Reagans Policy in Iran-Iraq War free essay sample

Analyzes U.S. tilt toward Iraq in 1980-1988. Background, overall Middle East policy, secret talks, aid, arms for hostages deal with Iran, aftermath. This research paper summarizes and evaluates the policies pursued by the Reagan Administration during the war between Iran and Iraq (1980-1988). The basic policy of the United States during that period was to maintain a balance of power in the Middle East which after 1982 resulted in a decided tilt of the United States to support of Iraq. That policy served American interests well during the war, except for one glaring inconsistency, the administrations abortive attempts to arrange arms for hostages deals with Iran which backfired and led to the Irangate controversy. The continuation of an accommodating policy toward Iraq after the end of the war is more controversial and led to the Gulf War, but President George Bush not President Ronald Reagan, must bear responsibility for not adapting policy

Free Essays on John Donne

Death, commonly viewed as an all-powerful force against life, is otherwise described in John Donne’s Holy Sonnet 10. As found in any English Sonnet, there is a rhyme scheme and a standard meter. Although the standard meter is iambic pentameter, as in most English Sonnets, the rhyme scheme differs a little from the usual, consisting of ABBA ABBA CDDC AE. Sonnets convey various thoughts and feelings to the reader through the different moods set by the author. In this case the speaker having to confront Death and defeat it, sets the mood. Throughout existence, there have been many theories regarding exactly what role Death plays in the lives of those who experience it. Some think Death is the ultimate controller of all living things, while others believe it is nothing more than the act of dying once your time has come. Donne, on the other hand, has his own philosophy. The entire Sonnet, Donne speaks directly to Death. He personifies what to man has always been a spirit and has ne ver been touched, seen or furthermore killed. He gives Death life, and therefore makes it mortal, exposing it to pain, torment and eventually defeat. In lines one and two Donne says â€Å"Death, be not proud, though some have called thee, Mighty and dreadful thou art not so.† By referring to Death as a person, he makes it easier for the reader to bring Death down to a level of a weakness and venerability, allowing us to examine it to see what Death really is. Humans have always been slaves to Death, fearing it, running from it, and trying to prevent it. In line nine, the speaker goes against that to say that Death is a slave to fate, chance and us. When Death becomes a slave it is because it will benefit from who will die, but doesn’t have the power to kill. Without fate nothing could be determined, therefore, our fate is truthfully what controls our lives and deaths. It decides when our time has been completed on this earth, and then comes Death to take us away... Free Essays on John Donne Free Essays on John Donne Death, commonly viewed as an all-powerful force against life, is otherwise described in John Donne’s Holy Sonnet 10. As found in any English Sonnet, there is a rhyme scheme and a standard meter. Although the standard meter is iambic pentameter, as in most English Sonnets, the rhyme scheme differs a little from the usual, consisting of ABBA ABBA CDDC AE. Sonnets convey various thoughts and feelings to the reader through the different moods set by the author. In this case the speaker having to confront Death and defeat it, sets the mood. Throughout existence, there have been many theories regarding exactly what role Death plays in the lives of those who experience it. Some think Death is the ultimate controller of all living things, while others believe it is nothing more than the act of dying once your time has come. Donne, on the other hand, has his own philosophy. The entire Sonnet, Donne speaks directly to Death. He personifies what to man has always been a spirit and has ne ver been touched, seen or furthermore killed. He gives Death life, and therefore makes it mortal, exposing it to pain, torment and eventually defeat. In lines one and two Donne says â€Å"Death, be not proud, though some have called thee, Mighty and dreadful thou art not so.† By referring to Death as a person, he makes it easier for the reader to bring Death down to a level of a weakness and venerability, allowing us to examine it to see what Death really is. Humans have always been slaves to Death, fearing it, running from it, and trying to prevent it. In line nine, the speaker goes against that to say that Death is a slave to fate, chance and us. When Death becomes a slave it is because it will benefit from who will die, but doesn’t have the power to kill. Without fate nothing could be determined, therefore, our fate is truthfully what controls our lives and deaths. It decides when our time has been completed on this earth, and then comes Death to take us away... Free Essays on John Donne Death, commonly viewed as an all-powerful force against life, is otherwise described in John Donne’s Holy Sonnet 10. As found in any English Sonnet, there is a rhyme scheme and a standard meter. Although the standard meter is iambic pentameter, as in most English Sonnets, the rhyme scheme differs a little from the usual, consisting of ABBA ABBA CDDC AE. Sonnets convey various thoughts and feelings to the reader through the different moods set by the author. In this case the speaker having to confront Death and defeat it, sets the mood. Throughout existence, there have been many theories regarding exactly what role Death plays in the lives of those who experience it. Some think Death is the ultimate controller of all living things, while others believe it is nothing more than the act of dying once your time has come. Donne, on the other hand, has his own philosophy. The entire Sonnet, Donne speaks directly to Death. He personifies what to man has always been a spirit and has ne ver been touched, seen or furthermore killed. He gives Death life, and therefore makes it mortal, exposing it to pain, torment and eventually defeat. In lines one and two Donne says â€Å"Death, be not proud, though some have called thee, Mighty and dreadful thou art not so.† By referring to Death as a person, he makes it easier for the reader to bring Death down to a level of a weakness and venerability, allowing us to examine it to see what Death really is. Humans have always been slaves to Death, fearing it, running from it, and trying to prevent it. In line nine, the speaker goes against that to say that Death is a slave to fate, chance and us. When Death becomes a slave it is because it will benefit from who will die, but doesn’t have the power to kill. Without fate nothing could be determined, therefore, our fate is truthfully what controls our lives and deaths. It decides when our time has been completed on this earth, and then comes Death to take us away...

International Business Essay Example | Topics and Well Written Essays - 500 words - 14

International Business - Essay Example Patricia focused too much on securing an international connection instead of gaining knowledge about the product which resulted in the immediate sense of failure once business meeting underwent. The initial approach of requesting information from home offices located internationally and conducting research via email is something which is commonly followed by businesses however such inquiries are usually improper and may result in irrelevant inquiries. It is, therefore, better to visit local trade offices of foreign consulates residing in the home country and seek information from them regarding businesses operating in their country. Another way of gathering information about potential targets is by accessing trade websites which provide useful information including the credibility of potential businesses. However, selection of targeted businesses should be made against the criteria based on the assessment of product or service offerings. Before conducting meeting it is important that mutual understanding is achieved between parties so that situations of despair are not faced. Biggest mistakes that business typically makes must be learned and avoided however it requires a thorough research and well-directed efforts if there is no prior experience.  Regarding Patricia business trip to Japan few major weaknesses could be identified regarding her overall understanding of the potential market and interaction with the possible business partner. Most importantly she seemed unprepared for the business trip which was made all of a sudden without any written understanding of each other’s business and products to be offered. Any such international business trip should be backed with the establishment of the business objective and an intensive study of the market which is targeted. The study of the potential market does include the survey of the market which is served by the machinery offered.

Assignment 1 Example | Topics and Well Written Essays - 250 words - 14

1 - Assignment Example Such confusion happens because speech sounds and meanings relate in an arbitrary manner. In other words, there is no rational and logical relationship between speech sounds and meanings. The Portuguese model can best illustrate language arbitrariness. Similarity in words should not be an issue, and neither should the words be understandable to a foreigner. However, the tribesmen need to understand what words mean. The Portuguese words tigre-dente-de-sabre mean a sabre toothed tiger. These words are the signifier. Suppose one was to go back 40 years and ask a Portuguese where to find a tiger with a sabre tooth, he or she would have no idea about it. The reason is that there is no connection between the words and the animal in question. Maybe one would wonder how the words are signified or related to the animal. According to Tomasello, every sign is arbitrary and has conventional associations, which have been established by a social rule (Tomasello 87). At first, one could argue that the statement is completely flawed, especially when onomatopoeic words are concerned. However, when one looks gives a detailed look at specific languages, one will notice certain differences. For instance, cock-a-doodle-doo is the English representation of a cock’s crowing whereas cocorico is the French version of the same. It is unlikely that cocks in Britain and France crow differently. In conclusion, all languages are arbitrary but it does not mean they are unpredictable. Precisely, arbitrariness means that one cannot exactly predict specific features that can be found in a language. It is impossible to predict what sounds will occur. Languages have their systems that differentiate sounds and meanings. Not every new concept necessitates the creation of a new word. The wing of a plane, for instance, was lifted from the wing of a bird. Moreover, a banker and a baker sound almost the same

The Use of ICT in Primary Science Learning

The Use of ICT in Primary Science Learning Earlier in the history of electronic advancement, children in highly developed countries had learned to appreciate and use simple to complex electronic gadgetries but never understood basic principles behind them. Some knew how to assemble robots but could not understand how the motor or magnets in it work. In other words they learn to walk before they crawl. Concerns have reached the classroom as today’s educational systems use more of ICT in teaching basic principles of English, Mathematics, and Science teaching. The question whether how much exposure and competence the pupils must have on certain science principles before they are exposed to ICT as a means of performing laborious, repetitive or more complex tasks is a challenge for educators of today. The schools and all education stakeholders must however understand that the uses of ICT tools are an advantage to both teachers and pupils. Results of several studies conducted throughout the world revealed that the use of ICT greatly increased the level of learning and understanding of the pupils on the scientific principles being studied (Betts, 2003, Mistler-Jackson Songer, 2000, Hogarth et. al, 2006). In fact the ICT tools can even be use to demonstrate science principles in a safer way. For instance, teaching electricity principles to pupils can be both interesting and dangerous. But the advent of computer hardwares and softwares has made it more motivating and rewarding minus the hazards. Primary knowledge and skills about how electrical circuits work, how much power is required for certain types of lights, and others can be learned through simulation and not in actual exposure to real electrical circuits. To determine if ICT is really needed for primary science education and understand when is the proper timing of its introduction into the learning process it is proper to understand first what ICT applications are necessary and how can they be integrated into the learning systems? What are the advantages and disadvantages of its applications? Types of ICT learning tools in science The use of ICT in teaching science for primary education came in various forms. Review of schools’ science teaching modules show the use of ICT hardwares and softwares to obtain and use science information, encoding of data, and creating presentations. Science information materials can be obtained from CD-ROM based encyclopedia and other e-books, journals, and articles, through a wide variety of Internet locations, and through local and international electronic library networks. There are a lot of word processing softwares that can be used to prepare science reports including customized programs for science report preparations. Data processing programs, spreadsheets, databases used for logging science data, processing them, and analyzing the results and its implications are already available for use. Higher-level applications include the use of simulation programs to explain scientific principles and perform experiments in virtual conditions. There are experiments, which are impractical to conduct under normal conditions but can be simulated in computers to show the implications to let the pupils appreciate and understand. Example to this are CD programs that show what would happen if we walk on surfaces of different planets, what are the magnitudes of the gravity in Mars, Pluto, our moons, and others. Children can appreciate the effects through computer images animated based on the actual situation in the simulated locations. Advantages of ICT science learning tools The use of ICT tools has a lot of identified advantages over the use of conventional methods of instructions such as the traditional ordinary chalk and board and the pen and paper system. Several of these identified edge of ICT is discussed below. In primary level ICT applications on data logging using sensitive probes to measure temperature, light, pressure, acidity, and other parameters increase the affectivity in data gathering and extend the range and accuracy of the observations. Ordinary tools used to gather these data such as thermometers, pressure gauges, pH meters or pH papers, and others require manual reading and data quality is dependent on the child’s skills and mode. The use of ICT based instruments has helped free the children from doing laborious task and repetitive works and focus their attention on analysing the meaning of the data. The use of networks through Internet, intranets, e-libraries, and other ICT medium widened the pupil’s access to information and even brought him to places virtual which cannot be accessed easily with conventional means without ICT. Children can access information from libraries in other European, American, Asian, and other countries around the globe without leaving the classroom. Simulation software used in science learning provides higher achievements of students than those not using the simulation, with girls achieving equally with boys (Huppert, 2002). The use of ICT in the classroom makes as much demand on teachers’ understanding and mediation as non-computer activities; however it speeds up the process and makes use of class times more efficiently by eliminating board works as replaced by computer presentations. Illustrations and examples are more realistic with use of virtual replica of real world figures like plants, animals, and objects. ICT has really made learning more fun and exciting and even made to raise the enthusiasm of the pupils as learning is made easy and enjoyable just like games. Disadvantages and problems Just like any other promising technologies the use of ICT has perceived problems in education and in application to teaching-learning in particular. Several reports and reviews enumerated these problems which can be grouped into: teacher related, facility related, and learner related. As far as the teachers are concerned, review of Hogarth, et. al (2006) revealed some of those involved in utilizing ICT in science classes have doubts over the value of ICT in promoting learning in science lessons. This is caused by the fact that many ICT resources have no clear rationale for their inclusion in teaching. The worst case is that some teachers lack adequate training to handle ICT programs and if they are trained they lack the time to plan for effective use of ICT in their lessons. Some teachers lack confidence on the effectiveness of some hardware and software used in the process while others felt threatened by the presence in the classroom of a new, powerful source of information. Yerrick Hoving (1999) also reported that despite similarities in teachers knowledge on ICT the implementation of ICT programs differ with teachers which could have been affected by the school’s and teacher’s practices. In relation to facilities, Hogarth, et al. (2006) reported there are planning difficulties associated with banks of networked computers being located centrally in rooms which had to be booked in advance for the instructional purposes. These are caused by shortage of computers and other hardware and the lack of technical support. Materials in CD-ROMS and websites used in science researches must be controlled to conform to standards. Proliferation of non-approved materials in CDs and online can be a threat to performance and the quality of primary science learning. On the part of the pupils the use ICT, which speeds up the processes may cause learning disparities across different types and learning capacities of pupils especially in the heterogeneous classes wherein fast learners are merged with medium and slow learners. The Importance and Timing of ICT programs in science learning. It has been properly illustrated above that advantages of using ICT in primary science education outweighs that of the disadvantages and that problems identified from different settings can be solved with proper planning and coordination among stakeholders. Whether or not to adopt ICT programs to improve the learning of process skills among primary science pupils is already out of question. The question would be how much exposure to theories and learning the principles of science process skills the learners need before they are exposed to ICT applications. Is it necessary that theories must be learned first before application, or the other way around? The answer requires common sense and areas of concern must be dealt in a case to case basis. There are process skills that require just basic competency such as data encoding, internet browsing, CD-ROMS access. But there are skills that require just theoretical knowledge before ICT applications are used. Graphing is one particular case. To understand the graph, pupils must be taught how it is done and how to anaylyse them. But there are cases when innovativeness and flexibility on the part of the teacher is a better judge. To site an example in most cases pupils are taught about the basics on the physico-chemical properties, such as those mentioned above (temperature, pressure, pH, etc) and what these things are all about before they must be exposed on how to obtain the measurable properties whether conventional of through ICT. The use of ICT here just replaces the conventional which at this age are really outdated. But try to think that other teachers uses unique methods of presenting situations first via simulation software or even data logging programs to spur curiosity among pupils before discussing in depth the concepts behind them. Concepts such as magnetism, the earth, and others can be treated this way. Unless properly regulated, a teacher has the leeway to use his styles in order to achieve the learning outcomes. As a matter of fact, â€Å"who discourages innovation?† Conclusion We have lived into the Third Wave, the Information Age, and no one can argue about that. Whether we like it on not everyone even those who are out of school are exposed to ICT in everyday lives from the TV, the microwave ovens, the heaters, the street lights and everything. These electronic gadgets which have ICT software integrated in them confront us without any advance or basic knowledge about the theories behind them. The fact is everything can be learned if one desires. So if you are tasked to know how to operate a microwave oven you don’t have to understand how the microwave works on the food. But if you want to know about it you have the prerogative to learn. The point is as long as the basic requirement is satisfied then let the children use ICT to learn more. References British Educational Communications and Technology Agency (Becta). 2004. Moving on: The role of ICT in pupil’s transition. Millburn Hill Road Science Park Coventry CV4 7JJ Information and communication technology in primary schools The Annual Report of Her Majesty’s Chief Inspector of Schools 2004/05. Retrived on Jan 4, 2008 from http://live.ofsted.gov.uk/publications/annualreport0405/4.1.6.html Betts, S., (2003). Does the use of ICT affect quality in learning science at Key Stage 3? Studies in Teaching and Learning, pp. 9-17. Hogarth S, Bennett J, Lubben F, Campbell B, Robinson A (2006) ICT in Science Teaching. Technical Report. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Huppert, J. (2002). Computer simulations in the high school: Students cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24 (8), pp. 803-821. Mistler-Jackson, M., Songer, N.B., (2000). Student motivation and internet technology: Are students empowered to learn science? Journal of Research in Science Teaching, 37 (5), pp. 459-479. Yerrick, R., Hoving, T., (1999). Obstacles confronting technology initiatives as seen through the experience of science teachers: A comparative study of science teachers beliefs, planning, and practice. Journal of Science Education and Technology, 8 (4), pp. 291-307.

Morality In America :: essays research papers

The reading by Johnson starts out with a married lady by the name of Katherine Watkins complaining of rape by a black slave. Throughout the remainder of this section, depositions are given by other black slaves and people who claim to have witnessed the occurrence. Most of the accounts indicate that Mrs. Watkins seduced the slave into a sexual act and then blamed it on him in order to stay out of the trouble that her Quaker husband’s beliefs would have brought on her. The other section in this book is the sermon by John Winthrop entitled, A Model of Christianity. Two rules by which all men should abide, he says, are to show mercy and do justice. Among many other good deeds, he preaches love among Christians, performing service for the Lord, having unity and conformity in the community, and strict obedience to God’s word lest some punishment befall you. The handout given in class deals with the issue of homosexuality and the punishments for sodomy and buggery.   Ã‚  Ã‚  Ã‚  Ã‚  The reading by Marcus was solely concentrated on the Salem Witch Trials. A former minister, George Burroughs, is accused of witchcraft and much of the section deals with people who claimed to have been bewitched by him. There are a couple of letters by Cotton Mather explaining the difficulty of the witchcraft trials and his defense of the conviction of George Burroughs. The rest of this reading is letters of confession by the accused and more letters relating to the trials.   Ã‚  Ã‚  Ã‚  Ã‚  The role of Colonial women in society is given an in depth look in the segment by Graebner. In these days, the husband was seen as the supreme head of the family and women were basically domestic. Women were basically known only as the wife of their husbands and often helped them with their business affairs. Eventually, a minimal level of trade arose among women in the village, but nothing big enough to trigger a large outbreak of feminism at that time. A women’s role in society can basically be summed up in this quote, â€Å"The economic roles of married women were based upon two potentially conflicting values – gender specialization and identity of interest. A wife was expected to become expert in the management of a household and the care of children, but she was also asked to assist in the economic affairs of her husband, becoming his representative and even his surrogate if circumstances demanded it.

The Crucible vs Real Life

The Salem Witch Trials were an extremely controversial period of time in our history. This was a time of suspicion and accusation of many innocent women and men that led to hysteria and complete turmoil in Salem Village. The Crucible portrays the Salem Witch Trials in a dramatic sense, but there are many similarities between the movie and the actual events. We can use these unusual events to compare to our own lives and learn from the mistakes of our past. I’ve found that although many differences are displayed between the movie and the actual events, the overall theme of The Crucible was accurate.One of the differences was the relationship between John Proctor and Abigail Williams. In the movie, their relationship had a much more intimate history than what actually occurred. They portrayed the pair to have had romantic relations, which created a very large shift in the plot of the movie. In real life, Proctor and Williams had no connection other than living in the same town b efore the witch trials. Also, another major difference was the character of Giles Corey. In the movie, he was pressed to death because he wouldn’t give up a name.In the actual events, Giles survived, but he was excommunicated from the church. He was very against the hangings that occurred, however, his name was re-entered onto the church scrolls in later years. The first similarity I noticed was the character of Reverend Hale. In the beginning, all he wanted was to use his church authority to help the people, but after the events got out of hand, he wanted nothing to do with the Salem Witch Trials. He was a large supporter of John Proctor. Another similarity was that all of this hysteria began in the home of Mr.Samuel Parris, involving his daughters and their friends after incidents of witchcraft in the woods. Arthur Miller, the director of The Crucible, used an â€Å"artistic license† to dramatize the events, and to make the overall movie more interesting to the viewe rs. Some may find this tactic unjust, however, I find that the changes he made didn’t display an inaccurate version of the Salem Witch Trials. The largest change that he made to the story was the love connection between Abigail Williams and John Proctor, and although that was untrue to theactual events, I found that it gave the movie an interesting twist. Besides the few differences, Miller stayed along the lines of the true story when it came to the actual hangings, character significances, and the tale of how the hysteria truly began along with who was primarily involved. When comparing the similarities and differences, numerous situations exist where the movie was spot on with the trials in 1692. Although there are significant differences, I believe that this did not take away from the historical facts, and that Miller properly used his artistic license.The severe lies and accusations which occurred in Salem during these trials appear so extreme that it would be impossible to compare to life today. However, recurrently in our modern day, it seems that some still haven’t learned from the mistakes of the past. Although not as severe as the hangings and false accusations that were shown in the witch trials in Salem, Massachusetts, the â€Å"breaking of charity† still proves to destroy friendships and relationships today. An example of this kind of situation could be a jealous friend starting a nasty rumour.Although it may seem harmless at first, the wildfire of gossip can travel even quicker the friend could imagine. If enough people believe and continue to spread the lie, this person could potentially lose many friends and have a lasting effect on their life, causing sadness and unjust treatment. Not to mention, the relationship between the victim and the rumour-starter would be severed until the situation is fully dissolved. Despite the fact that occurrences of this today rarely lead to death or the destruction of a close-knit town, the repercussions of lies can take a harsh effect on relationships to many people.In conclusion, the details of the actual Salem Trials and the movie The Crucible have many similarities and differences that are portrayed throughout history. I believe that Miller’s use of an â€Å"artistic license† is justifiable, and also think that the events of the witch trials can even compare to situations in life today. It’s possible to learn many lessons from this severe religious type of control, and many different opinions are portrayed throughout both the movie and the actual happenings.