The intoxication part of the plant is mostly in its strong-smelling, sticky, golden resin. The hemp flowers, especially those of the female plant, gives the strong smell off. Many users describe two phases of marijuana effects as initial stimulation, giddiness, and euphoria, followed by sedation and pleasant tranquility. Mood changes can often accompany altered perceptions of time and space of one's bodily dimension (Gwinn. pg.765). The hemp plant can be found growing as a weed or as a cultivated plants in peoples homes. Marijuana can survive in almost any soils and climates. And the more potent varieties grow in dry, hot, and wasteland type environments (Pierson. 12-8-01)   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana varies in potency, depending on where and how... ...nbsp;  Ã‚  Ã‚  Ã‚  Although it is true that there has been no proven studies that marijuana is indeed a life threatening drug (O’Brien pg. 70) But it has been proven that marijuana is a safe, versatile, and inexpensive medicine (Nahas. pg. 58-59) And what makes it even better is that it has been proven that marijuana is less toxic and dangerous than most of the prescriptions drugs given to you by your doctors which you trust (Nahas. pg. 111)   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana is a useful and misunderstood substance. If more studies are done, it can be a helpful assistance to the economy (Skidmore. 12-7-01) Marijuana was legal for many years and we didn't have a big drug problem like today. Marijuana laws, the threat of jail and fines will not stop drug use. All they do is make it harder to help people (Skidmore. 12-7-01) As to me, I respect the right of people to control their own bodies. I believe we should legalize weed, and help those who need it, and let the police spend their time protecting us from real crime. I also believe our society should have a more opened mind on the hemp plant and really see the up side uses of marijuana.   Ã‚  Ã‚  Ã‚  Ã‚   Is Weed As Bad As They Say? Essay -- essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  Is Weed As Bad As They Say?   Ã‚  Ã‚  Ã‚  Ã‚  Illegal drug use is a major problem in the world today. Millions of dollars are spent every year to prevent the distribution of drugs. All drugs is smuggled into the United States concealed in false compartments, fuel tanks, seats, tires of private and commercial vehicles, pickup trucks, vans, mobile homes, and horse trailers (Pierson. 12-8-01) Large shipments is usually smuggled in tractor-trailer trucks in false compartments and in bulk shipments, such as agricultural products. The government has created ways to cut down on drugs. Yet the drug crisis is greater today then ever. Marijuana is one the most widely used illegal drug. Over the past thirty years the government has condemned Marijuana. So in this paper, I will be describing the pros and some cons about the use of Marijuana. Marijuana use should be legalized because of the beneficial uses that our economy can gain from weed.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana, also spelled Marihuana comes from the Indian hemp plant, cannabis sativa (Gwinn. Pg.764). It is a crude tobacco like substance produced by drying the leaves and flowery top of the cannabis plant. It is put into pipes or formed into joints, similar to a cigarette, for smoking. Recently, it has appeared in cigars called blunts. The drug is a mild hallucinogen meaning that it distorts sensory perceptions. Marijuana has a wide variety of street names including pot, tea, grass and weed (Dudley. pg. 21) Marijuana can also be added to foods such as brownies and beverages.   Ã‚  Ã‚  Ã‚  Ã‚  The intoxication part of the plant is mostly in its strong-smelling, sticky, golden resin. The hemp flowers, especially those of the female plant, gives the strong smell off. Many users describe two phases of marijuana effects as initial stimulation, giddiness, and euphoria, followed by sedation and pleasant tranquility. Mood changes can often accompany altered perceptions of time and space of one's bodily dimension (Gwinn. pg.765). The hemp plant can be found growing as a weed or as a cultivated plants in peoples homes. Marijuana can survive in almost any soils and climates. And the more potent varieties grow in dry, hot, and wasteland type environments (Pierson. 12-8-01)   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana varies in potency, depending on where and how... ...nbsp;  Ã‚  Ã‚  Ã‚  Although it is true that there has been no proven studies that marijuana is indeed a life threatening drug (O’Brien pg. 70) But it has been proven that marijuana is a safe, versatile, and inexpensive medicine (Nahas. pg. 58-59) And what makes it even better is that it has been proven that marijuana is less toxic and dangerous than most of the prescriptions drugs given to you by your doctors which you trust (Nahas. pg. 111)   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana is a useful and misunderstood substance. If more studies are done, it can be a helpful assistance to the economy (Skidmore. 12-7-01) Marijuana was legal for many years and we didn't have a big drug problem like today. Marijuana laws, the threat of jail and fines will not stop drug use. All they do is make it harder to help people (Skidmore. 12-7-01) As to me, I respect the right of people to control their own bodies. I believe we should legalize weed, and help those who need it, and let the police spend their time protecting us from real crime. I also believe our society should have a more opened mind on the hemp plant and really see the up side uses of marijuana.   Ã‚  Ã‚  Ã‚  Ã‚  

Holocaust Awareness…Contemporary Lessons Essay

Few events in recent history have had as dramatic an impact on history as the mass murder of Jews in concentration camps during World War II, the Holocaust. The Holocaust appears to be a well documented event (Hilberg, 1992), yet today there are those who feel it is just a myth. When he discovered the concentration camps, General and future President Dwight David Eisenhower knew that a future day would come when people would claim that the Holocaust never happened, so he took great pains to document and record the events on film so that the world would never forget. Even so, his efforts did not eliminate what he knew would happen. In spite of evidence to the contrary, today, there are many who claim that the Holocaust did not occur and that there is no evidence that it did. Yet the evidence suggests that is did happen and similar events such as the murder of more than 2 million people by the Khmer Rouge in Cambodia plus mass murders ethnic intolerance in Iraq, the Sudan, Rwanda and Yugoslavia continue to take place even now. During the early hours of September 1, 1939, Adolph Hitler invaded Poland bringing about the Second World War. Historically, this war began because of Hitler’s contempt regarding the way Germans were treated at the end of the First World War and other related issues. At the time World War II began, there was a world wide depression that helped bring Hitler rose to power in Germany and President Franklin Delano Roosevelt to power in the U. S. It is generally viewed that Hitler used the issue of Jewish economic domination in Germany both to push for war and as an excuse for the economic woes of Germany. (Bartov, 2000; Friedman, 1993). Ultimately, Hitler blamed the Jews for Germany’s economic problems and to begin exterminating them in concentration camps—mass genocide. (Gigliotti and Lang, 2005) on a scale that surpassed anything that had ever happened up to that time within so short a time span. Does engraining memories of past atrocities into the public psyche eliminate future atrocities? Political campaigns demonstrate that by slinging mud candidates provide name recognition for their opponent(s). In a similar vain, perhaps remembering the events of the Holocaust and similar events throughout history (and unfortunately, still occurring around the world today) will only drive home the fact that those events exist and are continuing. Do we really want to do that? We could be reinforcing the Holocaust in the minds of individuals who might not otherwise be aware that any such thing has ever happened or ever will. We have every reason to believe that Hitler knew of the mass extermination of the millions of Jews but ironically, there is no documented evidence in writing to confirm this idea. (Irving, 1977) Most German citizens during WWII also claimed ignorance of the Jewish extermination in progress at the time. â€Å"How could such a widespread extermination and mass murder have gone unnoticed† and â€Å"Where are the documents to show that Hitler was aware of it? † Today, nearly seventy years after the beginning of WWII and Jewish extermination, the question is still asked, â€Å"Did Hitler even know about the Jewish extermination process underway? † The fact that anyone even asks this question is, perhaps, the greatest evidence that we need to teach that it is a real part of human history. While it seems irrational to assume that Hitler actually had no knowledge of what was going on, it appears to be equally true that few if any documents exist to demonstrate his knowledge of what was going on (Irving, 1977) even though there certainly appears to be a great deal of documentation about the war and the Holocaust (Wolfe, 1990). We can only wonder why these contradictory situations exist. In his 1977 book Hitler’s War, one noted British historian, David Irving, outlines why he feels that stories of the mass killings of European Jews in Death Camps are merely British and American inventions, war-time propaganda perpetrated by the Allies. Irving presents several lines of argument to support his claims. For example, he points out that there is no archival evidence anywhere for the gassings, no wartime German documents that refer to the gassings of human beings and there is no clear evidence as to who gave the orders to gas people. He also claims that forensic tests of the laboratories, crematoria, gas chambers and Auschwitz fail to find any trace or significant residue of a cyanide compound. Irving dismisses eye witness accounts on the grounds that there are equal numbers of eye witness accounts of the gas chambers in Dachau even though there weren’t any gas chambers in Dachau and he believes that photographs documenting the Holocaust have been misrepresented. Why is it so vital that we remember the Holocaust? Arguments can be made both for and against that stance, but certainly, the history of the Holocaust should not be slighted or overlooked. The repeated efforts to try to wipe the memory of the Holocaust out of the human psyche as if it never occurred may be one of the strongest points in favor or remembering it. The intended purpose of â€Å"engraining† events from the Holocaust into the mind of today’s generation is to allow them to learn the lessons of horror from the past and avoid them—so that we won’t repeat them. Whether this is true or not, we more or less taking comfort in the belief, right or wrong, that if people see the horrors of those events, they will make every effort to avoid them, prevent them and take precautions against repeating them whenever they see the signs in the future. Perhaps the way to combat future human atrocities is to focus on the opposite rather than to memorialize them. What lessons can we learn from the Holocaust? First, the Holocaust demonstrates how large groups and numbers of people, even on the scale of nations, can subtly be influenced into â€Å"groupthink† (i. e. , where groups of people think and behave alike because others are thinking and behaving the same way) (Janis, 1972) and manipulated by a very few influential individuals. Second, the Holocaust demonstrates that all too often, man treats his fellow man inhumanely. â€Å"How do we avoid this in the future? † I fear that there is no global answer. Whenever such a situation begins in the future, only then can we address the issue. Another lesson we can learn is that anyone can be the victim, so everyone should recognize and acknowledge it whenever it happens. When we recognize it, we must act together to stop it, and that, unfortunately, is much easier said then done. Perhaps there is no satisfactory solution to preventing future atrocities like the Holocaust. In he end, perhaps all be can do is to try to recognize such events when we see them approaching and then to do everything we can to prevent them. References Bartov, Omar. The Holocaust. Origin, Implementation, Aftermath. New York, NY: Routledge, 2000. Friedman, Saul S. Holocaust Literature. A Handbook of Critical, Historical and Literary Writing. Westport, CT: Greenwood Press, 1993.Gigliotti, Simone and Berel Lang. The Holocaust. A Reader. Oxford: Blackwell Publishing, 2005. Hilberg, Raul. Perpetrators Victims Bystanders. The Jewish Catastrophe 1933-1945. New York, NY: Aaron Asher Books, 1992. Irving, David. Hitler’s War. New York, NY: Viking Press, 1977. Janis, Irving L. Victims of Groupthink. Boston: Houghton Mifflin Company, 1972. Levi, Neil and Michael Rothberg. The Holocaust. Theoretical Readings. New Brunswick. NJ: Rutgers University Press, 2003. Wolfe, Robert. Holocaust. The Documentary Evidence. Washington, DC: National Archives and Records Administration, 1990.