Silk Road- Definition Essays - Americas, Western Hemisphere

Silk Road- Definition: Collective term for well-used trading routes connecting western Europe with India and China, running through the gateway city of Constantinople. Christopher Columbus Definition: Italian mariner who sailed for Spain in 1492 in search of a western route to Asia. He located San Salvador in the West Indies, opening the Americas to European exploration and colonization. Bartolomeu Dias Definition: Portuguese sailor and navigator and the first known European to sail around the southernmost tip of Africa, in 1488. King Ferdinand and Queen Isabella Definition: Spanish monarchs who united Spain and funded Columbus's voyages to the New World beginning in 1492. Atlantic WorldDefinition : Term used to describe both the geographic region encompassing the Atlantic Ocean and the four continents of Europe, Africa, North America, and South America, as well as the interactions and relationships among the peoples of this region. feudal vassalsDefinition : Land-owning nobility tied to their lords through mutual bonds of service; a vassal defended his lord, and the lord protected and rewarded his vassals with riches and land. The lord might in turn be a vassal to another lord, and the vassal might have vassals of his own. nation- stateDefinition : A political entity with well-defined borders recognized as sovereign, stable, and indivisible. Historically, the European nation-state began to emerge during the Age of Exploration, providing a stable foundation for the actions of exploration. Age of ExplorationDefinition : Popular term (also Age of Discovery) for the period from c. 1450 to 1600 when European navigators discovered and charted new lands to the West and East. MayaDefinition : Inhabitants of the Yucatan Peninsula whose civilization was at its height from 300 to 900 AD. Their civilization included a unique system of writing, mathematics, architecture, sculpture, and astronomy. Aztecs Definition: Inhabitants of the Valley of Mexico who founded their capital, Tenochtitlan , in the early fourteenth century. Prior to the arrival of the Spanish, the Aztecs built a large empire in which they dominated many neighboring peoples. Their civilization included engineering, mathematics, art, and music. Iroquois ConfederacyDefinition : Indian group located in central New York State. Five tribesthe Mohawks, Oneidas, Onondagas, Cayugas , and Senecas formed the Iroquois Confederacy. Matrilineal Definition: A system in which family membership and heredity pass from mother to children. SonghaiDefinition : Dominant West African state in the fifteenth and sixteenth centuries. Askia Mohammed (ruled 1493-1528) expanded the empire; reformed government, banking, and education; and adopted Islamic law. Prince Henry "the Navigator" (1394-1460) Definition: Henry "the Navigator" of Portugal, who established a school for navigators and geographers. He sought to increase the power of Portugal by promoting exploration of trade routes to the East by way of Africa. caravelDefinition : Type of ship developed around 1450 employing technology that would let it travel farther into uncharted waters and withstand the rough seas of the open Atlantic. astrolabeDefinition : Navigation instrument for estimating latitude by measuring the distance of the sun and stars from the horizon. Treaty of Tordesillas (1494) Definition: Agreement between Spain and Portugalarbitrated by Pope Alexander VI in 1494, renegotiated later on Portugal's initiative, and sanctioned by Pope Julius II in 1506splitting all newly discovered lands of the New World between those two nations alone. Amerigo VespucciDefinition : Italian navigator and cartographer who first identified South America as a continent in 1502. Northwest PassageDefinition : Fabled water route sought by explorers as an alternative route to reach the Far East by going north of North America. Despite explorers' hopes for finding such a shortcut, the Northwest Passage did not in fact exist where they could find it; it was blocked by Arctic ice until 2007. Christopher Columbus (c. 1451-May 20, 1506) Definition: Italian mariner who sailed for Spain in 1492 in search of a western route to Asia. He located San Salvador in the West Indies, opening the Americas to European exploration and colonization. Bartolomeu Dias (c. 1451-May 29, 1500) Definition: Portuguese sailor and navigator and the first known European to sail around the southernmost tip of Africa, in 1488. Amerigo Vespucci (March 9, 1454-February 22, 1512) Definition: Italian navigator and cartographer who first identified South America as a continent in 1502. Before crossing the Atlantic, many European ships stopped in Africa,

Booker T. Washington, Early Black Leader and Educator

Booker T. Washington, Early Black Leader and Educator Booker T. Washington (April 5, 1856–November 14, 1915) was a prominent black educator, author, and leader of the late 19th and early 20th centuries. Born into slavery, Washington rose to a position of power and influence, founding the Tuskegee Institute in Alabama in 1881 and overseeing its growth into a well-respected black university. Washington was a controversial figure in his time and since, criticized for being too accommodating on the issues of segregation and equal rights. Fast Facts: Booker T. Washington Known For: Born a slave, Washington became a prominent black educator and leader during the late 19th and early 20th centuries, founding the Tuskegee Institute.Also Known As: Booker Taliaferro Washington; The Great AccommodatorBorn: April 5, 1856 (the only record of this birthdate was in a now-lost family Bible) in Hales Ford, VirginiaParents: Jane and unknown father, described in Washingtons autobiography as a white man who lived on one of the nearby plantations.Died: November 14, 1915 in Tuskegee, AlabamaEducation: As a child laborer, after the Civil War, Washington attended school at night and then school for one hour a day. At 16, he attended the Hampton Normal and Agricultural Institute. He attended the Wayland Seminary for six months.Published Works:  Up From Slavery, The Story of My Life and Work, The Story of the Negro: The Rise of the Race from Slavery, My Larger Education, The Man Farthest DownAwards and Honors: First black American to receive an honorary degree from Harv ard University (1896). First black American invited to dine at the White House, with President Theodore Roosevelt (1901).Spouses: Fanny Norton Smith Washington, Olivia Davidson Washington, Margaret Murray WashingtonChildren: Portia, Booker T. Jr., Ernest, adopted niece of Margaret Murray WashingtonNotable Quote: In all things that are purely social we [blacks and whites] can be separate as the fingers, yet one as the hand in all things essential to mutual progress. Early Life Booker T. Washington was born in April 1856 on a small farm in Hales Ford, Virginia. He was given the middle name Taliaferro but no last name. His mother Jane was a slave and worked as the plantation cook.  In Washingtons autobiography, he wrote that his father- whom he never knew - was a white man, possibly from a neighboring plantation. Booker had an older brother, John, also fathered by a white man. Jane and her sons occupied a tiny, one-room cabin. Their dreary home lacked proper windows and had no beds for its occupants. Bookers family rarely had enough to eat and sometimes resorted to theft to supplement their meager provisions. Around 1860, Jane married Washington Ferguson, a slave from a nearby plantation. Booker later took the first name of his stepfather as his last name. During the Civil War, the slaves on Bookers plantation, like many slaves in the South, continued to work for the owner even after the issuance of Lincolns 1863 Emancipation Proclamation. In 1865 after the war ended, Booker T. Washington and his family moved to Malden, West Virginia, where Bookers stepfather had found a job as a salt packer for the local salt works. Working in the Mines Living conditions in their new home were no better than those back at the plantation. Nine-year-old Booker worked alongside their stepfather packing salt into barrels. He despised the work but did learn to recognize numbers by taking note of those written on the sides of the salt barrels. Like many former slaves during the post-Civil War era, Booker longed to learn how to read and write. When a black school opened in a nearby community, Booker begged to go. His stepfather refused, insisting that the family needed the money he brought in from the salt packing. Booker eventually found a way to attend school at night. When he was 10, his stepfather took him out of school and sent him to work in the nearby coal mines. From  Miner to Student In 1868, 12-year-old Booker T. Washington found a job as a houseboy in the home of the wealthiest couple in Malden, General Lewis Ruffner, and his wife Viola. Mrs. Ruffner was known for her high standards and strict manner. Washington, responsible for cleaning the house and other chores, impressed Mrs. Ruffner, a former teacher, with his sense of purpose and a commitment to improving himself. She allowed him to attend school for an hour a day. Determined to continue his education, 16-year-old Washington left the Ruffner household in 1872 to attend Hampton Institute, a school for blacks in Virginia. After traveling over 300 miles- by train, stagecoach, and on foot- Washington arrived at Hampton Institute in October of that year. Miss Mackie, the principal at Hampton, was not entirely convinced that the young country boy deserved a place at her school. She asked Washington to clean and sweep a recitation room for her; he did the job so thoroughly that Miss Mackie pronounced him fit for admission. In his memoir Up From Slavery, Washington later referred to that experience as his college examination. Hampton Institute To pay his room and board, Washington worked as a janitor at Hampton Institute. Rising early in the morning to build the fires in the school rooms, Washington also stayed up late every night to complete his chores and work on his studies. Washington greatly admired the headmaster at Hampton, General Samuel C. Armstrong, and considered him his mentor and role model. Armstrong, a veteran of the Civil War, ran the institute like a military academy, conducting daily drills and inspections. Although academic studies were offered at Hampton, Armstrong placed emphasis on teaching trades. Washington embraced all that Hampton Institute offered him, but he was drawn to a teaching career rather than a trade. He worked on his oratory skills, becoming a valued member of the schools debate society. At his 1875 commencement, Washington was among those called upon to speak. A reporter from The New York Times was present at the commencement and praised the speech given by 19-year-old Washington in his column the following day. First Teaching Job Booker T. Washington returned to Malden after his graduation with his newly acquired teaching certificate. He was hired to teach at the school in Tinkersville, the same school he had himself attended before Hampton Institute. By 1876, Washington was teaching hundreds of students- children during the day and adults at night. During his early years of teaching, Washington developed a philosophy toward the advancement of blacks. He believed in achieving the betterment of his race by strengthening the character of his students and teaching them a useful trade or occupation. By doing so, Washington believed, blacks would assimilate more easily into white society, proving themselves an essential part of that society. After three years of teaching, Washington appears to have gone through a period of uncertainty in his early 20s. He abruptly and inexplicably quit his post, enrolling in a Baptist theological school in Washington, D.C. Washington quit after only six months and rarely ever mentioned this period of his life. Tuskegee Institute In February 1879, Washington was invited by General Armstrong to give the spring commencement speech at Hampton Institute that year. His speech was so impressive and so well received that Armstrong offered him a teaching position at his alma mater. Washington began teaching night classes in the fall of 1879. Within months of his arrival at Hampton, night enrollment tripled. In 1881, General Armstrong was asked by a group of educational commissioners from Tuskegee, Alabama for the name of a qualified white man to run their new school for blacks. The general instead suggested Washington for the job. At only 25 years old, former slave Booker T. Washington became the principal of what would become Tuskegee Normal and Industrial Institute. When he arrived at Tuskegee in June 1881, however, Washington found that the school had not yet been built. State funding was earmarked only for teachers salaries, not for supplies or the building of the facility. Washington quickly found a suitable plot of farmland for his school and raised enough money for a down payment. Until he could secure the deed to that land, he held classes in an old shack adjacent to a black Methodist church. The first classes began an astonishing 10 days after Washingtons arrival. Gradually, once the farm was paid for, the students enrolled at the school helped repair the buildings, clear the land, and plant vegetable gardens. Washington received books and supplies donated by his friends at Hampton. As word spread of the great strides made by Washington at Tuskegee, donations began to come in, mainly from people in the north who supported the education of freed slaves. Washington went on a fundraising tour throughout the northern states, speaking to church groups and other organizations. By May 1882, he had collected enough money to construct a large new building on the Tuskegee campus. (During the schools first 20 years, 40 new buildings would be constructed on campus, most of them by student labor.) Marriage, Fatherhood, and Loss In August 1882, Washington married Fanny Smith, a young woman who had just graduated from Hampton. A great asset to her husband, Fanny became very successful at raising money for Tuskegee Institute and arranged many dinners and benefits. In 1883, Fanny gave birth to the couples daughter Portia. Sadly, Washingtons wife died the following year of unknown causes, leaving him a widower at only 28 years old. In 1885, Washington married again. His new wife, 31-year-old Olivia Davidson, was the lady principal of Tuskegee at the time of their marriage. (Washington held the title administrator.) They had two children together- Booker T. Jr. (born in 1885) and Ernest (born in 1889). Olivia Washington developed health problems after the birth of their second child and she died of a respiratory ailment in 1889 at the age of 34. Washington had lost two wives within a period of only six years. Washington married his third wife, Margaret Murray, in 1892. She, too, was the lady principal at Tuskegee. She helped Washington run the school and care for his children and accompanied him on his many fundraising tours. In later years, she was active in several black womens organizations. Margaret and Washington were married until his death. They had no biological children together but adopted Margarets orphaned niece in 1904. The Growth of Tuskegee Institute As Tuskegee Institute continued to grow both in enrollment and in reputation, Washington nonetheless found himself in the constant struggle of trying to raise money to keep the school afloat. Gradually, however, the school gained statewide recognition and became a source of pride for Alabamans, leading the Alabama legislature to allocate more funds toward the salaries of instructors. The school also received grants from philanthropic foundations that supported education for blacks. Tuskegee Institute offered academic courses but placed the greatest emphasis on industrial education, focusing on practical skills that would be valued in the southern economy such as farming, carpentry, blacksmithing, and building construction. Young women were taught housekeeping, sewing, and mattress-making. Always on the lookout for new money-making ventures, Washington conceived the idea that Tuskegee Institute could teach brick-making to its students, and eventually make money selling its bricks to the community. Despite several failures in the early stages of the project, Washington persisted- and eventually succeeded. The Atlanta Compromise Speech By the 1890s, Washington had become a well-known and popular speaker, although his speeches were considered controversial by some. For instance, he delivered a speech at Fisk University in Nashville in 1890 in which he criticized black ministers as uneducated and morally unfit. His remarks generated a firestorm of criticism from the black community, but he refused to retract any of his statements. In 1895, Washington delivered the speech that brought him great fame. Speaking in Atlanta at the Cotton States and International Exposition, Washington addressed the issue of racial relations in the United States. The speech came to be known as The Atlanta Compromise. Washington expressed his firm belief that blacks and whites should work together to achieve economic prosperity and racial harmony. He urged southern whites to give black businessmen a chance to succeed in their endeavors. What Washington did not support, however, was any form of legislation that would promote or mandate racial integration or equal rights. In a nod to segregation, Washington proclaimed: In all things that are purely social, we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress. His speech was widely praised by southern whites, but many in the black community were critical of his message and accused Washington of being too accommodating to whites, earning him the name The Great Accommodator. Tour of Europe and Autobiography Washington gained international acclaim during a tour of Europe in 1899. Washington gave speeches to various organizations and socialized with leaders and celebrities, including Queen Victoria and Mark Twain. Before leaving for the trip, Washington stirred up controversy when asked to comment upon the murder of a black man in Georgia who had been strung up and burned alive. He declined to comment on the horrific incident, adding that he believed that education would prove to be the cure for such actions. His tepid response was condemned by many black Americans. In 1900, Washington formed the National Negro Business League (NNBL), with the goal of promoting black-owned businesses. The following year, Washington published his successful autobiography, Up From Slavery. The popular book found its way into the hands of several philanthropists, resulting in many large donations to Tuskegee Institute. Washingtons autobiography remains in print to this day and is considered by many historians to be one of the most inspirational books written by a black American. The stellar reputation of the institute brought in many notable speakers, including industrialist Andrew Carnegie and feminist Susan B. Anthony. Famed agricultural scientist George Washington Carver became a member of the faculty and taught at Tuskegee for nearly 50 years. Dinner With President Roosevelt Washington found himself at the center of controversy once again in October 1901, when he accepted an invitation from President Theodore Roosevelt to dine at the White House. Roosevelt had long admired Washington and had even sought his advice on a few occasions. Roosevelt felt it only fitting that he invite Washington to dinner. But the very notion that the president had dined with a black man at the White House created a furor among whites- both northerners and southerners. (Many blacks, however, took it as a sign of progress in the quest for racial equality.) Roosevelt, stung by the criticism, never again issued an invitation. Washington benefited from the experience, which seemed to seal his status as the most important black man in America. Later Years Washington continued to draw criticism for his accommodationist policies. Two of his greatest critics were William Monroe Trotter, a prominent black newspaper editor and activist, and W.E.B. Du Bois, a black faculty member at Atlanta University. Du Bois criticized Washington for his narrow views on the race issue and for his reluctance to promote an academically strong education for blacks. Washington saw his power and relevance dwindle in his later years. As he traveled around the globe giving speeches, Washington seemed to ignore glaring problems in America, such as race riots, lynchings, and the disenfranchisement of black voters in many southern states. Although Washington later spoke out more forcefully against discrimination, many blacks would not forgive him for his willingness to compromise with whites at the cost of racial equality. At best, he was viewed as a relic from another era; at worst, a hindrance to the advancement of his race. Death Washingtons frequent travel and busy lifestyle eventually took a toll on his health. He developed high blood pressure and kidney disease in his 50s and became seriously ill while on a trip to New York in November 1915. Insisting that he die at home, Washington boarded a train with his wife for Tuskegee. He was unconscious when they arrived and died a few hours later on November 14, 1915, at the age of 59. Booker T. Washington was buried on a hill overlooking the Tuskegee campus in a brick tomb built by students. Legacy From a slave to the founder of a black university, Booker T. Washingtons life traces the vast changes undergone and distances traversed by black Americans after the Civil War and into the twentieth century. He was an educator, prolific writer, orator, adviser to presidents, and considered the most prominent black American at the height of his career. His accommodationist approach to advancing the economic lives and rights of black in America was controversial even in its own time and remains controversial to this day. Sources Harlan, Louis R. Booker T. Washington: The Making of a Black Leader, 1856–1901. Oxford, 1972.Wells, Jeremy. â€Å"Booker T. Washington (1856–1915).† Encyclopedia Virginia.

The Names of Colors in Italian

The Names of Colors in Italian You want to tell your friend the color of the Vespa you want to buy, the type of wine you were drinking, or the hue of the sky while you were on a hilltop in Florence, but how do you say the colors in Italian? To start, here are the most common thirteen along with a list of subtle and unique  blends. Basic Colors Red – Rosso Lei porta sempre un rossetto rosso. - She always wears red lipstick. Pink – Rosa Ho comprato un vestito rosa per la festa. - I bought a pink dress for the party. Purple – Viola Ho dipinto le unghie di viola. - I painted my nails purple. TIP: Unlike other colors, you don’t have to change the ending of â€Å"rosa† or â€Å"viola† to match the object it’s describing. Orange – Arancione La sua macchina nuova à ¨ arancione ed à ¨ troppo sgargiante per i miei gusti. - Her new car is orange, and it’s too bright for my tastes. Yellow – Giallo Stava leggendo un giallo con una copertina gialla. - He was reading a mystery novel with a yellow cover. TIP: â€Å"Un giallo† is also a mystery novel or thriller. Green – Verde Mi piace vivere in Toscana, in mezzo al verde. - I like living in Tuscany, in the middle of the green. Blue – Azzurro Ho gli occhi azzurri. - I have blue eyes. Silver – Argento Gli ho regalato un cucchiaio d’argento per la loro collezione. - I gifted them a tiny, silver spoon for their collection. Gold – Oro Cerco una collana d’oro. - I’m looking for a gold necklace. Gray – Grigio Il cielo à ¨ cosà ¬ grigio oggi. - The sky is so gray today. White – Bianco Non voglio indossare un vestito da sposa bianco, ne preferisco uno rosso! - I don’t want to wear a white wedding dress, I prefer a red one! Black – Nero Calimero à ¨ un pulcino tutto nero con un cappellino bianco in testa. - Calimero is a black chick with a white little cap on his head. Brown – Marrone Mamma mia, lei à ¨ bellissima, ha gli occhi marroni e lunghi capelli castani. - Oh my goodness, she’s beautiful, she has brown eyes and long, brown hair. TIP: You would use â€Å"marrone† to describe the color of someone’s eyes, like â€Å"gli occhi marroni†, and you would use â€Å"castano† to describe the color of someone’s hair â€Å"i capelli castani†. Dark Colors If you want to talk about dark shades, you can just add the word scuro at the end of each color. Dark red – Rosso scuroDark green – Verde scuroDark blue - Blu TIP: â€Å"Blu† is understood all its own to be a darker shade. Light Colors Here are some lighter shades: Baby blue – CelesteBaby pink – Rosa confettoLight green - Verde chiaroLight blue - Azzurro TIP: Like â€Å"blu†, â€Å"azzurro† on its own is usually understood as light blue. Unique Colors Shiny/glossy red – Rosso lucido Stavo pensando di comprare una Vespa di color rosso lucido, che ne pensi? - I was thinking about buying a shiny red Vespa, what do you think? Vermilion red - Rosso vermiglione Rimango sempre affascinata dalla tonalit di rosso vermiglione dei dipinti di Caravaggio. - I’m always attracted by the red vermilion shade used by Caravaggio in his paintings. Hot pink – Rosa shocking Non mi piacciono per niente i vestiti di colore rosa shocking, non sono eleganti. - I don’t like hot pink clothes at all, they’re not elegant. Blue green – Verde acqua Mi sono innamorato dei suoi occhi verde acqua. - I fell in love with her blue green eyes. Lilac – Lilla Il lilla à ¨ un colore davvero rilassante. - The color lilac is really relaxing. Maroon – Bordeaux Il mio colore preferito à ¨ bordeaux. - My favorite color is maroon. Hazel brown – Nocciola Ho comprato le lenti a contatto affinchà © potrei avere degli occhi color nocciola. - I bought contact lenses so that I could have hazel brown eyes. Italian Expressions with Colors Heart of gold – Cuore d’oroNot all that glitters is gold. – Non à ¨ tutto oro quel che luccica.Sweet dreams – Sogni d’oroBlack sheep (of the family) - La pecora nera

Discuss the law of consent to treatment and the law of negligence Assignment

Discuss the law of consent to treatment and the law of negligence - Assignment Example According to the law of consent to treatment and health care directives act, every person seeking medical attention has a right to: permit or refuse to give consent to health practitioners on whatever reason (Corfield, Granne, & Sayer, 2009). In addition, they may choose the best treatment among provided treatment methodologies, given assistance by qualified medical practitioner, and be involved in decision making on any medical practices to be performed on him or her (Hockton, 2002). For this law to be valid, various factors should be put into deliberation. For example, the person issuing the consents should be provided with all necessary information on the medical procedure to be undertaken (Thornton, 2008). It should be able to address, the benefits, side effects of treatment, and indicate other alternatives (Rozovsky, 2003). The consent be given voluntarily with the patient and not forced of him. It should be understandable to help the patient make an informed decision (Bartlett, 2008). However, there are cases in which treatment of a patient may go on with or without their consent. This include (a) Supplementary actions; this is mostly prominent in surgery processes where during an operation the surgeon might encounter an extra problem that needs an additional procedure, here the surgeon has no choice but to go ahead and perform the process for he cannot waken the patient to approve the consent (Herring, 2010). A choice made in the interest of the suffering patient. (b) Emergency treatment; this happens mostly during emergencies e.g. When a patient is unconscious and cannot provide a consent, the medical practitioners will provide treatment and after consciousness is regained by the patient all reasons on why the treatment was given (Rozovsky, 2000). (c) Risk to the public; a person can be held on the hospital unwillingly until he or she has fully recovered if the person has an infectious disease that can a public health risk. (d) Mental condition; mental disoriented persons can be held either willingly or unwillingly in hospital without their consent, this differs globally according to laws of the given land (Dimond, 2008). Treatment given to such people must for their wellbeing. (e) Changes in capacity; a patient’s capacity to consent can change. There are different reasons that might affect a person’s capacity to give consent to treatment. Issues like panic, extreme tiredness, instant shock, patients under drug and unstable medical conditions such as schizophrenia influence are usually not fit to give medical consents (Bartlett, 2008). Such persons are advised to make early decisions on the treatment they would prefer in case of future incapacity (Dimond, 2008). Negligence; this implies failure to act with the prudence that a rational individual would exercise under the same conditions. The law of negligence states that a person or an institution is liable for any Injury caused negligently on the person seeking servi ces from the person or organization (James, & Deeley, 2002). Medical negligence or medical malpractices are terms used to indicate a negligent act by either medical practitioner or medical facility that leads to injury (Bartlett, 2008). When such injury arises the affected party can take legal action and such cases fall below the category of individual injury law. In many jurisdictions, there certain approved standards that people should receive. In case of irresponsible or erroneous

Policy Paper Essay Example | Topics and Well Written Essays - 1750 words

Policy Paper - Essay Example Russiahas a long-standing history with the Syrian rulers, which prospered during the authoritarian reign of Hafez Al Assad, the father of the current Syrian president Bashar Al Assad. There is need for the Russian government to support the Syrian Army and government and a plan is needed for this to happen as quickly as possible. The elder Assad’s relationship with the Russian leadership saw him being invited to Russia by Leonid Brezhnev and firmly installed Syria’s position as a defender of the USSR during the Cold War, a tradition that continued with the Russian republic after the breakup of the Soviet Republics. Russia is Syria’s largest supplier of arms, with annual arms sales between the two countries topping more than US$1.5 billion. The countries also have a lot of trade links and have over the years established very strong bonds, based especially on the supply of arms and cold war and post-cold war anti-American stance. This stance saw the Russian Republic - together with China - veto allUN resolutions calling for military intervention in Syria by the international community (Carpenter 3). Russia has also been very vocal in defending the Syrian administration of Bashar Al Assad and taken their side in the conflict with what they refer to as Islamic terrorist rebels. It is on the basis of the longstanding history of the relationship between the two countries that the first reason why Russia should arm the government of Syria. This ongoing relationship has been between the governments that rule the two countries and therefore remain in place no matter which government is in place in Syria. There is need for Russia to arm Syrian and provide a decisive winner in this battle in order to stop the humanitarian and political tragedy that has taken place and continues to take place in Syria today. Russia has to support Syrian in this conflict in order to stem the growth and spread of radical Islamist revolution that has continued under the gu ise of an America-supported Arab Spring (Tenin 6). Russia also needs to arm Syria in order to stop this spread of Islamist radicalism that Russia had to deal with in Chechnya and to prevent Islamist terrorists using Syria as another from to attack Russia. This plan presented herein is a plan to arm the Syrian government forces by Russia in order to provide a decisive completion to the civil strife in Syria once and for all and to protect the sanctity of the Syrian regime. The first part of this plan is the identification of the kinds and range of weapons that the Russian Republic can supply to Syria to ensure that the tide of the war in that country turns in favor of the Syrian government and to ensure that the region is stabilized and that the Syrian country does not disintegrate into tribal or ethnic enclaves, as has happened in all the other countries where international intervention usually in the form of American and American-aided invasion has taken place. One only has to look at the effect of American intervention in Iraq, Afghanistan, Libya and most recently Egypt to see how their intervention only results in more complex internal conflict and deterioration of law and order. In Syria, the situation is further compounded

thematic essay on identity -- essays research papers fc

Thematic Essay on Identity   Ã‚  Ã‚  Ã‚  Ã‚  There are many aspects of identity in the poem â€Å"Sex without Love,† by Sharon Olds. I can relate my own thoughts to how the author views the subject that she talks about in this poem. There has been a situation in my own life where I was thinking to myself, just as the author was, â€Å"How do they do it, the ones who make love without love?† (Olds 740). Having been raised as a well-rounded and disciplined person, as well as religious, I know the discouragement of having premarital sex. It’s not just the immorality that these characters are experiencing that the author is talking about, but they probably have personal issues that have to do with a their self worth and identity. These characters think they know what love is, but the truth is that they are in denial of what they are really doing. Even though religion is an issue to the characters, their identity pushes that concept to the side so that they can do what they desire most. I believe that the author is trying to stress the point that these people are not obeying the word of God and leading themselves into their own temptations. Olds compares the truly religious to the ‘lovers’ by introducing them as people who have sex without being in love by saying, â€Å"These are the true religious, the purist, the pros, the ones who will not accept a false Messiah, love the priest instead of the God† (Olds 740). Part of this poem is ironic because the author starts by questioning... thematic essay on identity -- essays research papers fc Thematic Essay on Identity   Ã‚  Ã‚  Ã‚  Ã‚  There are many aspects of identity in the poem â€Å"Sex without Love,† by Sharon Olds. I can relate my own thoughts to how the author views the subject that she talks about in this poem. There has been a situation in my own life where I was thinking to myself, just as the author was, â€Å"How do they do it, the ones who make love without love?† (Olds 740). Having been raised as a well-rounded and disciplined person, as well as religious, I know the discouragement of having premarital sex. It’s not just the immorality that these characters are experiencing that the author is talking about, but they probably have personal issues that have to do with a their self worth and identity. These characters think they know what love is, but the truth is that they are in denial of what they are really doing. Even though religion is an issue to the characters, their identity pushes that concept to the side so that they can do what they desire most. I believe that the author is trying to stress the point that these people are not obeying the word of God and leading themselves into their own temptations. Olds compares the truly religious to the ‘lovers’ by introducing them as people who have sex without being in love by saying, â€Å"These are the true religious, the purist, the pros, the ones who will not accept a false Messiah, love the priest instead of the God† (Olds 740). Part of this poem is ironic because the author starts by questioning...

Alex Sanders

STATEMENT OF THE PROBLEM * How can Sam Glass channelize and bring out Alex Sander’s competencies so that he can contribute more effectively to the progress of his product team at Landon Care Products? * In what ways can Landon Care Products Inc. restructure its 360  ° performance review such that it can help employees achieve their highest leadership potential? SWOT AnalysisSTRENGTHS * enthusiastic in his work and never wears out * talented and highly qualified * driven by his sense of achievement and brings results * good learning ability and grasping power * undaunted by new challenges * appreciative of good work| WEAKNESSES * pushy and demanding * short tempered * inflexible at work * expects everyone to work according to his style of working * creates a stressful work atmosphere by asking people to work overtime| OPPORTUNITIES * Has entrepreneurial ability, is a go getter, identifies and implements tasks within the given time frame and has passion for learning new skills and filling any gaps in knowledge. Using this skill, he has the opportunity to start his own successful venture. * Possibility of improvementTaking his 360 degree feedback positively, Alex may try to improve on his working style and motivate and mentor his team to help them work effectively. This will aid in creating a high performance team and would result in success of the rebranding project of Nourish. THREATS * Can lose his jobDue to his continued arrogance and over confidence, his 360 degree feedback could turn unfavorable to his cause; he may lose a possible promotion or would have to leave the organization. * Efficiency of the team could be hampered Alex’s team could crumble under constant work pressure and hostile work environment as created by Alex and would become lax or inefficient in their tasks. This might hamper the successful rebranding of the upcoming and crucial project of Nourish| Economical condition European companies entering into the American skincare a nd beauty segment. Cultural condition The takeover by a European company brought in changes in the work culture Detailed Analysis of the problem We can look at this from the perspective of Herzberg’s two factor theory,Alex Sander accounts for almost all of the context factors such as Salary, supervision, etc. , but does not satisfy the content factors of motivation which involves recognition of achievement, responsibility and advancement. The absence of these caused de-motivation amongst the team members. Alex has high task orientation but low people orientation. But he was able to prove himself with successfully re-branding two skin care products. Problems in working style of Alex * He always used to come up with the right answer without involving the team which undermined a lot of people * Aggressive in nature * Expects the same output from his reportees and thus creates stressful atmosphere at workplace. * Glass’ concerns for AlexAlex asked Glass that he wanted to g et into broader planning areas of the organization -â€Å" making strategic decisions † where he wanted to learn how the division’s products were formulated and building on that knowledge he wanted to understand the global market as well as the relative importance of the U. S. market. After a week Glass mentioned about this to Alex in a conversation where he mentioned to him that his feedback is contradicting in what he says and what he is doing. This problem was could turn into a very big challenge for Sam where he has to find ways to deal with Alex’s attitude issues which is creating a lot of problem for other team members (as reflected in some of the inputs mentioned by his own team members in feedback) as he was aware about Alex’s potential and wanted to retain him .So, he had to come up with a way to channel Alex’s talent in the right way which would ensure success for product group in the long run. Problem with 360 ° performance review This was being conducted for the first time in the organization and a lot of people in the division are not clear on how this feedback is going to help with development or performance appraisal. There is a possibility that the results will be tainted in some way or other. Even Alex was least interested about this feedback and didn’t want to waste his time on this exercise as he was aware as who would Sam ask for inputs about him. When he was hired by Sam he was asked to shake up the product team and launch products quickly. Decision Criteria and Alternative Solutions Option 1-If company fires Alex?This option is not suitable because Alex is known to bring results to the projects and at present the company is at a crucial juncture, where successful launch of Nourish is very much needed. A new hire would take up time to get adjusted to the organization culture and may not bring results as quickly as expected. Option 2- If Alex starts his own entrepreneurial project (start-up), whic h gives him complete autonomy. Alex is known to demonstrate entrepreneurial instincts and work tirelessly on his own. He expects same level of commitment and performance from his team and does not suffer inefficiencies. He might do well in his start-up initially but this is not a sustainable option because if Alex’s working style does not change; he is bound to create hostile feelings with his colleagues sooner or later.Option 3- A personality development and team building program for Alex 1. Alex should be made aware of the importance of the feedback process and needs to take his feedback in good light. 2. Alex should undergo some training in team building activities and should be encouraged to interact with his teammates more frequently. He should be trained to give some autonomy to his team and respect his fellow mates, which will result in high performance teams. 3. There should be continuous interactions between Alex and Senior level managers whereby he can take up any g rievances and also look for challenging opportunities that will keep him motivated and satisfied. RecommendationsWe recommend company should choose to go for option 3 in the light of all the pros and cons mentioned above. Even Sam Glass knew that Alex was someone who would create waves in the organization but he had hired him because Alex was a potential candidate and therefore Sam was ready to compromise on this. Agreed, Alex has attitude and behavioral issues. But nevertheless being the youngest product manager he had proved his mettle by successfully rebranding two national skin care products. These issues can be resolved if Alex undergoes some training in team building activities. He is competent enough in technical skills but lacks in attitude, which can be set right if he is mentored accordingly.