Alejandro Iglesias Essays - Memory Disorders, Psychiatry, Psychology

Alejandro Iglesias Psychology Dr. Mi Na Ahn April 16, 2017 Repressed Memories Repressed memories are memories that are involuntarily unable to be recalled. These are largely due to trauma which is what we will be discussing in this essay. Memories involved in trauma are very severe and so, as a defense mechanism, the brain will "tune out" these memories from consciousness in order to protect itself. By evading any thoughts of the negative memory the brain is trying to avoid further damage of the trauma by not thinking about it. The main problem that arises with repressed memories is that they are not completely forgotten, and conflict between conscious and consciousness states of mind seem to have an interference in the brain that has negative effects on one who has traumatic experiences, whether they remember the experiences or not. In psychology, the mind is largely considered to be like an iceberg. Conscious awareness is like the tip of the iceberg, meanwhile unconscious awareness and memory is the vast majority of the iceberg, Unconscious memory affects all of our lives. When you see the face of an acquaintance on the street, although you were not currently thinking about that person, you recognized them and naturally brought up a brief synapsis about your relationship towards that person (in order to respond appropriately to seeing them). This is proof of how the subconscious mind is always at work Some of the conditions associated by the effects of repressed memories include eating disorders, dissociative amnesia and dissociative disorders. Dissociative disorders involve a break, or dissociation, in consciousness memory or persons sense of identity. In dissociative amnesia, the individual cannot remember personal information such as one's own name or specific personal events - the kind of information contained in long term memory,. Dissociative amnesia mat sound like retrograde amnesia but it differs in its cause. While retrograde amnesia is caused by physical trauma, Dissociative amnesia is caused by emotional trauma. In conclusion, repressed memories sit within a large spectrum of unconscious thoughts that are partially responsible for governing our behaviors and actions. There is much controversy related to retrieving false memories. Many say that a therapist conducted session with the intent of uncovering suppressed memories, may only lead to implementation of flase memories to the patient rather than uncovering genuine memories. These memories can be falsely distorted due to a variety of factors and there is no reliable evidence to show that therapies to retrieve suppressed memories are completely effective. There will have to be more research done into repressed memories and their mechanisms for scientists and psychologists to have a better understanding of the way that repressed memories based on traumatic experience work, and how to accurately retrieve them.

A Synopsis of Lasting Themes Found in The Child by Tiger essays

A Synopsis of Lasting Themes Found in The Child by Tiger essays Found in The Child by Tiger In Thomas Wolfes carefully constructed short story, The Child by Tiger, excerpts from William Blakes poem Tiger and the King James Bible enrich the central themes of the plot. Although The Child by Tiger is very cryptic in revealing its purpose, several important concepts may be inspected to aid the reader in discovering Wolfes meaning. The stirring first stanza of Tiger, chosen by Wolfe to precede his story, braces the reader for the darker imagery to follow. The vivid words of Blakes poem are put to work as underlying themes in The Child by Tiger, including images of darkness, shadows, fear, and the fire-like burn of the tigers eye that haunts the rest of the plot. It is in this imagery that perhaps Wolfes primary theme is founded: what is human nature and what are its capabilities for both good and evil? The character Dick Prosser is upon introduction a deeply religious, gentle, and multi-talented man. Almost immediately in the story, Wolfe begins a consistent reference to Dick as very cat-like in nature, drawing on his cunning prowess, speed, and agility. It can thus be gathered that the tiger illustrated in Blakes poem is symbolic of Dick. The narrator paints an illustrious image of Dick Prosser in the early stages of the story, creating an instant admiration for what the reader first believes to be the protagonist; however, it is soon noted that Dick went too softly, at too swift a pace, marring the seemingly flawless character and casting a shadow of doubt over the almost-hero. Comparing Dick to a shadow or something moving in the night, both disturbs the reader and causes one to question first impressions. Night, darkness, and shadows emerge as crucial themes, once again drawing their power from the introductory stanza ...

Intellectual Disabilities Research Paper Example | Topics and Well Written Essays - 1500 words

Intellectual Disabilities - Research Paper Example Moreover, intellectual disabilities affect individuals during aging. Understanding intellectual disability is critical in education to help students having this condition (Woodcock & Vialle, 2010). This paper will discuss the definition of intellectual, its characteristics and its impacts on intellectual functioning and adaptive behavior. Moreover, strategies to assist students in this disability category will be described. Defining Intellectual Disability World Health Organization describes intellectual disability as the significant reduction of the ability to comprehend new information and in learning and applying new skills. The American Association of Intellectual and Development Disability (AAIDD) explain that intellectual disability is not usually an isolated disorder. AAIDD offers a three dimensional definition of intellectual disability and this is the most widely acknowledged definition (Barrett, 2011). According to the AAIDD, intellectual disability is a disorder that begin s before one gets to the age of 18 years that is characterized by great limitation in intellectual functioning and adaptive behavior. Intellectual functioning refers to various aspects of life such as learning, reasoning, problem solving (Barrett, 2011). On the other hand, adaptive behavior touches on a range of practical and social skills in areas of self-care, communication, self-direction, health, safety leisure and work. Intellectual disability has been introduced as a replacement to mental retardation that was previously used (Jellinek, Patel & Froehle, 2002). The prevalence of intellectual disability in America is relatively high with about one in every ten families affected. However, the estimated prevalence varies based on the criteria used in diagnosis, study design and ways of ascertaining (Barrett, 2011). For instance, when intelligent quotient (IQ) is used in diagnosis, the prevalence of intellectual disability is estimated at 3 percent but when applying the AAIDD defini tion, national prevalence stand at 1 percent. Prevalence of intellectual disability is higher among males and the male to female ration is about 1.5 to 1 (Barrett, 2011). Diagnosis and Assessment of ID Assessment of intellectual disability involves a multidisciplinary team comprising of psychiatrists, pediatricians, psychologists and clinical geneticists. The assessment is usually comprehensive where intellectual ability, adaptive behavior and medical and family history of the patient is assessed (Garbutt, 2010). DSM-IV-TR offers standardized criteria used in the diagnosis of the disorder and this is used among children and adults. Intellectual is characterized by below average intellectual functioning. The characteristics of intellectual disability include the fact that disorder begins before the age of 18. DSM-IV-TR requires that all the symptoms of intellectual disability must have begun before the age of 18 (Garbutt, 2010). However, this does not limit diagnosis after 18 years. Nevertheless, children who have not reached the age of two years should not be subjected to intellectual disability diagnosis. This may however be conducted in case a child demonstrates severe symptoms related to intellectual disability for instance Down syndrome (Garbutt, 2010). The other characteristic of intellectual disability is poor adaptive functioning. Adaptive functioning is described as the effectiveness of an individual to functioning in tandem with

Buddhist Economics Assignment Example | Topics and Well Written Essays - 250 words - 1

Buddhist Economics - Assignment Example tholics, Orthodox or Protestants have a lot in common, such as they agree with the standard of the New Testament, they own up to the Apostolic Creed and also assert the different institutions of the church. However a number of teachings such as the Gospel of Thomas, philips gospel and Gospel of Truth later came to be discovered at Nag Hammadi by an avenger. On the leadership, the Orthodox Christian group held the belief that leadership only belongs to a small group of persons whose authority could not be challenged in any given way whatsoever and the right to ordain such leader was a prerogative of the apostle. But the Gnostics rejected this theory and went ahead to call it the â€Å"faith of fools.’’ Resurrection then became a controversy where all Christians believed that only Christ or God hold that spiritual authority yet when questioned on who bears that authority presently, one Valentinus responds by saying that it is only the one that comes into direct contact with God that holds this authority. These historical sources all portray God as having been a malicious envier since He envied Adam having consumed   fruit from the tree of knowledge and their eyes being opened just as the serpent promised as described is eby    Gnostic. Clement, the author asserts that God is the ruler and master and should, therefore, be obeyed. He delegates these powers to rulers such as bishops, priests and deacons who must be equally respected and anyone who disobeys them deserves punishment of death! The Gnostics, on the other hand, do not like this idea as some of these leaders could be compromised or entangled by personal gains. Irenaes goes ahead to support this statement by even saying that there is only one true God and that it, therefore, means that there is only one true and one representative of God’s authority on earth- the bishop. Another newly revealed script gives words spoken by a womanly authority, giving the idea that God created both male and female while

Developments in SEN )Special Educational Needs Essay

Developments in SEN )Special Educational Needs - Essay Example This approach concentrated on difference rather than normality, on sickness rather than well being, and specifically on the problem affecting the child. In doing so, children acquired medically diagnosed groups, which emphasized on deficit rather than potential (Jones 2003, p.9). Therefore, in the early 20th century education for children with special needs used the strategy of separate, special schools for children thought to need such schools. In addition, psychometric analysis by early psychologists supported the use of special schools. In 1944, a number of reforms were done on the education system. The majority of the reforms were towards the mainstream education and the availability of free education for all. In addition, the 1944 education reforms also addressed particular aspects of education for education for children with special needs. However, the approach, and definition of children with special requirements was not as sufficient as its requirements for education in gener al (Hodkinson & Vickerman 2009, p.23). The 1944 Act still relied on the medical model of disability. Under this Act, eleven categories of handicap were identified, and children belonging to those categories were identified based on their desired treatment. The use of unique schools to educate children with special needs remained the most desired approach, although less recognition was paid to the provision of education in mainstream schools. The 1944 Act continued to refer to children with a disability of mind or body, and focused on special schools to cater for handicapped children (Jones 2003, pg 13). Through the 1960s and 1970s, education for children with special needs shifted towards an approach favored by behaviorist psychologist. An example of psychologist who played a crucial role in shaping education for children with special needs was Lois Malaguzzi who spent much his time understanding how children learn. This approach focused on the need to apply operant conditioning tec hniques. Experts refused the medical model and campaigned for an approach that applied only what that could be observed. The approach was criticized by some behaviorist terming it a significant weakness. However, the reforms were very vital because they emphasized on the possibility to modify the problems of children with special needs. In addition, the reforms placed the responsibility to the teacher as one way of ensuring that the reforms became effective (DfES, 2004). The behaviorist techniques appeared very effective in dealing with particular difficulties such as self help skills. On the other hand, they were seen as less effective in assisting children with duties that required more understanding. It is evident that the 1960s and 70s created a way for new approaches to special needs. During this period, attitudes towards special education started to change, and in some sections the behaviorist initiatives caused the teaching of children with learning problems appear more acces sible to teachers in mainstream schools. In connection to this, Vygotsky who was a renowned education theorist, once pointed out that most essential learning by a child happens through social interaction with the help of a skillful tutor. Similar sentiments were put forward by John Dewey who argued that learning and education are interactive and social processes, and the school remains to be a social institution whereby social

Attachment theory in raising children

Attachment theory in raising children Attachment is the link that forms between the person taking care of an infant and the infant itself from when it is between eight to nine months of age, giving the child security emotionally. Bonding starts from when a child is being given food, and goes on to participating in pseudo-dialogue and then it is followed by the child taking part in more active roles of proto dialogue, as shown by Kaye (1982), other ideas such as inter-subjectivity and scaffolding have been looked into by psychologists. As an infant continues growing, their attention towards the person taking care of them increases. John Bowlby (1958, 1980) founder of the attachment theory was involved in extensive analysis on the emotional link between infants and adults and he had a strong belief that the early relationships greatly determined the emotional and behavioral growth of a child. An earlier study done by Bowlby in 1944 found out that children who had an unstable upbringing where more likely to become juvenile derelicts. His work is often free to criticism and has been improved on with further research. Other following research has measured different levels of security and insecurity in children from early times by use of the method known as Strange Situation Test. Other explorations have also shown different types of the difficult habits and how a child may relate with the person taking care of them actively. Bowlbys theory was founded on ideas from ethology studies and earlier works. The psychodynamic theory as put by Sigmund Freund was very pertinent during the 50s following the Second World War when women were taking up caring for households and playing motherhood roles as men were going back to employment post war. Sigmund believed that every child ought to have a relationship with one caregiver monotropism and that separating from this person would bring about the proximity promoting behaviors in the attachment order. The caregiver coming would cause the behaviors of, clinging, making noise and crying to come to an end. The protected grounds of the affectionate links present between the parent and infant representation becomes part and parcel of the inner working model. These therefore become the heart and the base of all close relationship during continuation of the childs life all through to adulthood. The interference of a mother and childs relationship through lack of emotion, se paration and bereavement to the bonding process. Bowlbys theory of maternal deprivation (1951, 1953) was supported by Konrad Lorenz imprinting study on the young ones of animals done in 1966. He believed that the childs caregiver should impress as a constant figure, and that lack of maternal links between mother and child could be dangerous to the childs health mentally and could cause delinquency. His opinions on long term organizational care were that if a child was placed in a foster home before reaching two years and six months social, emotional and cognitive development may not be delayed but his other works show there has been varying types of parting in youth with serious behavioral issues. Attachment behavior as looked into by Mary Ainsworth works (1985 Ainsworth and Bell, 1974 Ainsworth et al 1978) becomes the base for all potential connections and this develops up to two years from the time the child is born. She also agreed with Bowlby on the view that the attachment bonding occurs at the age of two years. Roughly when t he child is seven months old they become watchful of strangers and unknown environments. This continues until the child attains two years of age. The process Ainsworth (1969) investigated to determine if a child was securely or insecurely connected was the strange situation paradigm. This involved a series of short separations and reunions. The childs parent and a person unknown to the child took part in the study with a child aged one year, there were eight series in total and Ainsworths measurement on secure and insecure connection was founded on the reunion scene of how the child reacted in such a situation. Evaluation was carried out using four different variables. The results showed that there were three main varying styles of adjusting. Type A was the anxious/avoidant. Type B secure and Type C was the anxious /ambivalent. Most children showed secure attachment; one fifth of them showed anxious/avoidant and one tenth showed anxious/ambivalent. Main and Solomon (1990) introduced yet another variable, D Type: which in recent times was disorganized to match the behaviors of children in risky environments. The strange situation paradigm, has been faulted by Judy Dunn (1982, 1983), she believed that children from varying backgrounds like institutional care and those living with their families may bring different meanings to the test and the childs environment. The method and results of the experiment are doubted even by Judy Dunn herself. In another study carried out by Richman in 1982 et al it showed that different dangerous factors of disturbed behavior can be evident from the time a child is three years old. Some of the factors known to influence a childs emotional development are the mothers mental state, marital stability and the parents attitudes to the child. The childs active part must also be taken into consideration when giving advice on bringing up children as is shown in Sameroffs 1991 transactional model, as children interact with their environmen ts, while the caregiver develops the childs behavior and how they will relate in future. In Ainsworth and Bowlbys view in which they both agree relationships are universal it can said that different peoples and cultures have different degrees on how long a child should be left alone, Japanese, the Chinese and the Israeli results showed Type C in a research done across cultures by one Marinus van Ijzendoorn and Peter Kroonenberg in 1988. Problems could also be with the ethological view of drawing comparisons between children and the young ones of animals as they could be controlled by an instinct. Bowlby considered only the effect on the child by the caregiver yet other factors could affect this such as the child moods. A mother whose child has a thorny mood could prefer to work and leave their child in a day facility which in turn could have a negative effect on the mother being unable to leave the child behind with other people. The mothers patience and the look of the goodness of fit Chess and Thomas (1984) could impact on the behavior and a reflection on the attachmen t link between the child and mother. Bowbly and Ainsworth were together in the development of secure links as per the sensitive mothering of a child in its first year but it could have an impact on the mother as argued by Woollet and Pheonix in 1991, where if she has to give up all her earlier duties and work possibly leading to frustrations. A workable alternative is to share the responsibility of parenting but this would be in contrast to Ainsworth and Bowlbys opinion. The showing of the movie A Two-Year-Old Goes to Hospital, by James Robertson in 1952 showed the stress and pains of a child separated from the mother during a long stay in hospital. During this period mothers were advised not to pay regular visits to their children while in hospital. According to Ainsworth and Bowlby the separation of the child could have terribly affected its emotional wellbeing and the bonding process. Separation and providing alternative means for taking care of the child have been researched on more recently. Day care was among the topics researched into by Bowlby and he believed that if a child started nursery schooling before attaining three years of age, it would also cause irreparable damage to the child. However, recent studies done during the 70s and 80s have shown varying opinions and this was proved in a research carried out by Laurence Steinberg and Jan Belsky in 1978 and in yet another study done by Clarke-Stewart and Fein (1983). A much later study don e by Belsky (1988), had different views as mothers who worked for more than 20 hours a week showed a higher level of insecure attachment as compared to his earlier study which found absolutely no problems with taking children for day care, Clarke-Stewart opposed this data. Other crucial factors that needed to be taken into consideration according to Belsky were the difference in the surroundings, the children in the day care facility, the staff at the day care and the quality of the day care.

love Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Love (l v) n. deep, tender, ineffable feeling of affection and solicitude toward a person, such as that arising from kinship, recognition of attractive qualities, or a sense of underlying oneness. A feeling of intense desire and attraction toward a person with whom one is disposed to make a pair; the emotion of sex and romance. (Webster's Revised Unabridged Dictionary,  © 1996, 1998 MICRA, Inc). There are many different definitions of love. To each person it is different, but most agree it is one of the most important emotions to the each creature on this earth. There are also many different forms of love. For instance, love for your family versus love for a mate. It is still a mystery to most people why people do crazy things for love, or why people feel love â€Å"conquers all†.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Definitions of love go as far as Greek mythology. For example, the story of Cupid and His mortal Bride Psyche. There are many explanations on how love exactly came to mean what it does. According to John Lee there are 6 different types of love. 1. Erotic love: romantic, sexual irrational, and largely based on physical attraction. 2. Manic love: intense, all consuming, possessive, and fluctuating between joy and despair. 3. Ludic love: egoistic, self-serving, competitive, and based on an unequal relationship between one partner who is highly committed and another who is emotionally uninvolved. 4. Pragm...

A Brief History of Christianity before Jesus Christ

Damascus Document Notes from the Damascus Document 1. The document opens by pointing out that during the time before the exile to Babylon when unfaithfulness was prevalent, causing God to bring about his wrath upon the people. 2. Then there came twenty years in which a remnant of the people knew their own guilt and tried to find a way to the path of righteousness, until God provided them with a â€Å"Teacher of Righteousness† who revealed the will of God. 3.The teacher of righteousness was opposed by the Man of Mockery who brought about persecution to the group led some of them into all sorts of unrighteous acts and sinfulness. The Man of Mockery led some of the people to sin through the defilement of the temple and causing the people â€Å"to wonder in a pathless wilderness†¦abolishing the ways of righteousness†¦Ã¢â‚¬  4. The teacher of righteousness was â€Å"passed away† at some point and the writer pointed out that the incident marked the beginning of th e end of all the fighters who deserted to the Liar.The writer also pointed out that period lasted about forty years. It seems as though the writer is saying that â€Å"passing away† of the teacher of righteousness (perhaps killed) by the Man of Mockery, was began the forty year long war which ended all wars. 5. The righteous members of the group became the â€Å"the Separatists† when they left the Holy City. 6. The writer of the document foretells the coming of two Messiahs out to the â€Å"House of Aaron and Israel. † Perhaps this may have been a reference to the John the Baptist (House of Aaron) and to Jesus the Christ (House of Israel).The exception to this theory is that technically Jesus was from the House of Judah, but collectively he Judah was Israel’s son, hence, the house of Israel would suffice. 7. The writer of the document explains the administrative hierarchy for members of the covenant. The one above all was the Overseer of the assembly. The document instructs that the Overseer shall teach the groups the ordinances of God and make decisions as to who can join the group and determine the rank that each will have. The Overseer â€Å"shall be from thirty to fifty years old and will have final say on all the group’s activities. The Overseer was the ultimate authority that settled disputes between members. 8. The Document also stated that congregation shall be divided into groups of ten and every group of ten members required a priest that rules the group of ten. Each group of ten was to be registered by name and the first one to be enrolled was the priest; followed by the Levites; and then came the regular Israelites with the proselytes being the last. The same order followed when members were settled during meals and assembly meetings. Each of the members was assigned a rank. 9.From here the documents provides a long succession of rules that governed the members including: keeping the Sabbath (even a restriction f rom assisting an animal to give birth or pull it out of pit if the animal falls on the Sabbath); prohibitions against sleeping with a woman in the City of the Sanctuary; rules for bathing; restrictions against selling of clean animals or birds to gentiles in case they would offer them in sacrifices; rules to members with children that require them to force their children to take an oath to the covenant upon the age of enrollment; directives to the members to contribute two days of every month’s incomes to the poor and needy; rules demanding all new members to study for a full year under the Overseer before partial membership if granted; and rules prohibiting any membership for lunatics, the maimed, madmen, the deaf, the blind, simpletons, the lame, and the underage.

Swot Analysis on the Apparel Industry Essays

Swot Analysis on the Apparel Industry Essays Swot Analysis on the Apparel Industry Paper Swot Analysis on the Apparel Industry Paper Strengths Demand Driven Industry (more than 4000 units for textiles alone) Strong presence in local market Availability of cheaper labor Geographically situated at ideal location (near end users) Most setups are self employed and have simpler management structure Weaknesses Obsolete technology machinery and equipment used for manufacturing Availability of raw material and inconsistent raw material prices Unskilled labor (only 1% workers have certificate / diploma from technical training institutions) Absence of research and development culture Lack of synergies between Govt. support institutions and practical market. Lack of standardization and quality control Non-sophisticated marketing sense. (branding grading) Unorganized vendor base Limited access to information (availability of finance, technological know how Govt. regulations) Energy costs Opportunities Import substitution. Pakistan imports machinery worth approximately US $ 600 million annually for textiles only. Free trade agreements like SAFTA and Pakistan’s recent attempt to get included in ASEAN. Lesser sophisticated African markets. Research and development and reverse engineering Threats Competition from countries like India China, which have more advanced engineering technology base. Lagging in technology, hence producing substandard goods that hamper consumer perception about local engineering products. Non-organized manufacturing and vendor base and unhealthy competition. Uncertainty in inputs costs Allowance of duty free textile machinery. Increasing duties on import of machinery / tools used in manufacturing of textile machinery and parts High dependence on single supplier of raw material i. e. Pakistan steel Non-existence of research and development culture lily to widen technology gap more and more with the passage of time. SWOT ANALYSIS- MAS holding chairman GARMENT INDUSTRY PERSPECTIVES Q: Could you provide a SWOT analysis of the garment industry today? A: STRENGTHS: The ‘Sri Lanka’ brand†¦ People understand international business, and adopt ethical and reliable business practices. Manufacturing good-quality products, not providing a sample which is great and the bulk quantity of a different standard. Compliance with health and safety standards. English-language skills in comparison to China, where just a few people may speak English in the entire factory – and if they are not available, you can’t get anything out of them. Well-disciplined, literate and skilled workforce. WEAKNESSES: Being slightly behind other countries in Not having a supply chain and proper textile infrastructure. Not having dedicated zones that provide utilities, such as electricity, at competitive rates. Not having a base for other supply-chain services. No technical and design skills. No proper merchandising skills. OPPORTUNITIES: With pressure on China, lots of buyers, retailers and brands are looking for alternatives to China. Sri Lanka has a tremendous opportunity to position itself as an outstanding alternative in active wear, children’s wear, casual wear and intimate apparel. THREATS: We have to be careful about being competitive internationally – not only in comparison to countries such as India, Vietnam and Indonesia. I believe there is another way of looking at this: we can’t view ourselves in isolation. We have to look at ourselves in relation to the rest of South Asia and see how we can leverage on each other’s strengths to perform well as a region. If we attempt to play in the huge global arena by ourselves, it will be a daunting challenge. Janaka Boteju – Sri Lanka Apparel exporters association Sri Lanka Apparel Industry Strengths Reputation of being a quality apparel manufacturer for the mass market. Compliance with International Labour regulations. Relatively disciplined and skilled labour and a trainable work force. Reputed International Customer base. On-time delivery of standard â€Å"all- season† products. Weaknesses Isolation from trade partners and heavy dependence on local buying agencies. Lack of geographical diversification in terms of its overseas markets. In-sufficient international and bi-lateral trade agreements to support the industry. Increasing cost of labour compared with other countries in the south Asian region Inadequate focus on developing backward integration linkages to support the industry. Non-existence of product design and new product developments. Non-existence of a Sri Lankan brand identity. Low productivity of labour, inefficient use of machinery and manufacturing processes. The relatively high cost of utilities. Opportunities Sri Lanka to become a total service provider for the global apparel industry. Promote Sri Lanka as a socially responsible manufacturer of apparels. Transition to products that require a high labour content. The positive impact of the government’s peace initiative Threats Rapidly changing trends in the retailing industry. The former socialist countries and the East European nation are potential to become major suppliers for the EU Market. Global formation of bi-lateral and multi-lateral trade blocks. New entrants to the industry. Emergence of efficient international shipping hubs in the Asian region.

The Decision To Drop The Atomic Bomb Essays - Japan, Free Essays

The Decision To Drop The Atomic Bomb Essays - Japan, Free Essays The Decision To Drop The Atomic Bomb Maria Tidwell World Cultures III Professor Longfellow 26 November 2000 The Decision to Drop the Atomic Bomb On August 6th 1945, the world changed forever. The United States dropped the first Atomic bomb over the city of Hiroshima, Japan. The surviving witness Miyoko Watanabe describes her experience: I came out of the front dooran intense yellow, orange and white light overwhelmed me the light was thousands of times brighter than a magnesium flash gunI went inside to hideThere were strange sounds, crashing noises and jolts, and I kept no track of the timeI locked back to see how my mom was. She looked worse then a devilish witch. (47) The heat was intolerable; everywhere Miyoko looked there were wounded and dying people, bleeding from all over their bodies like her mom. Miyoko continues, Those who fled from one or one and a half kilometer from the hypocenter really did have to step over bodies and shake off hands grasping their legs for help. When someone caught hold of their shoes they just had to leave their precious shoes and flee otherwise they wouldnt survive(49). A friend of Miyoko told her that he had to leave his sister to die in the flames to save his life. That day, according to the Japan Times, 140,000 died as a direct result of the bombing. Later the total number of victims claimed in Hiroshima City came to 217,137. There is one question that comes to my mind reading these terrible stories from the victims of Hiroshima; was this necessary? Scholars have discussed the question for more than half a century. However, they all agree that the answer to this question does not make the use of atomic weapons seem less awesome or less awful, but it merely throw different light on it. The main argument defending the decision to drop the bomb is that it was necessary to end the war. Richard B. Frank in his book, Downfall: The End of the Imperial Japanese Empire defends the American decision. Relying on a host of original documentary sources, most notably the Japanese messages that were intercepted and decoded by the American forces, he presents a researched work that attempts to explain what might have happened if the bombs had not been dropped. The reader is left with the unshakable conclusion that the use of the bomb was a necessary evilthat the government of Japan was not ready to surrender, and even after the bombing of Hiroshima, the decision was to fight on. However, the conclusion of his book is that the bombing of Nagasaki (though nowhere near as damaging as the bombing of Hiroshima) persuaded the Japanese cabinet that the bomb was not a one off event, and that they faced certain destruction if they didn't sue for peace. According to Frank, Most American strategists believed that the war with Japan would be a long drown out operation with Japans fanatical resistance extracting mounting casualties the closer the American forces drew to the Home Islands (21). To understand this position, it is necessary to take a closer look at the American experience with the Japanese, during the war. The Japanese were known by their culture of no surrender; they would rather die than surrender. Particularly, in the Japanese military forces this tradition was prominent. Frank continues with a terrible example of this, The first intimations that the Japanese would literally choose death over surrenderand not merely an elite warrior caste but the rank and filecame in August 1942 at Guadalcanal. Two small Imperial Navy island garrisons fought to virtual extinction. Major general Alexander Archer Vandegrift, the Marine commander wrote: I have never heard or read of this kind of fighting. These people refuse to surrender. The wounded wait until men come up to examine themand blow themselves and the other fellow to pieces with a hand grenade(28). Another example, maybe as shocking, happened at the island of Saipan; nearly 30,000 Japanese soldiers fought to the death, only 921 (3 percent) were taken prisoner. On this Island there were 20,000 civilians. Only 10,258 surrendered; the rest chose death. In a carnival of death that shocked even battle-hardened Marines, whole families waded into the sea to drown together or huddled

The Relationship between School and Society Assignment

The Relationship between School and Society - Assignment Example However, time took drastic turn with the passage of time, and now an overwhelming majority of the individuals study in various schools, colleges, universities, academies and other formal educational institutions, from where the individuals seek professional education and obtain certificates and degrees in order to enter into practical life as qualified and skilled persons. Wilson (2011, p. ) is of the view that the increasing emphasis upon specific knowledge and the acquisition of credentials as the pathway for young adults seeking any hope of attaining financially rewarding occupations and navigating the existing social structure has captured the attention of the parents and students alike, which has paved the way towards the popularity of learning even in the poor and underdeveloped nations of the world. My respected parents got me admitted to a well-reputed school in the city when I was four years old. That was the institution from where I learned how to read and write. Like all s chools, my institution also taught me language, literature, pure and social sciences, humanities, mathematics and other disciplines. Somehow, I developed the special aptitude for political science, history, theology, philosophy, and literature. During the beginning of my educational career, the parts of the curriculum carrying civics, history, and spiritualism captured my attraction, and I always obtained excellent grades in these disciplines. My taste did not witness any decline in these subjects; as a result, I selected these subjects for my undergraduate program. I studied Plato, Descartes, Machiavelli, Nietzsche, Karl Marx, Max Weber, Adam Smith, Keynes and other political economists and sociological and political science theorists. The utilitarian theory articulated by J.S. Mill and structural-functional theory by Herbert Spencer opened new avenues of wisdom and foresight to me. I keenly studied the 1930 and 1970s economic recessions and drew out the causes and consequences of the same in an analytical way. I found Marxist conflict perspective to be highly moving (Ritzer, 2007, p. 88), and I looked for developing a worker-friendly corporate environment for the future years to come. I obtained the education under the system that was close to the Jeffersonian model of education. Famous statesman and educationalist of early nineteenth century Thomas Jefferson had introduced the education system where the children gradually climb the educational ladder in the light of their age-group. Stage I consists of primary school years, which should be specified for children of the age-group between 6 to 8 years. The students belonging to the age group from 9 to 16 years should be offered the education of intermediate level at secondary school, which is Stage II of education. Stage III of education focuses on the university years, which offers higher studies to the students. Consequently, the students should complete their education gradually and in a systematic way, wh ere the level of education should be determined in the light of the mental capabilities and understandings of the students, so that they could easily comprehend with the curriculum being taught to them at schools (Miller, 1998, p. 3).  

Introduction to Communication-Emotional Responses-discussion Personal Statement

Introduction to Communication-Emotional Responses-discussion - Personal Statement Example I vividly remember a situation when a colleague of mine tried to load me with a job, which actually happened to be his responsibility. It being a hard day, I really got angry. I had an interaction with my colleague regarding this issue. Though I didn’t use rude language, I managed to convey my resentment and anger through my bodily gestures. My face was flushed red and I was leaning slightly forward, in a way violating the personal space of my colleague, during this talk. While talking, my eyebrows happened to be down and close to each other and I must admit, I had a rude glare in my eyes. My lips were narrowed and quivering all through that short talk and I was sweating a little. My colleague was able to notice my anger by seeing my body language, though I spoke a little, and he apologized for his mistake. Though I managed to get what I wanted, in retrospect I think that my bodily gestures were a way too aggressive during this interaction, and I could have acted more restrain ed and