Saturday, November 30, 2019

Karate Essays - Shrin-ry, Tatsuo Shimabuku, Isshin-ry,

Karate Outline Thesis Statement: Isshinryu may be the youngest karate to come from Okinawa, but it is as rich with spirit as the earlier forms. I. Background on Isshinryu founder. A. Birth date and location. B. Teachers and influence C. Creation II. Description of Emblem and patch. A. Origin B. Explanation and meaning C. Symbolism III. Kata A. Brief overview B. History C. Explanation D. Benefits IV. Ranking sytem A. Kyu ranks B. Dan ranks C. Promotion requirements Isshinryu Karate was developed and introduced in 1954 by Tatsuo Shimabuku on the island of Okinawa. His karate was the offspring of two different systems, Goju-Ryu and Shorin-Ryu. Goju-Ryu being the ?Hard? method, and Shorin-Ryu being the ?Soft? method. He introduced katas from other forms into his own form, and developed features unique to his newly created style. The ranking system, also unique to his style, was made up of 7 kyu ranks and 10 degrees of black belts. A vision Shimabuku had in a dream also played a major role in the development of his style. The vision that helped him ?mold? his karate into one form is represented on a patch presently worn on the gi?s of his followers and their students. Isshinryu may be the youngest karate to come from Okinawa, but it is as rich with spirit as the earlier forms. Shinkichi Shimabuku, founder of Isshinryu, was born on the island of Okinawa on September 19, 1908 (Armstrong 7). Upon reaching the age of six, Shimabuku would travel on foot, six miles down an old farm road to reach his uncle?s house. His uncle, Chioyu, a Shorin-ryu Master, was reluctant to teach young Shimibuku. Instead, Chioyu made him perform menial chores around the dojo. After two years of chores and six mile walks, Shimabuku developed the patients and physical condition to begin karate training. His uncle taught Shimabuku his system and started him off on his martial career. During his years of adolescence Shimabuku changes his name from Shinkichi to Tatsuo meaning ?Dragon Boy?. It was common during the 1920?s for a young boy to change his name during his adolescence years. With the motivation from his uncle, Shimabuku sought out the famous Chotoku Kyan, another Shorin-ryu master. After developing an excellent kicking ability, his next sensei was Chojin Miyagi! , known for his vigorous training habits. Miyagi teaches Shimabuku Naha-te, known today as the Goju-ryu style. His fourth teacher was a man by the name of Motobu, a famous brawler in Okinawa. Motobu furthers Shimabuku?s in Shorin-ryu and grants him the title of Master (8). Lastly, Yabiku Moden, helps polish Shimabuku?s training by teaching him the art of the Bo, Sai, and Tee-fa (9). With the teachings of some of Okinawa?s legendary teachers, Tatsuo Shimabuku sets of to begin a life in the martial arts. Late one evening at his home in Chun Village, Shimabuku was awakened by his dream of the ?Mizu-gami?, the sea goddess. With this symbol, Tatsuo realizes the unification of his training that the Mizu-gami represents. It was on that evening that Isshinryu was born (Armstrong 27). Later, his vision was produced on a patch worn by all students of Isshinryu Karate. The emblem of Isshinryu karate symbolizes the Mizu-gami. Its oval shape was originally designed to represent the unique vertical fist in Isshinryu karate. The symbol depicts a woman whose lower half appears to take the form of a sea dragon. Her left hand is held open in the universal sign of peace while her right hand forms an Isshinryu fist. In Oriental mythology, the dragon in the sky is a sign of good luck while the gray background and churning seas is a sign of unknown dangers. Three stars are located at the top of the emblem representing three virtues. These virtues consist of mind, body, and spirit whic! h all must be developed to reach total harmony (Tyurin). With this vision and sensei?s knowledge of the martial arts, he sets off to create the Isshinryu system. What would a martial arts system be without Kata? According to the Martial Arts Dictionary, by Louis Frederic, the word ?kata? is defined as Form?, ?Sequence, but there is much more to kata than form and sequence (104). To really grasp the meaning of kata, the true essence of karate, one must be involved in one or more forms of the martial arts. In the Isshinryu system there are 16 katas: 1. Seisan 9.Kusan-Ku Sai 2. Seiuchin 10. Tokomen Karate Essays - Shrin-ry, Tatsuo Shimabuku, Isshin-ry, Karate Outline Thesis Statement: Isshinryu may be the youngest karate to come from Okinawa, but it is as rich with spirit as the earlier forms. I. Background on Isshinryu founder. A. Birth date and location. B. Teachers and influence C. Creation II. Description of Emblem and patch. A. Origin B. Explanation and meaning C. Symbolism III. Kata A. Brief overview B. History C. Explanation D. Benefits IV. Ranking sytem A. Kyu ranks B. Dan ranks C. Promotion requirements Isshinryu Karate was developed and introduced in 1954 by Tatsuo Shimabuku on the island of Okinawa. His karate was the offspring of two different systems, Goju-Ryu and Shorin-Ryu. Goju-Ryu being the ?Hard? method, and Shorin-Ryu being the ?Soft? method. He introduced katas from other forms into his own form, and developed features unique to his newly created style. The ranking system, also unique to his style, was made up of 7 kyu ranks and 10 degrees of black belts. A vision Shimabuku had in a dream also played a major role in the development of his style. The vision that helped him ?mold? his karate into one form is represented on a patch presently worn on the gi?s of his followers and their students. Isshinryu may be the youngest karate to come from Okinawa, but it is as rich with spirit as the earlier forms. Shinkichi Shimabuku, founder of Isshinryu, was born on the island of Okinawa on September 19, 1908 (Armstrong 7). Upon reaching the age of six, Shimabuku would travel on foot, six miles down an old farm road to reach his uncle?s house. His uncle, Chioyu, a Shorin-ryu Master, was reluctant to teach young Shimibuku. Instead, Chioyu made him perform menial chores around the dojo. After two years of chores and six mile walks, Shimabuku developed the patients and physical condition to begin karate training. His uncle taught Shimabuku his system and started him off on his martial career. During his years of adolescence Shimabuku changes his name from Shinkichi to Tatsuo meaning ?Dragon Boy?. It was common during the 1920?s for a young boy to change his name during his adolescence years. With the motivation from his uncle, Shimabuku sought out the famous Chotoku Kyan, another Shorin-ryu master. After developing an excellent kicking ability, his next sensei was Chojin Miyagi! , known for his vigorous training habits. Miyagi teaches Shimabuku Naha-te, known today as the Goju-ryu style. His fourth teacher was a man by the name of Motobu, a famous brawler in Okinawa. Motobu furthers Shimabuku?s in Shorin-ryu and grants him the title of Master (8). Lastly, Yabiku Moden, helps polish Shimabuku?s training by teaching him the art of the Bo, Sai, and Tee-fa (9). With the teachings of some of Okinawa?s legendary teachers, Tatsuo Shimabuku sets of to begin a life in the martial arts. Late one evening at his home in Chun Village, Shimabuku was awakened by his dream of the ?Mizu-gami?, the sea goddess. With this symbol, Tatsuo realizes the unification of his training that the Mizu-gami represents. It was on that evening that Isshinryu was born (Armstrong 27). Later, his vision was produced on a patch worn by all students of Isshinryu Karate. The emblem of Isshinryu karate symbolizes the Mizu-gami. Its oval shape was originally designed to represent the unique vertical fist in Isshinryu karate. The symbol depicts a woman whose lower half appears to take the form of a sea dragon. Her left hand is held open in the universal sign of peace while her right hand forms an Isshinryu fist. In Oriental mythology, the dragon in the sky is a sign of good luck while the gray background and churning seas is a sign of unknown dangers. Three stars are located at the top of the emblem representing three virtues. These virtues consist of mind, body, and spirit whic! h all must be developed to reach total harmony (Tyurin). With this vision and sensei?s knowledge of the martial arts, he sets off to create the Isshinryu system. What would a martial arts system be without Kata? According to the Martial Arts Dictionary, by Louis Frederic, the word ?kata? is defined as Form?, ?Sequence, but there is much more to kata than form and sequence (104). To really grasp the meaning of kata, the true essence of karate, one must be involved in one or more forms of the martial arts. In the Isshinryu system there are 16 katas: 1. Seisan 9.Kusan-Ku Sai 2. Seiuchin 10. Tokomen

Tuesday, November 26, 2019

Israels Right to Self-Defense

Israels Right to Self-Defense Free Online Research Papers The present Article examines the legality of Israels military intervention in Lebanon in the summer of 2006 from a jus ad bellum perspective. More specifically, it examines whether Israel could lawfully invoke the right of self-defense, taking account of the factual circumstances, the justification given by Israel and the reaction of the international community. The Article focuses mainly on the controversy regarding the legality of self-defense against attacks by non-state actors. In this regard, it is noted that while the restrictions on this type of self-defense may have been eased in recent years, Israels intervention should not be considered a new precedent towards a broad right of self-defense against terrorist groups or other types of non-state actors. I. Introduction On July 12, 2006, Hezbollah militants attacked an Israeli military patrol, capturing two soldiers and killing three. Israel subsequently invoked the right of self-defense and engaged in military operations to retrieve the captured soldiers while carrying out air strikes against several targets in Lebanon, such as the Rafik Hariri International Airport in Beirut. The incident escalated in the following days, when aerial bombardments by the Israeli Defence Forces (IDF) were answered by a rainstorm of Katyusha rockets targeting Haifa and other cities in northern Israel. As the IDF crossed the Blue Line, the United Nations (U.N.)-monitored border demarcation between the two countries, Israeli troops and Hezbollah militants clashed in the worst fighting in southern Lebanon since 1982. For over a month the world held its breath until, finally, a frail ceasefire was put in place at the order of the U.N. Security Council on August 14, 2006. [FN1] In all, some 116 Israeli soldiers and 43 Isra eli civilians lost their lives between July 12, 2006 and August 14, 2006. On the Lebanese side, some 1,109 peoplemostly civilians were killed, as well as twenty-eight Lebanese soldiers. [FN2] Scores of people on both sides were injured or forced to flee their homes. The dramatic events of July and August 2006 raise important questions of jus ad bellum regarding the legality of self-defense in response to attacks by non-state actors. [FN3] Chief among these questions is whether state involvement in these attacks is needed to trigger Article 51 of the U.N. Charter, [FN4] which spells out the right of self-defense and, if so, what degree of state involvement is required. The International Court of Justice (ICJ) has addressed this question in its advisory opinion on the legality of the â€Å"Palestinian Wall† [FN5] and in its judgment in the Case Concerning Armed Activities on the Territory of the Congo (Dem. Rep. Congo v. Uganda), [FN6] but it has been notoriously unable to provide a coherent answer to this polemic, to the discontent of some of its judges. Legal scholars are highly divided on the topic, although a growing number of authors have suggested that the legal restrictions on self-defense *267 ought to be eased. [FN7] States, on the other hand, do not seem to stumble over these thorny questions. Indeed, as they did in response to the 9/11 attacks, many states supported Israels self-defense claim without further ado, notwithstanding the fact that many were critical of the disproportionate character of Israeli attacks and the heavy loss of civilian life on the Lebanese side. Against this background, the present Article assesses the merits of Israels invocation of Article 51 of the U.N. Charter. Given the fact that the initial attack emanated from Hezbollah and not from the Lebanese government, it is hard to fit Israels recourse to force into the traditional legal parameters of self-defense. We will therefore not only examine the legality of Israels actions but also their significance for the development of jus ad bellum, taking into account the reaction of the international community. I start from the widely accepted premise that custom, constituted of state practice and opinio iuris, is crucial for the determination of the scope of the legal prohibition on the use of force. [FN8] Thus, Israels state practice in the present case will be tested against the opinio iuris expressed by Israel, Lebanon and numerous other states in the debates of the U.N. Security Council. [FN9] In the end, while the *268 international community generally affirmed the applicabi lity of the right of self-defense to Israels actions, I argue that this should not be interpreted as creating a broad legal right to exercise self-defense against attacks by non-state actors. Rather, given the circumstances in Lebanon, Article 9 of the Draft Articles on State Responsibility (Draft Articles) [FN10] may provide an alternative route to legally justify Israels recourse to self-defense under Article 51, while leaving in place the need for a certain degree of state involvement in armed attacks. The present analysis does not address the legality of Israels actions under international humanitarian law, [FN11] nor does it deal with the parallel military action in the Gaza strip during the same period. Part II summarizes the events of July 12, 2006 as well as the responses of Israel, Lebanon and the wider international community. Part III examines whether the conditions for the recourse to self-defense were met and focuses in particular on the question of whether and to what extent â€Å"armed attacks† require the involvement of a state to legally justify self-defense under Article 51 of the U.N. Charter. Part IV contains concluding remarks. II. The Outbreak of Hostilities and Reaction of the International Community On the morning of July 12, 2006, Hezbollah fighters attacked an Israeli border patrol between the towns of Zarit and Shtula. [FN12] Making use of a â€Å"dead zone† in the border fence, not visible from any of the IDF outlook posts, they crossed the border and ambushed an Israeli patrol with a combination of pre-positioned explosives and anti-tank missiles. Simultaneously, Hezbollah also launched a diversionary attack, firing Katyusha rockets and mortars at Israeli military positions and border villages. The latter attack wounded five civilians. In the ambush itself, three Israeli soldiers were killed, two were wounded and two were abducted. The IDF responded with artillery fire, air strikes, and a naval bombardment. Moreover, in its first military ground operation in *269 southern Lebanon since the withdrawal of Israeli troops in 2000, the IDF summoned a mission to rescue the captured soldiers and engaged in fierce fighting with Hezbollah gunmen. Shortly after the Zarit-Shtula incident, Israeli Prime Minister Ehud Olmert made a statement in which he argued that the Hezbollah attack was â€Å"not a terrorist attack, but the action of a sovereign state that attacked Israel for no reason and without provocation.† [FN13] He pointed out that Hezbollah is a member of the Lebanese government, stressing that Lebanon was responsible for this â€Å"act of war . . . on the sovereign territory . . . of the state of Israel† and would bear the consequences of its actions. [FN14] In accordance with the reporting obligation of Article 51 of the U.N. Charter, Israel submitted a letter to the Security Council, stating that â€Å"[r]esponsibility for this belligerent act lies with the Government of Lebanon, from whose territory these acts have been launched into Israel. Responsibility also lies with the Government of the Islamic Republic of Iran and the Syrian Arab Republic, which support and embrace those who carried out this at tack.† [FN15] The statement denounced the â€Å"ineptitude and inaction† of the Government of Lebanon to exercise its jurisdiction over its own territory, despite calls thereto in several Security Council resolutions. The statement goes on to reiterate that Israel â€Å"reserves the right to . . . exercise its right of self-defense when an armed attack is launched against a Member of the United Nations.† [FN16] To this end, it would take â€Å"appropriate actions to secure the release of the kidnapped soldiers and bring an end to the shelling that terrorize[d] [its] citizens.† [FN17] The next day, however, Lebanon called for an urgent meeting of the Security Council to discuss the crisis. [FN18] Lebanon declared that it was â€Å"not aware of the events that occurred and are occurring on the international Lebanese border† and did not endorse them. [FN19] Lebanon refuted responsibility for the actions of Hezbollah and strongly condemned â€Å"the Israeli aggressions that targeted and are targeting the vital and civil Lebanese infrastructure.† [FN20] *270 Israels actions against Lebanon were only discussed in the margin during the Security Council meeting of July 13, 2006, which instead focused on the situation in the Gaza strip at the time (a draft resolution was defeated due to a United States veto). [FN21] However, the next day the Council did convene to discuss the Israeli-Lebanese situation. [FN22] During the debate it became clear that most of the fifteen Council members supported Israels invocation of self-defense in principlethe United States, Japan, the United Kingdom, Denmark, Slovakia, Greece, France, Peru, and Argentina all referred to Israels right of self-defenseeven though they refrained from speaking out on Lebanons possible responsibility for the Hezbollah attacks. Only China and Qatar identified Israels response as â€Å"armed aggression† against Lebanon. [FN23] On the other hand, most Council members also showed sympathy for the Lebanese authorities and stressed the need for the Lebanese government to ex ercise full control over all of its territory. Virtually all Council members expressed concern at the targeting of civilians and civilian infrastructure in Lebanon and called for restraint, with several countries, such as Russia and France, expressly condemning the disproportionate nature of Israels campaign. [FN24] In the following days, Israels claim continued to receive implicit and explicit support from several corners, although often in combination with deep concern at the loss of civilian life. Thus, on July 16, 2006, the Group of Eight (G8), meeting in St. Petersburg, issued a declaration acknowledging Israels right to self-defense while calling for restraint. [FN25] Two days later, the U.S. Senate adopted a resolution â€Å"[c]ondemning Hezbollah and Hamas and their state sponsors and supporting Israels exercise of its right to self-defense.† [FN26] Likewise, Australian Prime Minister John Howard affirmed that Hezbollah had forced Israel into self-defense. [FN27] Even U.N. Secretary-General Annan, albeit highly critical of Israels excessive and disproportionate use of force, acknowledged Israels right to defend itself under Article 51 of the U.N. Charter. [FN28] The open debate in the Security Council of July 21, 2006 shows a similar picture. Notwithstanding deep concern or outright condemnation of the disproportionate use of force, a majority of participants agreed as a matter of principle that Israel had the right to defend itself against the attacks by Hezbollah. [FN29] This position was held by the United States, the twenty-five *271 member states of the European Union, Japan, Russia, Canada, Australia, Norway, Switzerland, Brazil, Argentina, Peru, Guatemala, and Ghana. On the other hand, the twenty-two member League of Arab States [FN30] condemned the Israeli aggression, as did China, Iran, Cuba, and Venezuela. Other countries, such as India and Indonesia, condemned the disproportionate character of Israels action, without addressing the self-defense question. [FN31] Thus, it appears the international community steadily grew more critical of Israels use of force against Lebanon, especially after the killing of four U.N. peacekeepers in an Israeli artillery and aerial attack on July 25, 2006 [FN32] and the Qana massacre [FN33] of July 30, 2006 in which twenty-eight Lebanese civilians lost their lives. Still, a majority of states, including eleven out of fifteen Security Council members, backed the invocation of Article 51 of the U.N. Charter. [FN34] Let us now turn to the merits of the casus belli. A. Israels Self-defense Claim An examination of Israels self-defense claim can be broken down in three parts. First, we must establish whether the Zarit-Shtula incident qualifies as an â€Å"armed attack† in the sense of the U.N. Charters Article 51 ratione materiae. This means that we must assess whether Hezbollahs acts were â€Å"of such gravity† that they would qualify as an armed attack if they had been carried out by regular armed forces. Secondand this is the most difficult point to tackle from a legal perspectivewe must look into the Lebanese governments involvement in the activities of Hezbollah to verify whether the incident qualifies as an armed attack ratione personae. A third and final aspect concerns the necessity and proportionality of Israels response. A preliminary remark must be made. Several officials and media sources have questioned Israels motives in going to war against Lebanon. Some have suggested that Israel had long pre-planned its military campaign and was waiting to be provoked; others have pointed out that Israel pursued *272 wider goals than merely the return of its abducted soldiers. [FN35] Whether or not these suggestions are true is irrelevant from a jus ad bellum perspective. This follows from the Nicaragua case, where Nicaragua argued that the U.S. justification of self-defense merely served as a pretext for its contested activities. The Court rejected this argument, declaring that self-defense can be legally invoked if the appropriate conditions are met â€Å"even though there may be possibility of an additional motive, one perhaps even more decisive.† [FN36] Hence the answer: yes, self-defense may be a pretext, as long as the basic conditions are met. But were these conditions met on July 12, 2006? 1. Ratione Materiae Our first question concerns whether the â€Å"scale and effects† of the initial attack by Hezbollah were sufficient to trigger the right of self-defense. In the Nicaragua case, the ICJ famously distinguished between the â€Å"most grave† forms of the use of force from other â€Å"less grave† forms. [FN37] Only the former qualify as â€Å"armed attacks† in the sense of Article 51. This is also evident from the ICJs reference to the Definition of Aggression, [FN38] adopted by the U.N. General Assembly in 1974, which the Court used as a yardstick to determine the existence of an armed attack. [FN39] Articles 2 and 3(g) of the Definition require that armed force be of sufficient gravity to constitute aggression. [FN40] As a result, a de minimis threshold has to be reached. An armed attack must involve at least a use of force producing (or liable to produce) serious consequences, epitomized by territorial intrusions, human casualties or considerable destruction of property. [FN41] Use of force below this threshold may well trigger a states right to take countermeasures, but it does not justify recourse to self-defense. On the other hand, a single incident such as the mining of a single vessel may be sufficient to bring into play the inherent right of self-defense. [FN42] Single incidents may also be â€Å"accumulated† so as to determine whether the threshold has been reached. [FN43] In Nicaragua, the ICJ excluded â€Å"mere frontier incidents† from the concept of â€Å"armed attack.† [FN44] Many scholars criticized this distinction as *273 artificial, arguing that some â€Å"frontier incidents† may be trivial, while others may be extremely grave. [FN45] However, the concept of frontier incidents may be useful to avoid escalation of minor incidents. It does not a priori rule out the possibility that trans-border incursions could singly or collectively amount to armed attacks. The ICJ did not provide much guidance to distinguish mere frontier incidents from armed attacks, but only referred in general terms to â€Å"scale and effects† and circumstances and motivations. [FN46] The implication seems to be, as Gray notes, that â€Å"the Court would include within ‘frontier incident’ episodes where there was no intent to carry out an armed attack, including accidental incursions and incidents where officials disobeyed orders.â €  [FN47] Given this understanding, the premeditated and well-organized character of the Hezbollah ambush, the ongoing nature of the abduction, combined with diversionary rocket attacks suggest that this was a deliberate â€Å"armed attack† rather than a mere â€Å"incident.† Considering the serious consequences of the attackwhich included territorial intrusions, human casualties, and destruction of propertyone could argue that, even though it was a relatively small-scale event, the ratione materiae criterion was fulfilled. The outcome of this analysis would be different if one were to follow the alternate version of the incident, proclaimed by the Lebanese police and later by Hezbollah. According to this version, the Israeli soldiers were captured when Hezbollah attacked an Israeli commando force trying to infiltrate the village of Ayta ash-Shab, well inside Lebanese territory. [FN48] This account seems somewhat at odds with the apparently premeditated nature of Hezbollahs attac k. [FN49] All major news agencies, including Al Jazeera, as well as the European Union and the G8, have characterized the abduction as a â€Å"cross-border† attack. Likewise, the report of the United Nations Interim Force in Lebanon (UNIFIL) states that Hezbollah â€Å"crossed the Blue Line into Israel and attacked an IDF patrol,† [FN50] and Security Council Resolution 1701 speaks of â€Å"Hezbollahs attack on Israel.† [FN51] Therefore, we see that the answer to the question posed at the start of this section is that the attack by Hezbollah was sufficient to trigger the right to self-defense. *274 2. Ratione Personae The ratione personae aspect is more difficult to assess. The problem is that considerable controversy exists as to when attacks carried out by non-state actors qualify as â€Å"armed attacks† in the sense of Article 51. The text of the Article does not explicitly restrict the scope of â€Å"armed attacks† to acts of state agents, yet it has traditionally been interpreted in this way. [FN52] Thus, the U.S. Senate Foreign Relations Committee long ago declared that â€Å"the words ‘armed attack’ clearly do not mean an incident created by an irresponsible group of individuals, but rather an attack by one state upon another.† [FN53] On the other hand, literature also suggests that self-defense can be exercised against attacks by non-state actors when there is a certain degree of state involvement in the attacks, a situation which is sometimes labeled â€Å"indirect military aggression.† [FN54] In addressing this controversy, the International Court of Justice has applied the reasoning of Article 3(g) of the Definition of Aggression, which was taken to reflect customary international law. Thus, the Court extended the notion of â€Å"armed attack† to â€Å"the sending by or on behalf of a state of armed bands, groups, irregulars or mercenaries, which carry out acts of armed force against another State of such gravity as to amount to (inter alia) an actual armed attack conducted by regular forces, or its substantial involvement therein.† [FN55] Nevertheless, the application and interpretation of this phrase has become increasingly contested. This is a consequence of evolutions in state practice, recent resolutions adopted by the Security Council, and, last but not least, subsequent ICJ jurisprudence. As a result, there are currently three broad lines of reasoning. [FN56] On the one hand, some argue that self-defense can only be exercised when attacks by non-state actors can be imputed to a State in accordance with established rules on state responsibility. On the other extreme, some argue that state involvement has become irrelevant and that one should only look at the gravity of the attack to determine the appropriateness of self-defense. In between, a third position claims that state involvement remains a precondition albeit under a lower threshold than that of state responsibility. Hereafter, we will examine these positions in the context of the Israeli-Lebanese conflict. It is argued that Israels actions fail to meet th e ratione personae threshold, not only if one sticks to the general rules on state *275 responsibility, but also when a somewhat lower state involvement standard is adopted. Subsequently, an alternative route is suggested to act against states failing to prevent cross-border attacks by non-state actors by falling back on a somewhat neglected rule of state responsibility, dealing with conduct carried out in the absence or default of official authorities. i. State responsibility As mentioned above, the ICJ in the Nicaragua case used Article 3(g) of the Definition of Aggression as a yardstick for the legality of self-defense against attacks by non-state actors. This article refers to the â€Å"sending by or on behalf of a State of armed bands, groups, irregulars or mercenaries, which carry out acts of armed force against another State . . . or its substantial involvement therein.† [FN57] Although the wording â€Å"sending by or on behalf of† seems to imply agency, the additional reference to â€Å"substantial involvement therein† suggests that this yardstickwhich the Court held to be part of the primary rules of the jus ad bellumis not necessarily identical to the secondary rules concerning state responsibility, but may actually be broader. Indeed, the phrase â€Å"substantial involvement† was the result of long debates regarding the degree of state involvement needed to establish â€Å"aggression.† [FN58] Some delegations w anted to include â€Å"support,† â€Å"acquiescence,† and â€Å"encouragement of organization† of armed bands. Others wanted to reserve â€Å"aggression† to cases of â€Å"open and active participation.† [FN59] The implication of the Courts reference to Article 3(g) therefore seems to be that self-defense may go beyond situations where attacks by non-state actors are imputable to a state and also covers situations where a state is â€Å"substantially involved† in their activities. At the same time, however, the ICJ took a narrow view of such involvement and discarded the idea that â€Å"the provision of weapons or logistical or other support† could amount to an armed attack. [FN60] Although the giving of sanctuary to non-state actors did not arise on the facts in Nicaragua, it is assumed that the Court implicitly rejected that acquiescence or the inability to control armed bands operating on a states territory could constitute an arme d attack. [FN61] In the end, the Courts narrow interpretation seemed to de facto limit self-defense to attacks that are actually attributable to states. This position was heavily attacked by Judge Schwebel and Judge Jennings as well as by several scholars. Judge Jennings, for example, pointed out that, â€Å"it becomes difficult to understand what it is, short of direct attack by a states own forces, that may not be done apparently without a lawful response in the form of . . . self-defence.† [FN62] *276 If ever there was a gap between the Courts interpretation of Article 3(g) of the Definition of Aggression and the rules on state responsibility, it seems to have been closed in two recent ICJ cases. Thus, in the Palestinian Wall advisory opinion, the Court stated that Article 51 U.N. Charter recognized, â€Å"the existence of an inherent right of self-defense in the case of armed attack by one State against another State.† [FN63] Since Israel had not claimed that the attacks it suffered were in fact â€Å"imputable to a foreign state,† the right of self-defense could not be invoked to justify the building of the â€Å"Palestinian Wall.† [FN64] And in DRC v. Uganda, the Court invoked the wording of Article 3(g) Definition of Aggression, albeit dropping the reference to â€Å"substantial involvement.† [FN65] The Court seemed to follow the view that the deplorable attacks against Uganda by armed groups acting from Congolese territory were due to the Demo cratic Republic of the Congos (DRC) inability to control events along its border and concluded that the attacks were â€Å"not attributable† to the DRC. Given the absence of state responsibility, the preconditions for the exercise of self-defense were deemed absent, meaning that the Court â€Å"did not need to enquire† whether Ugandas actions had abided by the standards of proportionality and necessity. Given the jurisprudence of the ICJ, it is little wonder that Israel traveled the road least contested and invoked state responsibility. Indeed, while reporting to the Security Council, Israel took the position that Lebanon was responsible for Hezbollahs attack and that, as a result, this was not a terrorist attack, but rather the action of a sovereign state. [FN66] If this were true, then there would be no doubt that Israel could lawfully invoke Article 51 of the U.N. Charter. However, one would first need to demonstrate that Hezbollahs actions could be attributed to the Lebanese government in accordance with the stringent rules on state responsibility, enshrined in the International Law Commissions authoritative Draft Articles on State Responsibility. [FN67] In principle, Draft Article 4 limits state responsibility to acts carried out by state organs exercising legislative, executive, judicial or other functions, as long as they are acting in their official capacity. [FN68] Draft Article 7 makes clear that this also covers occasions where agents exceed their authority or contravene their instructions. In this context, Israel emphasized the fact that Hezbollah is part of the Lebanese government. [FN69] Hezbollah has indeed participated as a political party in Lebanese elections since 1992 and at the time of the crisis it held fourteen seats in the 128-member Parliament. It was, *277 moreover, a minority partner in the Cabinet, where it held two minister posts (Energy and Water, and Labour). It had also endorsed a third Cabinet position, namely that of Fawzi Salloukh, minister for Foreign Affairs. Nevertheless, to conclude from this participation that the July 12 attack was carried out by state agents is not acceptable. The mere fact that Hezbollah held two minister posts obviously does not imply that all Hezbollah militants would become state agents. This might be different if Hezbollah were leading the government, as Hamas did at the time in the Occupied Palestinian Territories. In such a situation, one could argue that the military wing of Hezbollah would become an extension of the governments security apparatus, implying that its actions would be imputable in the sense of Draft Article 4. Yet, in the present context, Draft Article 4 does not apply. This means that we have to look at the exceptions to the rule that states are only responsible for acts of their organs. Three main exceptions exist. The first two are laid down in Draft Article 8, according to which the conduct of a person or a group of persons shall be considered an act of a state if the person or group of persons is in fact acting on the specific instructions of the state or is under the direction or control of the state in carrying out the conduct. [FN70] With regard to the latter exception, the ICJ suggested that the litmus test is the existence of â€Å"effective† control or direction. [FN71] The third exception deals with situations where a state explicitly acknowledges and adopts conduct by non-state actors as its own (Draft Article 11; both requirements have to be fulfilled cumulatively). This situation surfaced in the Tehran case where the ICJ held that the Iranian policy of placing pressure upon the United States by not ending the hostage-crisis in the U.S. embassy and various Iranian authorities compliance with this policy transformed the occupation of the U.S. embassy into acts of Iran. [FN72] None of these exceptions apply in the present situation. As the Secretary-General remarked, it was clear that the Lebanese government had no advanced knowledge of the attack. [FN73] The Lebanese government immediately distanced itself from Hezbollahs attack and informed the Security Council that it was not aware of the events and did not endorse them. [FN74] Moreover, whereas Israel accused Iran and Syria of â€Å"supporting and embracing† those who carried out the attack, it did not accuse Lebanon of supporting Hezbollah, let alone of â€Å"effectively controlling† Hezbollah. Instead, Israel merely spoke of Lebanons â€Å"ineptitude and inaction† in exercising jurisdiction over its own territory, blaming the government for not implementing Security Council Resolution *278 1559. [FN75] The latter resolution had called for the withdrawal of all foreign forces from Lebanon as well as the disbanding and disarmament of all Lebanese and non-Lebanese militias. [FN76] I t had partially been implemented as a result of the withdrawal of most Syrian forces from Lebanese territory. [FN77] However, the Lebanese government had failed to dismantle Hezbollah, thus allowing the country to become a â€Å"hotbed of violence and a cesspool of terrorism.† [FN78] Israel argued that it was compelled to act â€Å"not against Lebanon, but against the monster that Lebanon had allowed to hold it hostage.† [FN79] Like virtually all U.N. Members during the Security Council debates of July 14 and 31, Israel supported the position that the Lebanese government should extend its sovereign jurisdiction over the whole of its territory, a position that formed the basis for Resolution 1701. [FN80] In other words, the Lebanese government was not seen as the problem, but as part of the solution. Now that we have established that the July 12 attack was not imputable to the Lebanese government in the sense of Draft Articles 4, 8 or 11, does this mean that self-defense was excluded in the present context? If one adheres to the proposition that the exercise of self-defense against attacks by non-state actors requires state responsibility, the answer would at first sight be affirmative. However, the latter position is increasingly criticized for rendering self-defense against attacks by non-state actors virtually always impossible. [FN81] First, it is highly unlikely that a state would explicitly acknowledge an attack and adopt it as its own in the sense of Draft Article 11, knowing that doing so would make it the possible target of a counterattack. Second, in most situations of alleged â€Å"indirect military aggression,† states are involved by indirectly providing assistance, training, financial and logistical support, rather than by giving specific instructions or exerc ising effective control over attacks. In such circumstances, a state sponsor commits an internationally wrongful act. For example, the Declaration on Friendly Relations proclaims that â€Å"no state shall organize, assist, foment, finance, incite or tolerate subversive, terrorist or armed activities directed towards the violent overthrow of the regime of another state, or interfere in civil strife in another state.† [FN82] Nonetheless, the state victim of an attack by non-state actors would only be allowed to resort to peaceful countermeasures. The state supporting the attack would effectively be shielded from the use of military force. *279 In an age where terrorism is universally recognized as one of the most serious threats to international peace and security, [FN83] a strict insistence on the need for state responsibility seems untenable. Such a position has also been challenged by several judges of the ICJ. In relation to the Palestinian Wall advisory opinion, for example, Judge Kooijmans, Judge Buergenthal, and Judge Higgins all emphasized that nothing in the text of Article 51 stipulates that self-defense is available only when an armed attack is made by a state. [FN84] Both Judge Kooijmans and Judge Buergenthal suggested that Security Council Resolutions 1368 and 1373 marked a new approach to self-defense, regretting that the Court had by-passed these new elements. [FN85] Judge Higgins has written separately to reiterate her earlier criticism of the Courts reliance on the Definition of Aggression in the context of the Nicaragua case. [FN86] Criticism had grown stronger by the time of the DRC v. Uganda case, where the role of irregular forces was at the heart of the dispute. Several judges regretted that the Court had not taken the opportunity â€Å"to clarify the state of the law on a highly controversial matter, marked by great controversy and confusionnot the least because it was the Court itself that ha[d] substantially contributed to this confusion by its Nicaragua judgment. . . .† [FN87] Judge Kooijmans and Judge Simma were mainly concerned with a phenomenon â€Å"which in present-day international relations has unfortunately become as familiar as terrorism,† namely the almost complete absence of government authority in the whole or part of the territory of a state. [FN88] Both suggested that in such circumstances one should only look at the scale and effects of an attack to determine the applicability of Article 51. Judge Koroma, on the other hand, argued that a states â€Å"massive support for arme d groups, including deliberately allowing them access to its territory† could be characterized as an â€Å"armed attack.† [FN89] Finally, Judge ad hoc Kateka rejected the idea that â€Å"the provision of arms, coupled with ‘logistical and other support†Ã¢â‚¬â„¢ could not qualify as an armed attack. [FN90] These separate and dissenting opinions acquire a particular meaning if we look at recent evolutions in state practice and opinio iuris. Here we notice a trend of abandoning the need for state imputability in two different scenarios, namely cases where a state supports the activities of non-state actors and cases where a state is unable to prevent non-state actors from carrying out attacks. Research Papers on Israel's Right to Self-DefenseTwilight of the UAWCanaanite Influence on the Early Israelite ReligionUnreasonable Searches and SeizuresPETSTEL analysis of IndiaHonest Iagos Truth through DeceptionNever Been Kicked Out of a Place This NiceMarketing of Lifeboy Soap A Unilever ProductCapital PunishmentThe Effects of Illegal ImmigrationThree Concepts of Psychodynamic

Friday, November 22, 2019

8 Powerful Reasons Why Nursing Isnt for Everyone

8 Powerful Reasons Why Nursing Isnt for Everyone Nurses are so often taken for granted as â€Å"just† the people assisting the real doctors in their work. But nursing is actually an incredibly difficult and taxing job, one filled with quiet heroes. Here are just 8  of the many reasons why nursing attracts the toughest and most dedicated people to the profession. 1. It’s a matter of life and death.As a nurse, you literally (and routinely) hold people’s lives in your hands. How many other jobs have that same awesome responsibility?2. You need endless knowledge.There are so very many medical terms you must be familiar with to be a nurse. And it’s not just the terminology. You also have to hold an enormous amount of information in your head, or risk dangerous consequences: doctors’ orders, patients vitals and other data, etc. You also have to keep up with trends, do continuing education, and push yourself to keep learning so you don’t fall behind the cutting edge.3.  You are surrounded by p eople in their lowest moments.It’s unbelievably difficult to watch another human being suffer- let alone pass away. You may think nurses get used to both these things; they don’t. They become very adept at doing their job in the face of suffering and loss, but that doesn’t mean a nurse isn’t affected.4. You come last.As a nurse, you have to put almost everyone’s needs before your own: doctors, patients, even putting your job ahead of your family time when your schedule requires. You have to smile, be endlessly patient, be empathetic, but take care not to get too attached. You might even have to eat breakfast while commuting- because it might just be the only meal you get all day.5. You don’t get paid enough.Even though nursing is a field in which it’s always possible to take on extra shifts or opportunities, you probably are not getting compensated at a truly fair rate for all you do. You don’t get holidays. You miss out on lot s of your family and social life opportunities, particularly when things run late or you’re on call. A lot of hospitals are also now cutting back on hiring and instead having their nurses work extra overtime. It can be pretty thankless!6.  You rarely get the respect you deserve.As a nurse, particularly since it’s a predominantly female profession, you get less respect than you deserve. Nursing is constantly devalued compared to more predominantly male professions. You do a huge share of the work in the care situation, and get almost none of the credit. And you have to be caring and compassionate in the face of occasional maltreatment, disrespect, and outright rudeness.7.  It’s very strenuous.The taxing hours worked, the being on your feet constantly, all these things add up to being sore and tired almost all of the time. Nurses also do a huge amount of heavy lifting and often develop back problems.8. Everyone’s a patient.As a nurse, you’re guar anteed to be bombarded with texts and photos of all your friends’ and family’s ailments asking you for free medical advice. It will be difficult to figure out where to draw the line in your off hours.Don’t be discouraged, though- nursing is a profession that needs heroes, and if you’re drawn to it, you can change lives. The good outweighs the bad, if you’re willing to muddle through it to get to the rewarding parts!

Thursday, November 21, 2019

An Investigation of Role and Importance of Trust in Establishing Literature review

An Investigation of Role and Importance of Trust in Establishing Online retail Relationship in Fashion Sector - Literature review Example Trust is regarded as the chief strategic asset of a firm when it aims to bring about operational changes subjected to market uncertainness (Park and Srinivasan, 1999). It is perceived to be the central constituent in professional relationships. The value and meaning of trust have changed over time, but its intrinsic outcomes remain beneficial. Organizational scholars provide great importance to the issues of trust. The issues are legitimated by the changes in economic exchange relations, organizations forms and social societal structure (Bijlsma and Koopman, 2003). Tom Tyler (1996) had stated that trust factor is imperative for organizational success. Trust existing within the workplaces of an organization helps to create voluntary-corporation among the workers. The performance and productivity level of an organization considerably depends on the extent of cooperation among the workers. Gradual changes in societies and organizations have enhanced the importance of the matters relating to trust (Parker, 2012). Trust is considered as a solution to specific risk-related problems arising between different individuals. Trust within organizations is mandatory for motivating professional associations and driving rapid business imp rovement. Experts are of the opinion that strategic cooperation and collaboration between different firms become easier with the presence of trust between them (Hahn and Kim, 2009). The attitudes of the employees within workplaces are also determined by the same. Employee satisfaction from jobs and their commitment towards work tasks are largely influenced by their trust towards the firm. Brand value of a company in the market is largely dependent on the stakeholder's trust towards the same. Researchers point out that satisfaction derived by the consumers from the consumption of goods or services of a company is directly proportional to their trust towards the same (Winch and Joyce, 2006).

Tuesday, November 19, 2019

Offshoring Essay Example | Topics and Well Written Essays - 250 words

Offshoring - Essay Example Methods: In a bid to ensure the data collected is accurate, a quantitative approach has been employed. Once collected, the data is analyzed by running a regression using the Statistical Package for the Social Science (SPSS). Findings: the research has found 93% R-Square value that essentially implies that close to 93% of the variation in the value of the dependent is well explained by the variation in the independent variation. Also, the results showed a 0.000137 p-value for the off-shoring coefficient, so the p-value is lower than 0.05. In essence, this is interpreted to mean that a change in the percentage of material off shoring indeed has an effect on labor and productivity. This research paper has been made in order to complement to pass of bachelor degree in business administration program. I would like to start by thanking God for helping me to finish my thesis, also I would like to say thanks to whoever have helped me directly or indirectly with my thesis and studying and that includes a very special thank for my supervisor (PhD. ShlairAbdulkhaleq) and Dean (PhD Fatih Çura). Also I would like to thank my parents whom supported me from the start, and of course I would like to say thanks to my husband for everything .In the end, I would like to tell you that I’m really happy from the bottom of my heart that I was able to do this thesis and it’s just a step towards the success that I’m dreaming of, and I hope that it will help the upcoming student in their studies and they can benefit from the information below. Modern businesses are driven by innovation. Outsourcing is one of the methods of innovation undertaken by different business enterprises. Outsourcing enables to open new horizons that in turn lead to increased productivity. However, any new idea brings along its own set of conditions and parameters with it. Outsourcing is no exception in this regard and it has certain prerequisites and parameters that need to be

Saturday, November 16, 2019

Communication Leaflet Essay Example for Free

Communication Leaflet Essay Idea occurs: this is when you think of an idea that you want to communicate. We all communicate for a reason, which is usually to pass on information to another person. Message coded: once we have thought of an idea we compose this within our thoughts, how we are going to say our idea to the recipient in a way the recipient will understand. For example, is the message going to be spoken to them, do they speak English. Is the message going to written down for them or are we going to use sign language, if so, what signs are we going to use to portray our message. Message sent: idea/message sent to the recipient. Message received: message is received by the other person. The recipient senses they have a message, for example either by seeing the message you’re signing or have written to them or hearing the message you’re speaking to them. Message decoded: recipient looks at the message and has to process what you have communicated for them to understand what has been spoken, signed or written, the message could be misunderstood easily by interpreting words differently. Message understood: the message has been received, decoded and understood by the recipient. If it has been communicated clearly, for example if there were no barriers within the communication cycle, the recipient will show their understanding by replying to your message. As the conversation continues, the sender of the message will then become the receiver of the replied message and so on and so on. Example of a message being sent using the Communication Cycle. The cycle will only continue if both parties understand what one another are sending, they can only do this by listening and processing what is being sent, understand then you can reply appropriately. In the communication cycle, things don’t always go smoothly and communication can break down when the cycle is broken. The cycle can break if the sender is unclear when they are sending their message or the receiver can misunderstand the message due to other distractions and then assume something else was being sent. Working in health and social care, your communicational skills are one of the most important skills you’ll need and use everyday. When communicating with patients/service users it is important they understand what discussions are taking place so they can join in them and it is equally as important for you to understand them so you know what they need and the choices they want to make. Communication barriers There are so many barriers that could affect communication between people. For example: Noisy surroundings: these can be a barrier as you may not be hear what is being spoken over the noise. For example, The manager of a care home was having a staff meeting when they were distracted with a noisy drilling and hammering sounds from workmen using loud tools in the room next door.. To overcome a noisy distraction you could ask the workmen how long they are going to be and if it isn’t too long you may take a break or postpone your meeting until they have finished. You could ask if they could delay theirs works for the remainder of your meeting. If this is not possible, rearrange your meeting for a later day, move room location for the remainder of the meeting. Disabilities: A physically disabled person attending their eye appointment and there is no lift at the opticians. To overcome this barrier you would enquire to see if the have another means to transporting the service user up the stairs and if this was not possible, enquire if the appointment could take place downstairs and if this was not possible, arrange an appointment where they can accommodate a wheelchair. Cultural differences: same meaning but different beliefs in different cultures. For example, eye contact when initially greeting some cultures is important but continuing eye contact is seen as a sign of disrespect. Some cultures like you to introduce yourself, they like a smile and a shake of hands. They are particular with the way they shake hands, extend the hand out and gently touch the other person’s hand, they don’t like the strong grasping shake of hands that the some cultures have. Bad lighting: bad lighting can be a distraction for example, someone who is visually impaired and wears glasses is at a meeting and the bright florescent lights are reflecting off their lenses or flickering distracting their sight. To overcome this barrier, you would enquire of any disabilities people may have, such as visual impairments or epilepsy and would not use lighting that will affect their condition or change room locations if the problem of flickering lights persists. Jargon: is technical terminology used by professionals for example, when a doctor uses full medical terminology when speaking to a service user and they do not explain what they mean in a way the service user can understand. Slang: is wording and phrases that are used by service users that could have several ways of being misinterpreted by others, for example, the elder service users may say they have water problems, and they are meaning they have toileting problems, we may think they mean tap water problems. Slang can be used when all parties understand. Language barriers: someone who doesn’t speak in a language you understand, for example, they are foreign or they can only communicate with sign language. To overcome a language barrier, enquire what language they communicate and have in place a signer if needed or a translator. Body language: is an aid to expressing what we want to communicate, verbally and none verbally. Body language that can be misinterpreted, for example, a manager stood at their office door with their arms folded may be seen as they are angry when really they are stood there listening as they are waiting for a visitor. Aggression: an aggressive attitude is often a barrier as this behaviour is frightening to others and can be intimidating. Mobile phones: ringing at the wrong time, for example, you are at Sunday mass with a service user and whilst your at the alter with the service user, your mobile phone rings. To ensure mobile phones do not ring, put signs in place to ask people to kindly turn their mobiles on silent if they cannot turn them off for any reason.

Thursday, November 14, 2019

rose for emily Essay -- essays research papers

Almost everyone laments how the world has changed since they were young, how everything is now faster, more complicated, and less friendly. In William Faulkner's "A Rose for Emily," Miss Emily sees the world change in many different ways, and yet stays the same. In her case, the world she grew up in literally is gone, and she does not posses the skills to change along with it. She is a woman lost in time, with no real place among society, especially not a society who places her on a pedestal, enabling her many questionable actions. The factors of her life and the stigmas placed upon her due to those factors yield to her no choice but the actions which she chose. Miss Emily's generation grew up in a time when women were expected to get married, have children, and take care of the house. For someone of her status, this would have been the epitome of her adult life. She would be the mistress of a household, leading a life of entertaining and quiet leadership. Miss Emily, however, never married. Her father had never accepted her suitors, meeting them at the door "clutching a horsewhip." He selfishly kept her single all those years, which must have caused immense embarrassment to a woman from her era, whose whole life should have led up to her marriage. She seldom left her house after her father died, further mystifying herself to the town who watched her life from behind their lace curtains. The Civil War came and went, and Miss Emily still lived in that same house "set on what had once been [the] most select street," "lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps." Miss Emily had once belonged to the most select class, and still stubbornly maintained the image, even though she and her entire town knew the truth to be otherwise. She remained a stubborn product of her times, keeping a manservant who most likely had been with her since he had been a slave, and had stayed out of loyalty to her. She continually refused progress, not allowing them to "fasten the metal numbers above her door and attach a mailbox to it" when the town finally got postal service. Time continued ticking on, and yet Miss Emily refused to acknowledge it. She firmly entrenched herself in denial when her father died, telling the townspeople... ...onument to her town even though they believe that "she was [a] fallen" woman. "She held her head high enough†¦it was as if she demanded more than ever the recognition of her dignity." All her life she had been denied happiness, and now she has found it. Unfortunately, this love was doomed to fail. There are too many traditions, customs, and prejudices engrained in Emily, her town, her family, and her love. Homer will not marry her. However, she has finally found love and happiness, and Miss Emily is above the law. So she poisons Homer Barron and keeps him in a room upstairs. She sleeps with him every night, his body arranged in the "attitude of an embrace," clinging to the idea of a "marriage" that she never had. She is a sad, lonely woman, and if she cannot have this one last chance at happiness, then she will keep it by force. Throughout her life the town she lived in has been her "enabler," allowing her to continue in her unhealthy habits; Emily has no reason to think that what she has done is wrong. She is simply preserving what is rightfully hers; she is holding on to some semblance of happiness that has always been denied her.

Monday, November 11, 2019

Employee Portal System

INTRODUCTION The changes and improvement of technology in the community is not unfamiliar to us. Every day there is an innovation of advance technology to improve the performance of work and lifestyle of the humanity. It is most beneficial for companies with large amounts of clients and employees using their services or products. One of these is a City hall that caters service to their clients.The proposed study aims to design and develop a web based employee portal for the city hall of Paranaque which is a public sector of the government that deals with the city ordinance, city facilities, city government, and city projects this public sector helps the people by providing their needs such as jobs, health, education and peace and order of the city. Purpose and Description The chosen client for the proposed project is the Municipal of Paranaque which is located at San Antonio Ave, Paranaque City.It is an Establishment in 1888 that started operating because of the people who needs serv ices from the government. Also for the city ordinance, city facilities, city government and city projects this public sector helps the people by provides the needs such as jobs, health, education, peace and order of the city. Even though Paranaque City hall is a building housing of the administrative offices of a municipal government, its officials considered as a group.Since the city hall was established, it still has manual processes of gathering information of every employee that consume time instead of using it to a more productive work. Based on the interviews conducted by the group with the City hall of Paranaque, the process of gathering and updating information of employee consumed more time due to the manual process of storing information. The estimated beneficiaries of the employee portal is about 5. 000 to 10,000 The Employee portal of Paranaque city hall was Web Based employee portal.The system doesn’t only helped the said city hall manage the records of each conc erned personnel related to them but could also help them improve the quality of service they are currently giving for the employee’s. Anyone who has applied for viewing records knows the frustration of form-filling – and waiting as the hard copy travels up and down the approval hierarchy. This Employee portal with its powerful features cuts out the physical movements and enables HR to have a bird’s eye view of the employee situation and status in the company.The group has decided to choice this topic to help our client to save time in looking for their employee’s record. Maintaining the services that provide by the employees of the city hall of Paranaque should come up with the used of the modern technology by the access through internet that will give the people fulfilment when it comes in their satisfaction provided by the employee portal and when it comes in the services provided by the city hall of Paranaque for their employee. Project contextSince th e Paranaque city hall has a manual process and slow the entire organization down data being rearranged and kept by hand the time allotted of the other task will be used in manipulating the data particularly when making some changes and error is encountered the longer the time will be consume the greater amount of effort will be lost during the process of looking the information that needed. With the information that the proponents have gathered upon doing researches, studies and interviews with the client representative, the idea of automating the old process of the city hall have been discussed.The proposed Web Based Employee Portal for the said city hall is greatly necessary to lessen heavy works in compiling large number of files of all the clients and other staffs in the city hall. The system doesn’t only focused in dealing with the employees’ information alone but it also caters the management of other staffs that could be related in creating an employee account. Basically, even if the system is web based, only authorized personnel of the city hall will be allowed to access it, but this doesn’t limit its use to the employees and other individuals concerning the city hall’s transactions.Objectives The general objective of this study is to develop an Employee Portal for Paranaque City Hall that will give them hassle free transaction. The reason for writing this report is to analyse the existing system of Municipal of Paranaque which is the Employee portal. The group’s objective is to be familiarized to the concepts and principles use to develop the system and does the system help to improve the quality service of each employee’s. The group wants to know the process on how the system works/function.The group wants to learn the benefits of the system and also its disadvantage. Specific Objectives a. To design an Employee Portal for Paranaque City Hall using GUI features. b. To provide user account for all system entit y. c. To provide employee’s attendance with their available leave. d. To provide health reports of the employees such as health issues and previous health record. e. To provide the salary of the employees with/without overtime. f. To create a Login/Logout module for the Administrator and the employees. g. To gather records of the employees in fast and easy way.Scope and limitation The study will focus on the development of the employee’s portal of city hall of Paranaque this will include the employee’s information where they can view and update their information or background, health records to trace their health status, employee’s attendance to view the number of absences and employee’s status, salary for the month with or without the overtime pay, available leave for the whole annual year the employee must create their account to get access to the system to avail the system features.Some features of the system are viewing the available leave, mon itoring of tardiness or absences of the employee, viewing the salary for the month and checking up their health issue. The system will be accessible and available through the use of internet the coverage of the study is entire record keeping of the employee’s information however errors may encounter on the process of making accounts for every employee due to some of the employee may not be computer literate or don’t have internet access specially to the older employee in the city hall of Paranaque. REVIEW OF RELATED LITERATUREThis chapter discusses the main points of other written works and reports on research that were deemed as essential to this study due to their association to one another. Moreover, these related literature and studies were able to aid the researchers of this study to progress in developing the system with various existing systems. RELATED LITERATURE The proposed system concentrates on the development of an employee portal of city hall of Paranaque . In the book entitled International Encyclopaedia of Business and Management, it was noted that different systems are used these days to manage and complete transaction necessary.This goes beyond the very definition of electronic commerce that generally refers to the use of tools related to telecommunication. As more and more people are becoming used to the innovation of technology, there is a growing demand to secured use of the internet. According to the Internet System Handbook (Lynch & Rose, 2005), the realms of the internet stretches to every continent, the exact size of the cyber world can only be approximated. All the same, its growth is very dependent to the needs of the online community. The InternetThe internet generally consists of various routes of connections which accommodate delivery of information. Even if the closest path or way is out, the travel of the information to it destination still pushes through provided that there are alternative routes. Users who have th e connection may be affected by the bandwidth and the power of the server. The World Wide Web The World Wide Web consists of many web pages. Data is the core element of these web pages. This includes text data, interactive data, and the likes, which are only available for the viewing of the surfers.Web programming works hand in hand with the essentials of the World Wide Web as this is the foundation of the practice of researchers. Using PHP Programming Language PHP is typically defined as pre-processor due to the fact that the server calls the software installed in the server when opening the page. The installed PHP software operated by means of interpreting the scripting and nothing else. Consequently, all other processes are ignored to give way to the execution of the PHP processes. Scripts written in PHP can be edited and uploaded in a convenient manner. Regular text tools such as Notepad can be used to write PHP scripting.A file that will be executed as PHP scripting must have a n extension name of â€Å"php†. Using MySQL There are three different ways by which MySQL database system can be accessed. First is the local accessing which necessitates the programmer to utilize particular packages equipped towards tendering a complete and functioning system. The second way is through the use of the MySQL command line software that can be opened over the internet. The last means if through a running web interface. PhpMyAdmin As a set of PHP scripts, PHPMyAdmin works by providing access to MySQL database through installation and via web pages.A number of facilities will then utilize to have this kind of application operate. These include modules for logging in, maintenance, query, and testing of database. Content Management System A content management system is a kind of system that generally organizes contents that can be placed in the web pages. Likewise, it provides a collection of procedures that are used to supervise the work flow in a collaborative env ironment. By organization, it pertains to the addition, deletion, and editing or modification of contents published in web pages. There are different content management systems that can be found over the internet these days.One of the most popular examples is the one used in web logs or simply called blogs. Content management systems are typical for blogging platforms such as Blogger, Word Press and Live Journal. Foreign Literature A  web portal  is a  website  that brings information together from diverse sources in a uniform way. Usually, each information source gets its dedicated area on the page for displaying information (a  portlet); often, the user can configure which ones to display. Apart from the standard  search engines  feature, web portals offer other services such as  e-mail, news, stock prices, information, databases and entertainment.Portals provide a way for enterprises to provide a consistent  look and feel  with access control and procedures fo r multiple applications and databases, which otherwise would have been different entities altogether. What is a portal? â€Å"Portal† has been the buzzword of the networked age since 1997. Portals were so popular in business-to-business (B2B) and business-to-consumers (B2C) applications that the business world borrowed an old jingle: â€Å"I'm a portal, he's a portal, she's a portal, we're a portal, wouldn't you like to be a portal, too? † Portal derives from the medieval Latin word portale, meaning â€Å"city gate. American Heritage Dictionary defines a portal as â€Å"a doorway or an entrance, or a gate, especially one that is large and imposing. † New definitions for portals in the networked environment can be found on many Web sites. A synthesis of these new definitions is as follows: a Web portal is a doorway that can be customized by individual users to automatically filter information from the Web. It typically offers a search engine and links to useful pages, such as news, weather, travel, and stock quotes. A portal can also be defined as a customizable Web search engine to reflect the MY trend in current Web development.The platform for a portal Web site is a search engine, but a portal is different from a general search engine in that it can be customized by individuals for automatic, constant search for specific information, and it can deliver the results to individuals in a predefined way. A customizable search engine is unique to the user; it is different from anyone else's. References (1. ) Jian-zhong Zhou, â€Å"The Evolution of Journals and Early Scholarly Publications from Ancient China to the Twentyfirst Century,† Journal of Information, Communication, and Library Science 7, no. 3 (Mar. 2001): 1-11. 2. ) Hadley Reynolds and Tom Koulopoulos, â€Å"Enterprise Knowledge Has a Face,† Intelligent Enterprise 2, no. 5 (Man 30, 1999): 28. Local Literature WikiPilipinas is an online, free content encyclopedia on the Philippines. WikiPilipinas features encyclopedic articles covering its 12 Main Portals, namely; Government and Politics, Philippine History, Media and Entertainment, Culture and Arts, People and Society, Business and Economy, Geography and Travel, Philippine Communities, Religion and Beliefs, Science and Technology, and Sports and Leisure. In addition, the encyclopedia also as portals on special topics such as Philippine Music, Native Cuisine, Traditional Filipino Games, and many more. The name WikiPilipinas is a portmanteau of the words wiki (a type of collaborative website) and Pilipinas, the Filipino term for Philippines. The project was conceptualized in February 2007 by the editors of Filipiniana. net. Together, Filipiniana. net and WikiPilipinas. org aim to become the two primary portals to Philippine knowledge. WikiPilipinas is an ongoing project written collaboratively by volunteers around the world in an effort to build the largest Philippine knowledgebase.With few excepti ons, the contents of WikiPilipinas can be edited at any time, by anyone with access to the Internet, but contributions should be guided by the policies and guidelines that WikiPilipinas editors have identified. WikiPilipinas is building the Philippine Websites portal to provide a comprehensive scope of knowledge on Philippine Websites. Our pool of editors are presenting this content outline as we build the best of what WikiPilipinas can offer for the Filipino people. The major topics divided into several categories provide the organizational framework for this Philippine Websites portal.The outline and its contents will also showcase the collaborative efforts that we can start within WikiPilipinas. This content outline will undergo a thorough review process to ensure that it meets the highest standards that WikiPilipinas upholds. http://en. wikipilipinas. org/index. php? title=Portal:Philippine_Websites METHODOLOGY We conduct a survey for our system implementation of organization po rtal system and we came up developing the system for the city hall of Paranaque due to lack of systematically process of employee’s background checking and checking of available leave, the total salary for the month, and health reports.This section presents the requirements specification, analysis, project design which includes the context diagram, data flow diagram and the system flow chart, the software development tool and the software testing. Requirements Specification Conceptual framework is used to give the readers visualization and some understanding of how the proposed system works and will develop. With the aid of this diagram, readers would find it easy to understand the existing and the proposed software. It describes what the software will do and how it will be expected to perform. Fishbone Diagram Shows the requirements to develop a Employee Portal.One requirement is that the design must be extensible, consistent and have a good concept and standard techniques. The researchers must have the determination and dedication to finish a good project, effort, Cooperation, Time Management and must have knowledge in programming. Another is the client will help the researchers in developing the system by discussing the current system of the company by giving their business rules, Analysis and company information. And in order to finish the project, the researchers must have a good project management by having develop the schedule and estimate time and cost for activities.The Materials needed of the system consists of a computer, browser. The hardware component of the system consists of a computer and Web server. These two components are needed together with the system applications to meet the required specifications. In order to maximize the performance of the system, it is recommended to at least exceed the minimum requirements. Materials: Computer System: a. ) Monitor b. ) Mouse c. ) Keyboard d. ) CPU e. ) Database of the system The Employee porta l of Paranaque city hall was developed under the following specifications: Operating System: Windows Vista, Windows XP, Windows 7Processor: Intel Pentium Memory: 2 GB Video card: 1 GB On the basis of foregoing concepts, findings and theories, here is an insight of conceptual model shown below. Employee Portal of Paranaque City hall 1. Analysis a. System Requirements b. System Definitions 2. Design a. Data Flow Diagram b. Design for the system 3. Development a. Program Coding b. Database validation c. System test and improvement 1. Knowledge Requirements a. PHP web programming b. Reservation System and Database 2. Software Requirements a. OS (Windows XP, Windows Vista, Windows 7, etc. ) b. My SQL database c. XAMPP Control Panel . Internet Browser – INPUT PROCESS OUTPUT Analysis Operational Feasibility Since the process of gathering information of the employee we proposed this employee portal system for Paranaque city hall to lessen the cost of time or delaying the pressures fo r the employee. They can check and update their information through the use of the internet and the website we provide to check their salary for the month with or without the overtime pay, available leave, health issue and attendance report. Technical FeasibilityAs our research go further we learn that the city hall of Paranaque have already developed their system, the difference between their system and our proposed system is that the website is dynamic and we include Database, CCS/JavaScript, PHP, HTML, My SQL and it is more accessible, available, reliable, user friendly and visible for every employee We create the system using the My SQL, CSS/ JavaScript for the inscription of the website for the city hall of Paranaque, PHP for developing the accessibility and availability of the website through the use of internet and Database for gathering and updating the information of each employee Schedule feasibility Economic feasibility Design In order to carry out the objectives of the s tudy in regards to the development of the system. A system design is conceptualized with respect to the features and functionalities of the said system. Context Diagram of Employee portal Development & TestingThe system can be developed for a variety of purposes, one is to meet specific needs of a specific client/business, and it includes sets of tasks and deliverables needed to develop the system. The proponents used the scrum wherein it follows the project from the concept made by the group, by creating product backlog, sprint backlog. Scrum The scrum model includes the following stages: product backlog, and sprint backlog. In which the product backlog is a prioritized list of what is required for the project while the sprint backlog is the list of tasks that committing that they will complete in the current sprint. Product backlog Product Backlog is the core list of all functionality desired in the product to be done.It includes functional requirements and non-functional requirem ents. It utilizes the simplest and the most effective way for prioritizing a simple list. The product actually makes decisions about features priorities. Items with the highest priority are completed first. Items may be deleted or added at any time during the project. Sprint backlog The sprint backlog is a simple list of the tasks that must executed by the team in order to turn a selected set of product backlog items into a deliverable increment of functionality. Software Testing The used of positive and negative testing of the system will have to go through different tests to determine the system functionality and reliability.It is essential to test the system for the proponents not to miss any error of the software. Alpha testing The Alpha testing used for white box and black box testing techniques, the focus is on simulating real users by using these techniques and carrying out tasks and operations that a typical user might perform. Once these techniques have been satisfactory co mpleted, the Alpha testing is considered to be completed. White box testing White box testing is a method of tests structures or working of an application with the knowledge of the internal working of the code base. * Control Structure Testing – The control structure testing has three types of techniques: a. Condition testing – test the logical conditions contained in a procedural specification. b. ) Looping Testing – is a method that focuses exclusively on the validity of iterative constructs or repetition. c. ) Data Flow Testing – method selects test paths of a program according to the locations of the definitions and uses of variables in the program. Black box testing Black box testing is a software testing techniques in which functionality of the system is under tested without looking at the internal code structure. Beta Testing Beta testing can be considered a form of external user acceptance testing. The system is released to groups of people so tha t further testing can ensure the product has error or bugs.

Saturday, November 9, 2019

WeekOneTeamWorkEditTwo

If your sample textbook does not contain NY of the graphs listed below, please indicate that as you complete the table. Grade Book Name Picture Graph (How and when introduced) Bar Graph Line Graph Circle Graph Other Kindergarten Sahara, J. , & Clement, D. H. (2006). Mathematics in kindergarten. (5 De. , Volvo. 61, p. 38). Pro Quest Central. Data analysis is part of kindergarten and includes graphing. Children in kindergarten use different kinds of photographs to represent the answer to a question. Picture Graphs are also used to represent the answers to questions.There Were no bars graphs introduced in this excerpt from the book. Although through further research learned that bar graphs are introduced in second grade. There were also no line graphs used in this book excerpt. In further research I found that line plots were beginning to be taught in the second grade. There was no mention of circle graphs in this excerpt. In doing further research though found that circle graphs are be ginning to be introduced in the fifth grade. Geometric shapes are learned. What is a circle?Where do we see circles in everyday life? Putting shapes together to make other shapes. Transformations, symmetry, measurements, and patterns are also introduced in kindergarten. 4 Hake, Stephen & Saxon, John. (2004) Saxon Math 5/4 Student Edition The picture graph is the first one to be introduced in this book although it is being reviewed because it was introduced in a previous grade. This particular book collected data from the students about which type of food they liked most and used pictures of the food to represent that number.The bar graph was introduced after the picture graph. The information used in the picture graph was transferred to a bar graph to show the students the same information in a different format. The line graph was introduced at the end of third grade, but not in much detail. In this edition, the line graph is used to display a person's height from birth to ID years of age. The circle graph, also known as a pie chart or graph, was introduced after the line graph. The example in the book was someone keeping track and showing how they spend their day.

Thursday, November 7, 2019

The eNotes Blog Win a Years Supply of Bacon FromeNotes!

Win a Years Supply of Bacon From! Sure, we are pretty fond of Sir Francis around here, but nothing beats a sizzling pan full of the other white meat. In honor of every college students favorite food, is giving away a year’s supply of bacon. That’s right. A YEAR’S SUPPLY OF BACON from BaconFreak will be delivered to your doorstep, and well also throw in a 1-year premium membership to . has always helped you with your grades by providing great study guides and a free QA forum. Now we want to help you out with your breakfast by giving away a 12-month subscription to BaconFreak.coms Bacon is Meat Candy Bacon of the Month club. Check out the gloriousness here. Wanna win? All you have to do is post on your  Facebook page why you need   and BaconFreak.com to help you bring home the bacon this school year, making sure to @ tag the event so we know you entered! (Or you can just write it on our  wall.) Don’t know how to tag? Just type an â€Å"@† in your status update, and then type â€Å"bring home the bacon.† If you don’t tag us, we can’t see your entry, and the bacon can’t be sizzling in your kitchen! An example of tagging: I need @ and @bacon freak to help me @bring home the bacon. For free, cuz I have five roommates. And bacon is the breakfast of champions. We’ll randomly select a winner next Friday (September 17)! Good luck!

Tuesday, November 5, 2019

7th Grade ACT Prep How to Ace the Exam

7th Grade ACT Prep How to Ace the Exam SAT / ACT Prep Online Guides and Tips Even though there are plenty of other standardized tests for younger students like ACT Aspire or the PSAT, there are still many middle schoolers every year who take the ACT. 7th grade is definitely a bit earlier than most people take a college entrance exam, but it's possible you might have to take it as part of an academic talent search or want to take it to see what it's like. Just as good 7th grade ACT scores are different from what good scores would be for juniors or seniors, though, 7th grade ACT prep is very different from high school ACT prep. Find out the best way to A-C-E the ACT in 7th grade in this article. Why Take the 7th Grade ACT? There are two main reasons why you'd want to take the ACT as a middle schooler. The biggest reason is that 7th grade ACT scores are an integral part of several talent search programs, like Duke TIP and Johns Hopkins' CTY. These programs provide academic enrichment and summer programs for advanced students, which can be a great way to discover a subject you're passionate about that you can then pursue in more depth in high school or college. The only other real reason to take the ACT so early is if you want to start laying the groundwork for when you take the ACT in high school to apply to colleges. Because you won't have learned a significant chunk of the content on the test yet in school (particularly on the math section), you're probably not going to want to use your 7th grade ACT score to apply to colleges. But if you live in an ACT-mandatory state and will end up taking the ACT before you graduate from high school for free anyway, it's not the worst idea in the world to get an early preview of what the test is like. 7th Grade ACT Prep for Summer Programs If you’re taking the ACT to take part in a talent search or summer program of some sort, you have a relatively tight timeline to work with. Enrollment begins August of each year for Duke TIP and other similar programs, and to do the 7th grade talent search for most programs, you must take the ACT during your 7th grade year. This means that the latest you can take the ACT and still qualify for a talent search is by June of the end of your 7th grade school year. Plus, to get a spot in the highly competitive summer programs for the summer after 7th grade, it’s usually recommended you take the ACT by Feb 1st during 7th grade at the latest (so you don’t get waitlisted for the programs). With a short amount of time to study for the ACT, you'll need to use strategies similar to those used by juniors and seniors prepping for the test. This means studying for the test with official ACT practice tests and questions to get the most accurate picture of what will be covered on the real test. While you by no means need a perfect or even close to perfect score on the ACT in order to qualify for summer programs, you also don't want to stroll into the room on test day and be completely surprised by the format and question style of the test. Jon Bunting/Flickr There are non-multiple choice Math questions You're also going to want to take at least a couple of realistic timed practice tests (rather than just answering questions or doing the test a section at a time). This exercise is particularly valuable for 7th graders because as a younger student, you'll likely have less test-taking stamina, simply because you won't have had as many years of lengthy test-taking in school yet as a high school student. The ACT is a little over three hours long with breaks (or almost four hours if you take ACT with Writing), so you'll need to work up to being able to sit down and concentrate on the test for that long a period of time without losing focus. Other ACT prep strategies used by high school students can be modified and used by younger students as well. Before you start studying for the test, you should figure out what specific score you need to aim for in order to meet your goals. Rather than averaging the average scores of the colleges you want to get into, you should set your target ACT score based on the average scores of the summer programs you want to apply to. You can then adjust your test-taking strategy accordingly. The most important adjustment to make to your test-taking strategy as a 7th grader is to not be afraid to skip questions. If you only need to aim for a 25 on each section, you can afford to skip the harder questions or topics you haven't learned about yet and maximize the time you spend on questions you actually can answer. For more strategies like these, including precisely how many questions you can skip to get to your target score, read our articles on how to improve low ACT English, Math, Reading, and Science scores, which focus on getting students up to a 26 score (rather than a perfect ACT score). Early Training for College Applications Starting to prepare for college applications early is a much weaker reason to study for and take the ACT in 7th grade. Prepping so early for the ACT means you don't have the content knowledge you need to do your best on the test. While it is possible to teach yourself some of the content, you may find that there's ultimately a limit to what you can achieve on your own without first learning the subject (like trig) in school first. It's also unlikely that casual 7th grade ACT prep will have any benefit for you when you get to the middle of high school and take it again for colleges. Sure, you might be slightly more familiar with the format of the test, but that's something you could achieve much more easily and effectively by starting to prep for the ACT in a focused way in 9th grade. And as a sidenote, although colleges probably won't care about your 7th grade ACT score, any time you take the ACT it does technically remain on your permanent ACT record. The good news is that if you want to take the ACT early as part of preparing to apply to college or pass the ACT later on in high school, you have a much looser timeframe to work with than if you needed to take it for a talent search. Since you don't have program deadlines, you can take the ACT at any point during middle school, whether during the 7th grade school year or not. You’ll have plenty of opportunities to take the test again before college applications, so it's not like your score now is final. Your 7th grade ACT score is about as final as this rabbit drawn in the sand. Unlike the juniors taking the test, you won't have learned all of the content yet in school, and as I said above, some of it you might not be able to teach yourself. Instead of banging your head against the wall of radians and matrices, you should focus your studying on areas like Reading and English, which don't necessarily require the same kind of knowledge base that ACT Math does, particularly if you're a native English speaker. For ACT Reading, you can practice reading at a higher level by reading short stories and nonfiction writing. Our article on the best way to practice ACT Reading has some great tips for free online sources you can use for both of these types of literature. You can also use vocabulary lists to bolster your knowledge of more advanced vocab and how to use them in context. By reading more advanced writing, you'll internalize some stylistic and grammatical rules that are important for both ACT English and ACT Writing, but if you want an explicit list of what you need to know for ACT English, we have a complete guide to all the grammar rules covered on that portion of the test. We also have some great articles ACT Writing, including how to write the essay, step by step, what the format of the essay is, and how the ACT essay is scored. The ACT Science test doesn't require a lot of specific science knowledge. Instead, you'll need to be skilled at reading charts, graphs, and tables and being able to combine information from them and the text to answer questions. For this reason, even students who aren't "science" people can do perfectly well on ACT Science. And when it comes to ACT Math, you can at least start to get familiar with the math you haven't covered yet in school with our great guides to subjects like algebra and trigonometry. For the most part, though, while you can start to prep for the ACT in 7th grade, if the only reason you're studying for it is as prep for college applications, we don't recommend taking it that early. Richard-G/Flickr The ACT for 7th Graders: The Bottom Line Depending on why you’re studying for or taking the ACT in 7th grade, you’ll need to adjust how you study. If you're taking it in order to qualify for summer programs, you’ll have less time to study before taking the test, so you should focus on practicing with real ACTs and studying strategies like skipping questions you can't answer. On the other hand, if your 7th grade ACT prep isearly training for college or high school, you’ll have more time to study before taking the test, so you should focus more on learning content you don’t know and getting familiar with the test structure before moving on to testing strategies and full-length practice tests. For more on the content-to-strategy ratio in studying, read about how to start early on preparing for the SAT- many of the tips in it are applicable to students taking the ACT as well. Above all, don’t be discouraged by a low 7th grade ACT score. Remember, you’re competing against high school juniors and seniors who are taking this test to get into college or graduate high school. These students might approach the ACT more seriously because it’s more important to their future college prospects, spend more time prepping or have prepped in school, and generally know more of the content because of having covered it in school repeatedly. A Silly Person/Flickr What’s Next? Now you know how to get a great 7th grade ACT score, but is it really worth taking the test so early? Learn more about the pros and cons of taking the ACT in 7th grade here. How are you doing on practice tests compared to other middle-school ACT test-takers? Find out with our articles about the average ACT score for 7th graders and good ACT scores for 8th graders. Want to learn more about summer programs for academically gifted middle schoolers? Read our articles on the Duke TIP 7th grade Talent Search, CTY at Johns Hopkins, NUMATS, Stanford EPGY, and Summer Institute for the Gifted. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Saturday, November 2, 2019

The Cape by kenji nakajami Essay Example | Topics and Well Written Essays - 1000 words

The Cape by kenji nakajami - Essay Example These people lived in isolated places outside the main city. The works usually given to burakumins are lowly jobs such as slaughter jobs, tanners, construction workers and butchers. Because of the discrimination, prevalent social and gender issues were noticeable. People engage in vices such as drinking, smoking and sex. Engaging in incest relationships also occur because they live in extended families. Violence was also prevalent. The protagonist tended to escape the harsh reality of life even though the surrounding characters and environment pull him down. He did not know much about his father but he did now want to live the way his father did. As he struggled more towards improvement of his life, the more he became down and much like his father. He slept with his half sister who was a whore. He was engaged in sex, drugs and alcohol. All vices were extensively depicted in the novel. All diseases of the society are undeniably seen in the novel as the characters live in isolation and discrimination is unstoppable. Living in isolation is really a great discrimination since all men are created equal but prejudices in life hinder the equality for all. The burakumins live in their ghetto and do not even have much access to the society unlike ordinary citizens have. They are seen as dirty and lowly jobs are for them. Few of them have reached high school level but the majority were not able to finish elementary education. Why is it that the discrimination has been inherited from their ancestors? Feudal era had been long gone but the discrimination and generalization regarding the image of burakumins still lived on. It is like the isolation of people with a dreaded disease like leprosy in other countries in the ancient times. Maybe, the discriminated people are not as isolated as the lepers but the treatment that the burakumins receive is very poor. In response to the discrimination, burakumins are not able to improve their lives; their environment exhibits much of th e social evils as most people would describe them. They do not live in extravagant homes but in simple houses grouped together separated from the rest of the society. Some may have honest jobs but the pay is not sufficient for their needs. Despite the poverty striking their neighborhood, they still have time for vices and the bad habits are unstoppable. The remaining money is spent on gambling, alcohol, sex and drugs and there is no hope for them to improve their lives. They use the vices as scapegoats for their problems. They tend to â€Å"cure† themselves by indulging into more alcohol, drugs and even crimes later on. It seems that the government neglected the minority of the population. These people are citizens in any case and should be entitled to all of the benefits a citizen enjoys. They should have better livelihood to sustain and support themselves. Great rehabilitation must be done for the members who are addicted to vices and reduce crimes by free access to higher education. They should be able to start again and forget about the dark past. It is not that important if their past was filled with violence and so-called â€Å"social evil† as long as they are willing to change for the better. The novel shows that sex had became part of the lifestyle of the people living in ghettos because they are desperate to earn a living. Even if the job is dirty, they will do it. Since the income is not enough, they quarrel over money and the family relationships are at stake. Brothers, sisters and in-laws