Holocause Literature essays

Holocause Literature essays Many of the survivors of the Holocaust went to writing literature as a way of telling what it was really like. Survivors used this way because it is extremely difficult to explain what happened by talking, so they use literature. Out of all of the Holocaust authors, Elie Wiesel is quite possibly the most well known Holocaust author of all time. Elie Wiesel, being a survivor of the Holocaust, uses his literature to tell his stories about what he went through. Elie Wiesel has written many novels on the Holocaust. Throughout his works he has used many of the same themes. In the novels Night, Dawn, and A Beggar in Jerusalem the same themes or ideas are repeated many times. In the novel Night, the idea of loss of faith is used many times. Elie Wiesel used this theme because during the Holocaust, many of the victims lost faith in God. Confronting the Holocaust states, One of the contradictory ideas in Wiesels Night is: there is no God, I hate him. After Auschwitz Gods presence is most strongly felt through his absence.(57) The victims had every right to believe that God was absent at this time. Many times in Night the characters would just flat out say how they did not believe in God anymore. And in spite of myself, a prayer rose in my heart, to that God in whom I no longer believed. Wiesel used this example over and over in Night to emphasize how almost all Holocaust victims lost faith in their God. Behind me, I heard the same man asking: Where is God now? And I heard a voice within me answer him Where is He? He is- he is hanging here on this gallows. This shows how characters in the novel feel that their God has died right before them. Night had th e most loss of faith because the novel takes place right in the heart of the Holocaust, so it is easy to see why Wiesel used loss of faith in this novel. The idea of loss of faith also played a role in the novel Dawn. Dawn...

Dealing with Cleanliness in the Classroom

Dealing with Cleanliness in the Classroom Its important to keep and maintain a clean and tidy classroom environment for a number of reasons. A clean classroom helps to minimize the spread of germs. It also helps to avoid the offending smells that may linger throughout the day. When you have over 20 children all breathing the same air, that air is filled with bacteria and the smell of food from the childrens snacks and lunchboxes. This can all potentially give you health problems if the classroom is not kept clean. Besides the negative impact it may have on your health, its always a good idea to keep your classroom clean to show students the importance of living in a clean environment. Following are some ways to maintain a clean classroom, along with a few maintenance tips. Use Cleanup Monitors Children are well-known for leaving a mess and forgetting to pick up after themselves. Oftentimes, children will clean up their messes but only if teachers remind them to do so. Teachers spend a lot of time picking up scraps of paper off the floor or finding books left in places where they shouldnt be. This precious time should be spent instructing students, but it often falls on the teacher to clean up. To solve this problem and take back your teaching time, try passing some responsibility off to your students. Heres how to implement cleanup monitors: Assign one student (who is in a row or in a group of desks) the job of the before-class monitor. His job is to check the desks in his section before class even starts. If he finds anything, he reports it to the teacher.Assign another student the job as a monitor. Her job is to check the desks and the surrounding area after each lesson or activity. If she finds anything under someones desk, she must politely ask the student to pick it up. If the student doesnt listen, the monitor then reports to the teacher for further instructions.Assign a third student the job as a checker. His job is to check anything that the before-monitor or monitor missed throughout the day. Rotate jobs each week so that all students get a turn at each of the three jobs. This system works very well for elementary students. You will find that by using this system you will have a lot more instructional time. It also instills good cleaning habits in your students, simultaneously teaching them responsibility. Keeping Your Classroom Tidy Offer a reward, such as a.homework pass, as an incentive for keeping the inside and outside of students desks clean. You can also try the following strategies: Each day before school lets out, crank up the music and have a cleaning party.One of the main problems teachers have is paper on the floor. Keep a recycle bin close to each section of desks to eliminate this problem.Cover desks in newspapers if you are going to glue or paint to help eliminate a mess.To avoid clutter, designate certain areas of the classroom for students to keep their belongings, such as lunch boxes or backpack. Cubbies or hooks on the wall work well for this. Further Resources If you looking for more information and tips for classroom organization, learn how to teach responsibility with classroom jobs or take over a classroom at any point during the school year.

ENERGY WEDGES Lab Report Example | Topics and Well Written Essays - 500 words - 2

ENERGY WEDGES - Lab Report Example VII. All the 8 strategies we chose werefilled out in the Wedge Worksheet and we totaled the cuts from each energy sector (Electricity, Transport, and Heat) and costs. A scoring table was used to predict how different interest groups ratedour wedges. (Hotinski) Our group discussed and the contributing really substantially. All the members came to a consensus on the choice of wedges that we made.The wedges were selected with a basis of the ease of achieving them and the effectiveness of each wedge. However we agreed that none of the wedges could create the stabilization triangle on its own and also none of the wedges was 100% effective. (Hotinski) Each of the 8 strategies above has the potential to reduce global carbon emissions by at least 1 billion tons per year by 2054, or 1 wedge. Using a combination of strategies will be needed to build the 7 wedges of the stabilization triangle. In summary, a single strategy cannot build the entire stabilization triangle. To keep pace with global energy needs at the same time, the world must find energy technologies that emit little to no carbon, plus develop the capacity for carbon storage. Many strategies available today can be scaled up to reduce emissions by at least 1 billion tons of carbon per year by 2054. We call this reduction a â€Å"wedge† of the triangle. By embarking on several of these wedge strategies now, the world can take a big bite out of the carbon problem instead of passing the whole job on to future generations

Protecting the House of Under Armour by Patrick Craft and Jackson Lee Assignment

Protecting the House of Under Armour by Patrick Craft and Jackson Lee - Assignment Example The Under Armour Company, a performance wear company was created by a former collegiate football player, Kevin Plank, with an aim to provide for the ‘unsatisfied’ performance wear needs for his teammates and other football players (Kraft & Lee, 2009). The article describes on the rapid growth of Under Armour and the stiff market competition in the performance wear provision in America (Kraft & Lee, 2009). Through work ethics, hard work and determination, Plank was able to obtain a full scholarship, and became a captain of special teams, when he was a fullback for the University of Maryland (Kraft & Lee, 2009). Under Armour entered the active performance wear category in 2000, when the athletic apparel market was divided in the terms of percentage by other performance wear producers, such as Nike and Adidas (Kraft & Lee, 2009). Under Armour had multiple challenges ranging from high market competition, having a minimum budget, and the lack of financial resources, and had t o strategize for growth and market visibility (Kraft & Lee, 2009). Under Armour established diverse market initiatives to help in the development of its brand image and reach out to its targeted consumer group, which saw the creation of inexpensive marketing strategies for a hit entry into the market (Kraft & Lee, 2009).

Utilitarianism and Kantianism Essay Example for Free

Utilitarianism and Kantianism Essay In the history of ethics, two major viewpoints emerge: the consequentialist and the nonconsequentialist. The consequentialist view is based on or concerned with the consequences of one’s actions, while nonconsequentialist views are not. One major consequentialist ethical theory is utilitarianism. This theory, whose principle architects were Jeremy Bentham (1748-1832) and John Stuart Mill (1806-1873), derives its name from utility, which means usefulness. Utilitarianism is commonly found in two forms: act utilitarianism and rule utilitarianism. Act utilitarianism essentially states that everyone should perform that act which will bring about the greatest good for everyone affected by the act. Fundamentally, this theory requires that each individual assess the situation and determine which act would bring about the greatest amount of good consequences for the maximum number of persons involved. While act utilitarianism sounds nearly ideal, there are several criticisms to this theory. For one, it very difficult to ascertain what consequences are good for others, given that all individuals hold different sets of morals, values, and beliefs. Furthermore, there is a certain impracticality in having to begin anew because not all acts and situations are entirely different. It would also be difficult to educate others given there is no distinct set of rules or guidelines. And finally, one must consider the rights of those â€Å"few† whom do not benefit from that action which will bring about the greatest good. To provide answers to many of the above mentioned criticisms, rule utilitarianism was established. In this form, utilitarians believe that everyone should establish and follow those rules that bring about the greatest good for all concerned. In other words rule utilitarians, from experience and careful reasoning, try and establish a series of rules that when followed, will yield the greatest good for humanity (i. e. â€Å"never kill except in self defense†). Associated with rule utilitarianism are some of the same criticisms encountered with act utilitarianism. Again, it becomes difficult to determine consequences of others. Furthermore, non-rule moralists argue strongly that there is no rule in which one could not find at least one exception. In contrast, one major nonconsequentialist theory is Kantianism. This theory, often called â€Å"Duty Ethics,† was formulated by Immanuel Kant (1724-1804). Kant believed that nothing was good in itself, except the attribute good will, which acts in accordance with rules regardless of consequences. Another human attribute Kant proposed was equally of importance, was one’s ability to reason. He therefore believed it was possible to establish a valid set of absolute moral rules on the basis of reason alone without reference to God. Kant’s two requirements for an absolute moral truth include both logical consistency (cannot be self-contradictory as a statement) and universalizability (stated so as to apply to everything without exception). At the center of Kant’s moral philosophy is the categorical imperative from which all our moral duties originate. Such principles of morality are described as an imperative because they command a certain course of action. In other words, it is a categorical imperative because it commands, independently, particular ends and desires of the moral agent. According to Kant, these imperatives must be obeyed in their entirety, by all, and in all circumstances. For example, someone who is only inclined to be generous, rather than generous out of duty, is not fully moral. Like many other moral theories, there are several criticisms of Kantianism. In some circumstances duties, which Kant describes as universal, conflict. For example, should one break a promise (which is immoral by Kant’s standards) to keep another from being harmed? Sometimes it is impossible to ignore the outcomes of our actions. Kant’s approach also allows for no exceptions which can result in negative consequences. Another criticism to Kantianism is the question of whether or not a qualified rule is any less universalizable then on that is unqualified. In other words, Kant never distinguished between making a rule and qualifying it. And lastly, what happens when one’s inclinations and duties are the same? Does that then make them an immoral being in the truest sense of the word? Most would argue that it is better for someone to do something because they want to rather, than because it is their duty.

My Story :: Personal Narrative

As I begin this assignment, I really don’t know what to write. Should I begin with how I was born and rise up in a country that is far away from American? Maybe talking a little bit about my background will help my classmates get to know who I am, and that is the least thing I can do now. I was born in Saigon City, Vietnam, a country located in Southeast Asia, within a big family. My parents have five elder brothers, two sisters before they have me. I had problems after my birth; a little disorder (nothing serious) in my brain caused me some troubles and worry to my parents. It took three years to be cured through continuos visit to my doctor in Saigon City. Those days were really difficult not only for my parents and me, but also for the whole family too because I was submitted to terrible exams according to my age. My family thought that I wouldn’t be able to grow up like other normal kids. However, with the praise of every member in my family, I was healthy after all .   Ã‚  Ã‚  Ã‚  Ã‚  By the time I was ready for kindergarten, my two elder brothers allowed to come to the United States to study aboard. This was a big change in my family because my parent wanted to save money for my brothers’ education. Therefore, they sold our house and asked my two elder’s sister to help them with our family business instead of going to college. The clearest thing I remember about this issue was my sisters not happy with this decision. However, in my country, the idea of women with high education isn’t expected as compare to men. Therefore, I think it is the tradition that effects my parent to decide this way. As for me, I continue to grow through school and the love of my parent. In the school I spent wonderful times with my friends. I used to participate with my group in mom’s day every year dancing. At the same time, I also started to go to my ballet classes. First my mother sent me because she wanted, and when she decided to put m e out of my classes I asked her not to do that. According to my mother, I quit everything to go to my ballet classes, and never I refused to go.

‘I Spy’ by Graham Greene

What Is The Significance Of The Title?The title (‘I Spy'), is significant because it shows the similarities between Charlie Stowe and his father. Also because without it we would never come to assume that Charlie Stowe's father is in fact a spy, who is being arrested for spying for the Germans or the ‘Huns' as his wife calls them. This creates the effect of dramatic irony as Charlie, who has observed exactly what we see, does not relise why his father has been taken away by two strangers in ‘belted mackintoshes'.How Does Greene Establish The Similarity between Charlie Stowe And His Father?Greene establishes a similarity between Charlie and his father by making them say nearly the same kind of things. For example, Charlie thinks that he â€Å"†¦ might as well have his smoke.† then later on, his father says â€Å"†¦ may as well have my smokes†. These are quite the same, thus establishing a similarity between the two characters. Also, they both use proverbs a lot of the time. For Example Charlie says â€Å"May as well be hung for a sheep†, which is, of course, a well known proverb. His father, later on, says â€Å"Never do today what you can do tomorrow†, again, this is another proverb. A further example to establish a similarity is that they both do the same action when they are nervous. For instance, they both grip their collar when they are worried. We know this because Charlie â€Å"clenched his fingers on the collar of his night shirt† and then his father â€Å"stood, one hand held high stiff collar. Greene further establishes the similarity between father and son by making them â€Å"both do things in the dark that frighten them†.Also Greene specifically outlines the point that the pair are similar when he writes â€Å"†¦his father was very much like himself†¦Ã¢â‚¬ . Also both of them are terrified of being caught/are being caught. To further their similarity, they both don't wish to wake their mother/wife, as Greene writes â€Å"†¦he moved with caution and tiptoed†¦Ã¢â‚¬  ,(about Charlie), and then â€Å"I don't want  to wake the family† ,(about Charlie's father). They are similar, not just by the reasons above, by that they are both spying and doing something illegal. Charlie is spying on his father and stealing some cigarettes, while his father is being arrested for spying on the Germans, which is, of course, illegal. Greene establishes the similarity in many ways, including the ones outlined above, in order to provoke emotion and regret.The Story Is Almost Entirely From Charlie's Point Of View. How Does Greene Achieve This?Greene achieves this in a multitude of ways that are outlined below:-He writes about Charlie's feelings. â€Å"Charlie Stowe was frightened† is just one example of this. He also writes as if we are seeing every thing from his point of view. (literally and psychologically). Greene pens Charlie's experienc e. For example, we do not know from the start of the story that his father was spying on the Germans, it is only near the end we start to relise that his father was doing such devious acts of criminality. The story begins with Charlie alone getting out of bed and then ends when Charlie falls asleep. It is like we are looking over his shoulder all the time. Also, we don't know anything about Charlie, so a lot of the description is left to our imagination, so it is as if we have been plunged into the tale with know prior knowledge of Charlie and his capers.All of this gives off a sense of dramatic irony because, although we still see what Charlie sees, we can deduce things that Charlie cannot because of his limited mental ability as a twelve year old.What Atmosphere Is Created In The Story And How?There are many atmospheres created by Greene. So many in fact that I will only list some of them. These are :-An air of mystery. This is created through description, or rather lack of it! Th is is because we know next to nothing about Charlie Stowe, and even less  about his father! Also there is a rather menacing feel about the story. This is because of the use of â€Å"lurking† as in ‘†¦the ‘Huns' who, the monsters lurking in the Zeppelins in the clouds† There is also an atmosphere regarding indifference, when it comes to stealing the cigarettes. This is because Charlie doesn't even bat an eyelid when he takes some of his father's merchandise. Finally, there is a general sense of regret at the end of the story as Charlie realises that â€Å"It would have please him to go down to his father and tell him that he loved him†, but it was all too late for him as â€Å"he could hear through the window, the quick steps going away†.

Equality and inclusion in health Essay

OUTCOME 1 Understand the importance of equality and inclusion. 1.Explain what it is diversity,equality,inclusion,discrimination. Diversity – is in the service users houses I work -there are men and women and a range in ages too.Each will have their own personal experiences and preferences,for example – for food and activities,different attitudes;for example – to staff and servise users ,beliefs,health status and intellectual ability.These differences make up diversity. Equality – equality means treating everyone fairly and making equal opportunities available- this also involves respecting individuals. Inclusion – inclusion involves making the individual the centre of their life,involving them in everything that is about them,so that they are actively involved in all aspects of their life,care and support. Discrimination – negative prejudices develop against people who are different in some way. Discriminatory behaviour results in unfair ,unjust treatment.It could be done against those who are different with respect to their age, sex, nationality, ethnic background, religion, ability, financial status and size. 2.Describe ways in which discrimination may deliberately or inadvertently occur in the work setting. Ways that discrimination can occur could be based on a individual’s ability or on their financial status .Direct discrimination would occur if the care worker shows an objection,that is displays a dislike of the individual and refuses to support them,because of the level of their ability or decides  that they will withdraw their service because of the individual’s financial status which they believe does not entitle them to the support. Inadvertently discrimination would occur if the care worker worked in a way that insisted on only working with individuals or staff that met certain requirements or insisted in working is one set way without asking them or finding out from them as this would inadvertently exclude individuals from being supported. 3.Explain how practices that support equality and inclusion reduce the likehood of discrimination. Treating the individual fairly ,on the same level and providing them with equal opportunities to housing, education, employment, transport, health and social care can help as the individual will feel valued and treated fairly and not made vulnerable or set apart that will reduce ,if not eliminate any discrimination against that individual or by that individual against others. Inclusion also is important as the individual will be aware of their rights,will feel in control and will feel supported to be able to make their own choices and have their needs met and so reduce the risk of the individual being discriminated against others. OUTCOME 2 Be able to work in an inclusive way. 1.Identify which legislation and codes of practice ralating to equality,diversity and discrimination apply to own role. In my workplace we have policies and procedures on equality ,diversity,inclusion and discrimination. There are also the GSCC codes to practice for social care workers.The Equality Act and the Human Rights Act are relavant legislations. There are various pieces of legislation in place to promote equality and reduce discrimination . These include: The Disability Discrimination Act 2005 The Special Educational Needs and Disability Act 2001 The Race Relations (Amendment) Act 2000 Convention of the Rights of the Child (UN 1998) The Human Rights Act 1998 The Sex Discrimination Act 1975 (as amended) Employment Equality Regulations 2003. 3.Describe how to challenge discrimination in a way that encourages change. The best way to challenge the discriminatory attitudes of a social care worker or an individual is to talk through their behaviour with them and explain that discrimination will be tolerated .This is not done in a aggressive manner,but instead a way to try to get that person to recognise that they are adopting a negative attitude -this has to be explained clearly ,but also in a gentle and open – minded way .It could be done if it’s a social care worker during an appraisal as this allows them time to think- it may be that people are reminded of the impact discrimination can have and what the workplace policy and procedure says about these. All discrimination must not be tolerated and must be reported immediately to a senior member of staff. OUTCOME 3 Know how to access information,advice and support about diversity,equality, and inclusion. 1.Identify a range of sources of information ,advice and support about diversity ,equality and inclusion. Revelant legislation such as Equality Act 2010,my line manager,my companies Policies and Procedures ,my colleagues,training (Equality & Diversity, Mental Capacity Act 2005, Safe- guarding ,Person- Centred Support/Planning),the internet,the books,articles&reports,Care Quality Commision,Skills for Care,Charities&Organizations such as British Institute  for Learning Disabilities,Sense,Action on Hearing loss,Mind. Information- from individual,advocate,care plans,procedures,guidelines, legislation and codes of practice. Advice -from manager,key worker,advocate. Support – from manager,colleagues. 2.Describe how and when to access information ,advice and support about diversity,equality and inclusion. If you believe or suspect that someone is a victim of discrimination then it should be reported immediately to my senior or manager for support or advice ,as well as if you feel that as an individual you are a victim of disccrimination in any form this should be taken to my senior or manager .If you detect discrimination in the home but are unsure of how to tackle it,or even if it is justified to interfere with something then advice should be called for form a senior member of staff if the answer cannot be obtained by searching through care plans or any policies and procedures. For example: You may have had a complaint about disccrimination in the home but are unable to actually witness it for yourself and are unsure of what to do,the person may be lying or the person maybe a victim to inequality or discrimination by someone who is very carefull not be caught,it would be nearly impossible to witness something yourself ,so seeking support and advice from a senior member of staff or even another care worker could bring the situation under control with more people watching out and working to safeguard the individual in question.

All About Zero

All About Zero All About Zero All About Zero By Mark Nichol Zero is the basis of a small set of terms and idiomatic phrases, which are listed and defined below. Zero derives, through French and Italian, from the Latin term zephirum, which in turn stems, as do the other mathematical terms algebra and algorithm, from Arabic: Sifr means â€Å"cipher† (and is the origin of that word as well). Sifr, in turn, comes from Sanskrit. Absolute zero (quantified as 273.15 degrees below zero Celsius) is the temperature at which matter stops moving, while ground zero is the origin point of a phenomenon. (Originally, it referred to the blast site of a thermonuclear explosion.) Zero hour is the time at which something is scheduled to begin. Zero gravity and zero visibility refer to a near, not absolute, absence of the qualities referred to in the phrases, and patient zero is the first person to contract a disease in an outbreak. The colloquial expression â€Å"From zero to hero† denotes a change in state from anonymity or a lack of distinction or popularity to fame, from the sense of zero as meaning â€Å"an undistinguished or worthless person.† (One can also, unfortunately, transition in the other direction as well.) To zero in is to focus on something or to come closer to it; the expression stems from the idea of adjusting a setting on a device or instrument to zero but originally applied to shooting a firearm. To zero out is unrelated- it means either to reset something, such as timer, or to cut off funding or reduce a quantity. Zero tolerance is the concept of absolute adherence to a rule; the phrase has entered mainstream discourse in references to zero tolerance for weapons or illegal drugs in a given area or jurisdiction. A zero-sum game, meanwhile, is a situation in which a defeated competitor or participant loses as much as the victor wins. (The sum of the gains and losses is zero, hence the name.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a US Business LetterRules for Capitalization in Titles50 Synonyms for â€Å"Villain†

Top Major Causes and Motivations of Terrorism

Top Major Causes and Motivations of Terrorism Loosely defined, terrorism is the use of violence with the aim of furthering a political or ideological goal at the expense of the general population. Terrorism can take many forms and has many causes, often more than one. It can have its roots in religious, social, or political conflicts, often when one community is oppressed by another. Some terrorist events are singular acts linked to a particular historical moment, such as the assassination of Austrias Archduke Franz Ferdinand in 1914, which touched off World War I. Other terrorist attacks are part of an ongoing campaign that may last years or even generations, as was the case in Northern Ireland from 1968 to 1998.   Historical Roots Although acts of terror and violence have been committed for centuries, terrorisms modern roots can be traced to the French Revolutions Reign of Terror in 1794–95, with its gruesome public beheadings, violent street battles, and bloodthirsty rhetoric. It was the first time in modern history that mass violence was used in such a fashion, but it would not be the last. In the latter half of the 19th century, terrorism would emerge as the weapon of choice for nationalists, particularly in Europe as ethnic groups chafed under the rule of empires. The Irish National Brotherhood, which sought Irish independence from Britain, carried out a number of bomb attacks in England in the 1880s. About the same time in Russia, the socialist group  Narodnaya Volya began a campaign against the royalist government, ultimately assassinating Tsar Alexander II in 1881. In the 20th century, acts of terrorism became more prevalent throughout the world as political, religious, and social activists agitated for change. In the 1930s, Jews living in occupied Palestine conducted a campaign of violence against the British occupiers in a quest to create the state of Israel. In the 1970s, Palestinian  terrorists used then-novel methods such as hijacking airplanes to further their cause. Other groups, espousing new causes like animal rights and environmentalism, committed acts of violence in the 1980s and 90s. And in the 21st century, the rise of pan-nationalist groups like ISIS that use social media to connect its members have killed thousands in attacks in Europe, the Middle East, and Asia. Causes and Motivations Although people resort to terrorism for a number of reasons, experts attribute most acts of violence to three major factors: Political.  Terrorism was originally theorized in the context of insurgency and guerrilla warfare, a form of organized political violence by a non-state army or group.  Individuals, abortion clinic bombers, or groups, like the Vietcong in the 1960s, can be understood as choosing terrorism when they are trying to right what they perceive to be a social, political or historical wrong. During the Troubles in Northern Ireland, which stretched from 1968 to 1998, Catholic and Protestant groups waged an ongoing campaign of violence against one another in Northern Ireland and in England, seeking political dominance.Religious.  In the 1990s, a number of attacks carried out in the name of religion made headlines. The Japanese doomsday cult Aum Shinrikyo perpetrated two deadly sarin gas attacks in the Tokyo subways in 1994 and 1995, and in the Middle East, numerous suicide attacks since the 1980s have been celebrated as the work of Islamic martyrs.  Career terrorism experts began to arg ue that a new form of terrorism was on the  rise, with concepts  such as martyrdom and Armageddon  seen as particularly dangerous. However, as thoughtful studies and commentators have repeatedly pointed out, such groups selectively interpret and exploit religious concepts and texts to support terrorism. Religions themselves do not cause terrorism. Socioeconomic.  Socio-economic explanations of terrorism suggest that various forms of deprivation drive people to terrorism, or that they are more susceptible to recruitment by organizations using terrorist tactics.  Poverty, lack of education or lack of political freedom are a few examples.  There is suggestive evidence on both sides of the argument. Comparisons of different conclusions are often very confusing because they dont distinguish between individuals and societies, and they pay little attention to the nuances of how people perceive injustice or deprivation, regardless of their material circumstances. The group Shining Path carried out a years-long campaign of violence against Perus government in the 1980s and early 90s in an attempt to create a Marxist state.   This explanation of the causes of terrorism may be difficult to swallow. It sounds too simple or too theoretical. However, if you look at any group that is widely understood as a terrorist group, you will find these elements are basic to their story. Psychological and Sociological Considerations: Individual vs. the Group Sociological and social psychology views of terrorism make the case that groups, not individuals, are the best way to explain social phenomena such as terrorism. These ideas, which are still gaining traction, are congruent with the late-20th-century trend toward seeing society and organizations in terms of networks of individuals. This view also shares common ground with studies of authoritarianism and cult behavior that examines how individuals come to identify so strongly with a group that they lose individual agency.  There is also a substantial body of theory that now concludes that individual terrorists are no more or less likely than other individuals  to have abnormal pathology.   Analysis Rather than seek the causes of terrorism itself, a better approach is to determine the conditions that make terror possible or likely. Sometimes these conditions have to do with the people who become terrorists; they are described as having certain psychological traits, like narcissistic rage. And some conditions have to do with the circumstances they live in, such as political or social repression, or economic strife. Terrorism is a complex phenomenon; it is a specific kind of political violence committed by people who do not have a  legitimate army at their disposal. There is nothing inside any person or in their circumstances that send them directly to terrorism. Instead, certain conditions make violence against civilians seem like a reasonable and even necessary option. Stopping the cycle of violence is rarely simple or easy. Although the Good Friday Agreement of 1998 brought an end to the violence in Northern Ireland, for example, the peace remains a fragile one. And despite nation-building efforts in Iraq and Afghanistan, terrorism remains a daily fact of life after more than a decade of Western intervention. Only time and commitment by a majority of the parties involved can resolve​ a conflict.

Situational analysis for UNICEF Supply Division Assignment

Situational analysis for UNICEF Supply Division - Assignment Example Rather than seeking to treat the myriad of illnesses that contribute to diarrhea and/or dehydration, the better approach would be to find a way to treat the symptoms to greatly reduce the risk that death or serious injury to the patient will occur. Due to the high number of shareholders that any and all UNICEF programs ultimately reach, a prime determinate that is always engaged is the necessity to keep costs down per patient and per treatment. As a function of this, oral rehydration salts have proven to be an effective means of countering the negative effects of diarrhea and the dehydration and death that it can ultimately cause. Furthermore, the utilization of oral rehydration salts (ORS) is one of the most cost effective means of treatment that exists. In such a way, the reader can and should understand that ORS, when purchased and applied to affected communities in bulk can cost but a few dollars per application. This determinant is extremely important as it must be considered wi thin the context of how UNICEF divides and utilizes a limited budget that has many other health goals that are clamoring for attention. As a function of the needs that are represented within the environment, the realities of the marketplace, the overall cost of application of such a means of treatment, and the positioning that such a utilization would infer, this analysis will seek to draw an inference based upon these determinants. Oral rehydration salts (ORS) are one of the few medical treatments that have changed little since their introduction. Preliminary application of ORS has been traced as far back as the year 1500 BC in India. However, the use and application of ORS within the current era has continued to develop as medical science and an understanding how the body responds to dehydration treatments has grown. According to the recent formula released by UNICEF, ORS can and should consist of the following: sodium chloride, anhydrous glucose, potassium chloride, trisodium cit rate, and dehydrate. What is unique about each of these ingredients is the fact that they are readily available and of an extremely low cost in almost each and every nation or state that they might be utilized within. This represents an extreme advantage for such a treatment due to the fact that further application and support of such an endeavor will meant that UNICEF will be able to accomplish a great deal of good with limited investment. Such opportunities fit perfectly into the underlying goals and mission that UNICEF seeks to support. Although there are many world health issues that UNICEF integrates with and seeks to provide amelioration for, this particular issue is one that a relatively low investment could seek to fully cover (Walker et al, 2009). Furthermore, as a function of the low cost of treatment that this remediation represents, there will be few supply and demand issues that will impact negatively on the overall availability or cost. This is not to say that swings i n the global pharmaceutical market will not affect ORS and its application; however, it is safe to assume that as a function of the simplicity of the formula which has been elaborated upon that any demand or supply swings will have a minimal affect on the pricing structure that will be realized within the market (About the Commission, 2011). An Overview of the Commodity Market Furthermore, as has been briefly elaborated upon