Us War Against Iraq Essay Example for Free

Us War Against Iraq Essay The Bush Administration in June of 2003 first attacked but than later withdrew its troops from Syria. There was no significant explanation for this act by the United States. This was a pure and simple aggression. Than later in August of 2003 George Bush told his people that he is going to launch a more destructive attack on his arch rivals around the world. Than George Bush was approving Israel’s leader Ariel Sharon act of aggression against the Lebanon’s, Palestine’s and Syrians. The World War 3 was not far away at this point. In the beginning of 2004, in the presidential campaign George Bush clearly pointed out the clear picture of the prospect on more aggression on different countries. Was this extra aggression a way for George Bush to win his first Election? Or he wanted to steal the Presidency of United States from the people of America like he did in 2000? When the Bush Jr. administrations aggression against Iraq was over, the United States and the United Kingdom became the â€Å"belligerent occupants† of Iraq in accordance with, and subject to the requirements of, the laws of war. Bush Jr. s May 1, 2003 â€Å"end of major combat operations† speech on the deck of a U. S. aircraft carrier was nothing more than a cheap campaign and legally deceptive propaganda stunt. Succinctly put, these legal rules of war can be found in the Fourth Geneva Convention of 1949, its Additional Protocol One of 1977, the Hague Regulations of 1907, and U. S. Army Field Manual 27–10 (1956), which require, inter alia, the preservation of Iraqs constitutional and domestic legal order. Nevertheless, the Bush Jr. administration made it crystal clear that they were going to remake Iraq in their own image and thus not pay the least bit of attention to the laws of war. This has entailed a range of policies which would further U. S. /U. K. interests while seeking to drastically curtail future Iraqi options, e. g. , â€Å"privatization† of the Iraqi economy, including and especially its oil industry; drafting a new constitution for Iraq to determine the nature and extent of its democracy; re-writing Iraqs laws; establishing ad hoc war crimes tribunals along the lines of the Bush Jr. kangaroo courts in Guantanamo; de-Baathification; indoctrinating Iraqi schoolchildren with American propaganda through extensive â€Å"reform† of its education system; etc. All of this serves to put the future of Iraq up for sale to the lowest American (and then British and Israeli) bidders. Such violations of the laws of war are war crimes, establishing the legal predicate for a legitimate Iraqi government in the future to repudiate them all. Oil and Gas as the Key to Global Dominance There is no denying that oil was at the top of the Bush Jr. / Sr. hit-list and the fact that Iraq possesses about 11% of the worlds oil reserves. Indeed, prior thereto it was the thirst and lust for oil and natural gas by the American power elite that really propelled the Bush Jr. administrations aggression against Afghanistan: the need to gain direct access to the rich oil and natural gas fields of Central Asia, which marked the first exploitation of the terrible tragedy of September 11 as public justification for a pre-planned war of aggression under the pretext of â€Å"combating international terrorism. Though according to the Bush Jr. administrations version of events, 15 of the 19 hijackers on September 11 were from Saudi Arabia, for some mysterious reason America had to attack, invade, and occupy Afghanistan. Bush administration functionaries continue to lie, cover up, and obstruct investigations into who was ultimately responsible for the terrible tragedy of September 11, and why no one in the Bush Jr. administration acted to prevent it despite numerous, repeated, and widespread warnings beforehand from American as well as European diplomats and agencies. We are witnessing a Pearl Harbor cover-up all over again. The Bush Jr. Wars of aggression against Afghanistan and Iraq must be understood as part of a major grab by the United States government for global energy resources and the attendant power to be derived from controlling about two-thirds of the worlds oil and natural gas supplies located around this Eurasian heartland. Such an assault had been contemplated and planned by the U. S. power elite for quite some time, dating back to the Kissinger threat and plan to steal the Arab oil fields in reaction to the 1973 Arab oil embargo of the West for assisting Israel in its war to hold on to the Arab lands Israel had illegally stolen in its 1967 aggressions against the surrounding Arab states and peoples. The collapse of the Warsaw Pact and the disintegration of the Soviet Union provided the U. S. power elite with the opportunity to put their Machiavellian scheme for world economic hegemony into operation. But the Bush Jr. Wars of aggression against Afghanistan and Iraq must be seen as more than the seizure of oil for domestic consumption. Rather, they are components of a longstanding American plan to control and dominate the oil and natural gas supplies for Europe, Japan, and Asia, and thus the future of the worlds economy—a project my teacher, mentor, and later friend, the late and great Professor Hans Morgenthau once denominated as â€Å"unlimited imperialism† in his classic work Politics Among Nations. Tied into this was the subsidiary objective of making sure that oil continues to be paid for in dollars instead of Euros on the open market. The Bush Sr. 1991 war against Iraq for oil was the first battle in the U. S. quest for world economic hegemony. These subsequent events must be viewed in the same light: the Bush Sr. invasion of Somalia; the Clinton/ Bush Jr. military intervention into Colombia; Bush Jr. s support for the anti Chavez failed coup in oil-rich Venezuela; the post-9/11 U. S. military intervention into and occupation of Djibouti in order to control the Suez Canal/ Persian Gulf oil route to Europe, and also to obtain direct military access to the oil and natural gas resources around the Horn of Africa; the August 2003 U. S. military intervention into Liberia, once again to grab direct military access to the oil and natural gas resources located off and on the West Coast of Africa; etc. Whatever the public rhetoric or justification might be, the fact of the matter is that if the reader looks at a map of the world, the United States government has its military, paramilitary, and covert forces converging upon and/or threatening almost every country in the world that possesses significant quantities of oil or natural gas, as well as their transportation supply-lines and the latters choke-points. Many of these energy-resource-rich countries just happen to be Muslim. That reveals what Huntingtons infamous â€Å"Clash of Civilizations† was really all about. Our clash is their civilization. After September 11, Bush Jr. himself proudly boasted that he was going on a Crusade. Certainly that is the way the Muslim world sees it: an American fundamentalist mission to remake â€Å"world order† in Americas imperialist image—not as democracies, but as client or even failed states—while fomenting world disorder in the process. In this relentless quest and insatiable lust for oil and gas around the world, the United States power elite is now in the process of destroying the entirety of the international legal order that had been established by a predecessor elitist generation running the United States government in the aftermath of and in reaction to the genocidal horrors of the Second World War. Most particularly and especially, this includes, inter alia, the United Nations Charter, as well as the Nuremberg Charter, Judgment, and Principles, all of which had heretofore been the bedrock upon which the entirety of the post-World War II international legal order rested. Preventive Warfare: The Nazi Precedent Iraq had been continuously and illegally bombed by the United States and the United Kingdom since the end of the Bush Sr. Gulf War in 1991 under the pretext of enforcing unauthorized and clearly illegal no-fly zones. But in order to accomplish their objective of seizing Iraq outright, the Bush Jr. warmongers had to articulate another operational rationale for a war of aggression that they could then sell to the American people and Congress that was separate and apart from their fatuous â€Å"war against international terrorism. † So they resurrected the long-ago discredited Nazi doctrine of â€Å"preventive warfare,† once again using the terrible tragedy of 11 September 2001 as a pretext for doing so. The first overt step in their plan was the Bush Jr. aggressive threat to Iraq uttered during the course of his State of the Union Address to the United States Congress on 29 January 2002, in which he branded Iraq as part of a so-called â€Å"axis of evil† along with Iran and North Korea. By means of employing this provocative language harkening back to the World War II â€Å"axis† of Nazi Germany, Fascist Italy, and Imperial Japan, the Bush Jr. administration was deliberately preparing the ground for bogus claims to launch preventive wars against all three of these U. N. member states. Iraq was at the top of the Bush Jr. hit list. Having been materially and psychologically debilitated by over a decade of genocidal economic sanctions imposed upon its people by the United Nations Security Council acting at the behest of the United States and the United Kingdom, Iraq and its oil fields were finally ripe for the imperial picking by Bush Jr. and his right-hand henchman, Tony Blair. By contrast, North Korea and Iran could be expected to defend themselves by inflicting enormous casualties against an aggressor. As on the Southside of Chicago, bullies prefer to pick upon hapless victims. The Nazi doctrine of preventive warfare was publicly articulated by President Bush Jr. in his 1 June 2002 commencement address at the West Point Military Academy. Then in late August of 2002, Vice President Cheney signaled the formal commencement of the Bush Jr. war of aggression against Iraq by giving two public speeches before the Veterans of Foreign Wars (Aug. 26) and the Korean War Veterans (Aug. 29) in which he too publicly touted the Nazi doctrine of preventive warfare against Iraq. The U. S. news media were too obeisant to observe that though warmongering for a war against Iraq before these former soldiers who had actually gone to war, Cheney had ducked out of the Vietnam War, as had Bush, Jr. Wolfowitz and the rest of the Bush Jr. administrations Straussian Neo-Con cabal were too busy studying Machiavelli and Nietzsche with Strauss, Bloom, and their acolytes from the University of Chicago. Unlike the WWII American power elite, many of whose sons actually fought in combat (e. g. , Bush Sr. ), the contemporary American power elite prefers to send the children of poor blacks, Latinos, and whites off to kill and be killed in Afghanistan, Iraq, and elsewhere, as did their elitist predecessors a generation ago in Vietnam, Cambodia, and Laos. Indeed a Class war. Finally, in September 2002 the Bush Jr. Administration officially approved and adopted the â€Å"National Security Strategy of the United States,† fully embracing this reprehensible, criminal, and Nazi doctrine of preventive warfare, and transmitted it to the U. S. Congress as a declaration of official policy by the United States of America.. Certainly its most odious language is: â€Å"†¦ we recognize that our best defense is a good offense†¦Ã¢â‚¬  In other words, the United States government has publicly admitted in an official government document that it is now prepared to wage offensive warfare against adversaries of its choosing around the world irrespective of the requirements of, inter alia, the United Nations Charter, the Kellogg-Briand Peace Pact, as well as the Nuremberg Charter, Judgment, and Principles. This official U. S. government document could be filed with the International Court of Justice in The Hague as proof-positive that it is now the official policy of the United States government to wage criminal wars of aggression against other U. N. member states in violation of the most elementary principles of the contemporary international legal order that would be too numerous to list here. The document is nothing less than what lawyers call an â€Å"Admission against Interest. † In brief, the Bush Jr. administration has officially incriminated the United States of America under international law and practice. Such is the arrogance of Power—which usually spells its downfall! Even more disturbingly, while it was publicly campaigning for a war of aggression against Iraq, in December 2002 the Bush Jr. administration released its so-called â€Å"National Strategy to Combat Weapons of Mass Destruction,† which was published on the web-page for the White House itself. This supplementary Nazi war plan calls for the first use of weapons of mass destruction (WMD)–-chemical, biological, and nuclear—by the United States government under the justification of waging a preventive or preemptive war. Of course this Nazi Doctrine of Preventive Warfare is nothing more than a pretext for waging a war of aggression in the first place. So the Bush Jr. administration officially signaled that it is fully prepared to be the first to use WMD. It would do so against its chosen adversaries around the world as part of an offensive military operation, or even to launch a full-scale war itself, thereby evoking shades of Hiroshima and Nagasaki! North Korea took notice and responded accordingly to defend itself. Reference Page †¢ James Moore (2004) Book Title: Bushs War for Reelection: Iraq, the White House, and the People. Publisher: Wiley. Place of Publication: Hoboken, NJ.

Performance Management Essay Example for Free

Performance Management Essay 1. Summarize the seven (7) components of the framework for coaching and performances management, and identify which ones you require development in and why. The seven components of the frame work for coaching and performance management are the coaching relationship\, insight, motivation, capabilities, real-world practice, accountability, and organizational context. The first and most important step in the performance management process is to communicate what is expected. The should also be identifications of any job related learning needs and possible ways to address these needs. There also needs to be a performance review periodically to make sure that job expectations are relevant and appropriate and revise them if needed. Managers are encouraged to do this jointly with their employees which observing and documenting their performance. Throughout the performance management cycle, you should observe your employees’ performance and identify instances of both good and poor performance. Specific events and details are important for employees to clearly understand the impact, results, and consequences of their performance. Thorough documentation will enable you to recognize good performance and help you to correct poor performance. Provide feedback you should provide frequent feedback and coaching to your employees regarding performance throughout the year. This is especially important for the employee who is performing poorly. To be effective, feedback needs to be immediate, specific, and expressed in relation to a particular outcome and expectation. Deal With Performance That Does Not Meet Expectations. You may wish to enlist the support of your manager. He/she can give you the benefit of his or her experience and provide input and support before proceeding. Also, you can use the services of your Human Resources or Labor Relations Components especially if you are contemplating disciplinary action. They will provide the procedural and regulatory guidance as well as assistance in looking at alternatives and providing resources, intervention strategies, and other support.† (Public service commission) 2. Evaluate the validity of each of the reasons provided for failure in performance management. The reasons provided for failure in performance management versus performance appraisal discipline gap, accountability, measurement scarcity or overload, lack of balance and failure to assess impact. â€Å"There are two primary purposes of performance appraisal: evaluative and developmental. The evaluative purpose is intended to inform people of their performance standing. The collected performance data are frequently used to reward high performance and to punish poor performance.† (Smither, 2009) The developmental purpose is intended to identify problems in employees performing the assigned task. The collected performance data are used to provide necessary skill training or professional development. â€Å"The purpose of performance appraisal must be clearly communicated both to raters and rates, because their reactions to the appraisal process are significantly different depending on the intended purpose. Failure to inform about the purpose or misleading information about the purpose may result in inaccurate and biased appraisal reports.† (Cascio, 1998) 3. Identify two (2) of the barriers of success that are evident in preventing successful execution of performance management in a company you know well and recommend a solution to the problems. If you have not worked with or for a company that evaluates employee performance through performance management, imagine what the problems would be based on your knowledge of the company. Be sure to provide your rationale. Future scenarios allow organizations to explore multiple potential futures and generate robust strategies and early warning signs to understand how the future is unfolding. Where a vision articulates a â€Å"preferred future,† future scenarios describe how an organization might achieve its mission in different circumstances or environments. Organizations identify a focal issue or major decision the organization faces and the critical uncertainties in the macro environment, such as social, economic, political, environmental, and technical forces. Scenarios are developed based on combinations of these forces and robust strategies are identified to address multiple futures. Finally, indicators are identified to help understand how the future is affecting the organization’s decisions. In-order to fully understand the rationale past, present, and future analysis would have to be done on different work environments in-order to generally process the full computation of how and HR performance management society would work to stay in constant communication with the employee’s skill set.

Motivation Learning Strategies In The Classroom

Motivation Learning Strategies In The Classroom Motivation is an important drive in our life if we dont have any motivating we will face many difficulties in our road. You can say that learning without motivation is as food without salt. So each person in this life need motivation to continue his/ her life because motivation helps us to be more affective on our society. We can do many things in a right road if we have motivation. Motivation is a powerful to do the best thing in daily life. Introduction Motivation is one of the most used words in teaching today, usually in the phrase, How can I motivate these kids? it is also a very misunderstood process. Motivation is important for people life. It plays a main role in almost everything we do. If we dont have motivation in our life, we would simply not care about many things such as outcomes, means, education, success, failure, etc. As you know people are different, so also their motivations have to be different. There are types of motivations that may some people care about it and other doesnt care. In my research, I focus on the definition of motivation, types of motivation, theories of motivation, etc.. Statement of the problem: I study the motivation learning strategies in the classroom which is important to help students to learn English. Some students dont have any motivation to complete their studying and they dont care about learning. On the other hand, some students have big motivations to challenge the difficulty of learning life. Statement of purpose: I write this research that about motivation for some reasons, these are: To know the motivated students and non-motivated students at ADU. To know the factors that cause to make students less motivated. What motivation is ? Each person has his own definition of motivation. We dont have a specific definition for motivation. In fact its very difficult to define motivation. According Ezine (2009) the definition of motivation is to give reason, incentive, eagerness, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger; education is motivated by desire for knowledge and so on. Motivators can be anything from reward to compulsion. Also, Brown (2001) defines motivation is the degree to which you make choices about goals to pursue and the effort you will devote to that pursuit. (p72). On my point of view motivation is as the driving force behind an action. This is probably the simplest explanation about motivation. So teachers consider the motivation as a tool to encourage learners to do something. Ellis defines motivation as referring to the labors which learners put into learning an L2 as a result of their need or want to learn. (1995). According to the Websters, to motivate means to provide with a motive, a need or desire that causes a person to act. Many researchers think motivation as one of the main elements that decide success in developing a second or foreign language; it determines the degree of active, personal participation in L2 learning. (Oxford Shearin, 1994). Types of motivation Motivation is what drives you to behave in a certain way or to perform a particular behavior. Its the strong reason that leads you to achieve something in your life. There are many types of motivation that can influence in you. These include the following: Primary or basic motivation This type of motivation needs the person to show self presentation. This include needs to show hunger, warmth, sex, thirst, avoidance of pain and other primary motivation which can influence in the persons behavior.(articlesbase,2005-2008) Secondary motivation This type of motivation is known in psychology as learned motivation. It can be different from person to another. It can be describe as a persons own sense of values and ways to keep moving in life. Many behaviors in secondary motivation are conscious ones. That is, a person consciously put in his mind a particular goal or result and acts in a similar way that brings them closer to that particular goal. What drives them to do or perform the goal is the longing for something which they do not have. This kind of motivation falls into two basic types, extrinsic and intrinsic motivation. (Articlesbase, 2005-2008) Extrinsic motivation Extrinsic motivation involves the concept of rewarded behavior. This come, by particular types of activities or acting in a particular manner, you are rewarded by a desired ended result. Extrinsic motivation comes from the surrounding areas of the person. (Schunk|Pintrich|Meece, 2008) In teaching, teachers use this type a lot; they use it because they are obligated to. In schools, there are many types of students who do not have motivation. These types of students have many characteristics such as shyness, being afraid from the teacher and other characteristics. Here come the role of the teacher, the teacher support these students by using extrinsic motivation. For example, if the teacher notices that one student is not participating with his group. Then, he can support him by showing him how to act positively in the group, rewarded him etcà ¢Ã¢â€š ¬Ã‚ ¦. Intrinsic motivation These types of motivation are less visible. Intrinsic motivation is when you want to do something (e.g. I want to write this report). Intrinsic motivation is internal. It happens when people are compelled to do something out of happiness, importance, or desire. For example, a student is motivated to get high grades (external motivation) but his desire to know about particular subject is intrinsic motivation. Getting high grades is the reward visible for other. For student, being able to master or being expert in a particular subject is a psychological reward for his desire to learn. (Pan, 2006) Intrinsic motivation can be described as invisible things arise from your depth telling you that you must perform the task which was assign to you. Intrinsic motivation differs from one person to another. Some students do not have the ability to express their thoughts, ideas and perspectives and here come the job of teachers. Teachers should provide their students with intrinsic motivation to achieve the determined goals. However, there are some students who have the ability to act positively inside the class room and sometime their intrinsic motivation surprise the teachers. Intrinsic motivation and motivation based on extrinsic rewards are, to some degree, in competition with each other. Research has shown that under certain situations, offering extrinsic rewards for engaging in tasks actually undermines intrinsic motivation. ( Stipek, 2002, p129) Principles of motivation learning strategies There are some basic principles of motivations exist that are appropriate to learning in any situation. According to Weller, (2005) the principles of motivations are: The students attention depends on the environment that can be used to focus on what needs to be learned. Teachers can make atmospheres that help students to get persistent effort and positive attitudes toward learning. So the good teachers usually try to create warm and accepting environment that help students to be more motivated that will make them learn better. I think this strategy will be successful in both children and adults. Interesting visual tools, like pictures, posters, brochures, or practice tools, motivate students by capturing their curiosity and attention. Incentives motivate learning. Incentives contain human rights and receiving admire from the teacher. The teacher decides an incentive that is likely to motivate an individual at an exacting time. In a general, I think without rewards in self-motivation, learning situation will not succeed. As you know each student must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pleasure of discovering new things. Internal motivation is longer lasting and more self-directive than is external motivation, which must be frequently reinforced by admire or concrete rewards. Some people, mainly children of certain ages and some adults, have little capability for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a refuse in internal motivation. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. The teachers role sometimes is to encourage its development and sometimes the students readiness to learn comes with time. If a desired change in behavior is urgent, the teacher may need to supervise directly to ensure that the desired behavior happened. I think that a student may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again, if he/she is not ready to learn. Motivation is enhanced by the way in which the instructional material is organized. In fact, the information can be meaningful if the material organized to the individual. One technique of organization includes relating new tasks to those already known. Other ways to communicate meaning are to decide whether the persons being taught understand the final result desired and teach them to compare and contrast ideas. Theories of motivation: Most of motivation theorists believe that motivation is related in the performance of all learned responses. This mean, a learn process cannot occur unless it is energized. The common question among psychologists is, whether motivation a primary or secondary influence on the learner behavior. Psychologists believe that motivation is associated with the learner behavior. (Huitt, 2001) There are many theories of motivation, learners use different types of theories to accomplish their goals but I focus on two of these theories include: behavioral, cognitive etc Behavioral: According to some psychologist, all process of motivation stands on the behavior of the learner. Actually the learner works on the sequences, the learner put the sequences as the primer goal. For example, I want to get A in professional ethics. Since the learner determines this goal in his mind, he will work on that goal until he achieves it. (Huitt, 2001) A behavioristic psychologist like Skinner or Watson would stress the role of rewards in motivating behavior. In Skinners operant conditioning model, for example, human beings, like other living organisms, will pursue a goal because they perceive a reward for doing so. A behaviorist would define motivation as the anticipation of reinforcement Reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, happiness, etc. (Brown, 2001, p 73) Cognitive: There are many motivational theories that follow their roots to the information processing approach of learning. There was a theory called attribution theory, this theory implies that every learner tries to find a reason for success or failure of self and others. The learner tries to use some certain attribution to find out what was the wrong in his behavior. The attributions could be internal or external and it could be under control or not under control. (Huitt, 2001) In teaching environment, it is important to help the learner to develop a self- attribution for his behaviors. We have different types of students; some students love to learn about anything and others are not. Otherwise, we should help the learner to make attributions. Being able to make attributions will raise the performance of the learner. When I move to the college, I see two types of learners. The first type is, when they get a high or low grade; they make some kind of attribution like why did I get this grade, the teacher is not fair etc And others say, it was my fault, next time I will study hard etc These attributions enable the learners to higher their performance and make some kind of follow up. Otherwise, attribution theory is important for both students and teachers and teachers should teach their students how to do attribution. Maslows hierarchy of needs Abraham Maslow (1995-2009) is considered as the most influential writer in the area of motivation. Maslow divided the hierarchy of human needs into two groups: deficiency needs and growth needs. In deficiency needs, the learner must move through the lower level before the upper one. The eight levels are organized as the following order: Physiological Safety/ security Belongingness and love Esteem Cognitive Aesthetic Self- actualization Self- transcendence Every one of us is motivated by needs. The human being inherited the love of needs from thousands of years. Abraham Maslows hierarchy of needs help us to know how these needs motivated us. Maslow (1995-2009) says that we should satisfy each need. We should start with the lower level and then move to the upper level. Consequently, if we are satisfy by the lower level of needs, we dont have to concern about the upper level. So its a kind of self enrichment. Literature review: There are many researchers who study the motivation, the types of motivations, the theories of motivation, motivation of learning strategies, etc. I mention that some researchers who are:  ¤ Harter (1981) assumed that intrinsic and extrinsic motivation was negatively correlated.  ¤ Generally speaking, extrinsic motivation means external causality based on the perceived locus of causality, which was suggested by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985).  ¤ Lepper et al. (1997) found a decrease in intrinsic motivation with age, but no evidence of an increase in extrinsic motivation. Methodology: I distributed 20 questionnaires for the ADU female students. My questionnaire include 10 questions, each question has 4 or 5 parts. Each student should select agree or disagree about each statement. This questionnaire studies that ADU students motivation and does the ADU students motivated or not. I found different result because I distributed my questionnaire to different students some students are in second year, some are in third year and other in forth year. Finding result: In first part of my questionnaire, I found that 70% of the ADU students, when they study they practice saying the material to themselves over and over but I found 30% of students who dont agree with this statement. 70% of the students at ADU that mean our university have lots of students who take care for their studying and have motivation to review their material. I found that 65% of the students when studying for classes, they read their class notes and the course reading over and over. I found that also 35% of the students who dont like to read their class notes. I think that each student should read his/her class notes over and over to be more familiar with this material and may he/ she understand it better. I found that 60% of the students memorize key words to remind them of important concepts when they study but 40% of the students may dont have ability to memorize key words. It is important thing that students try as possible as they can to memorize key words that will help them in their learning process. Students should try to motivate themselves by putting the aim in the front of their eyes. Also I found that 60% of the students when they study, they usually make lists of important words and learn by heart these words. I mean they memorize the lists. I found that 40% of the students who dont like to make lists of important terms and memorize it. As my experience I write a list of new vocabulary and I put it on the door of my room. So when I want to go out I look at this list and I read these vocabularies. This way helps me to remember these vocabularies. In the second part of my questionnaire, I found that 60% of the students who agree with this statement I often find myself questioning things I hear or read in this classes to make a decision, if I find them persuasive but I found that 40% of the students who disagree with this statement. This statement applies on me, I often find myself asking questions about what I hear and read in my classes. I found that 60% of the students who disagree with this sentence When a theory, understanding, or conclusion is obtainable in class or in reading, I try to make a decision if there is good supporting evidence. I found that 40% of the students who agree with this sentence. I treat the course material as a starting point and try to expand my own ideas about it. I found that 70% of the students who agree with this statement but I found that 30% of the students who disagree with this statement. I think this statement is completely true because If we treat the course material from the beginning and try to think more and say our own ideas about it, that help use to learn and understand the course material better. This way help students to be more motivated in all their courses materials. In third part of my questionnaire, I found that 65% of the students who prefer course material that really challenges them so they can learn new things but I found that 35% of the students who dont care about this kind of material if it challenges them or not. Students who prefer material that challenge them, they have motivation to learn new things and get new information and data. I want to say for the 35% of the students you dont have intrinsic motivation so please try to change your thoughts, feelings, ideas, etc about that and try to make intrinsic motivation in your heart. I found that 75% of the students who dont prefer course material that arouses their curiosity. I found that 25% of the students only who prefer course material that arouses their curiosity, even if it is difficult to learn. This result really overtakes me because most of students like to look over the new things and they have curiosity to know more things. The most of ADU students want to take the information or data without searching or tying to find it. They like to get it from their instructors. I think that also because some students dont have enough motivation that may help them to change their thought about that. I found that 80% of the students who agree with this statement trying to understand the content as thoroughly as possible is the most satisfying thing for me in classes but other students at ADU disagree with this statement. It is great percentage of the students who are trying to understand the content in classes. I found that 65% of the students when they have options, they choose course assignments that they can learn from even if they dont guarantee a suitable grade. I found that 35% of the students who dont. In fourth part, I found 85% of ADU students, the most satisfying thing for them right now is getting a good grade but other students dont care for getting a good grade, they just want to pass and finish courses as soon as they can. I think that students should think about the grade and the benefit of the course at same time. I found 65% of students want to get better grades than most of other students but 35% of students dont want to challenge other students. It is a good thing that students at ADU want to challenge other students to get better grades. Students who have this thought, I think they have a good motivation of learning. I found that 70% of the students want to do well in the course because it is important to show their ability to their families, friends, relatives, or others. I found that 30% of the students it is not important to show their ability to their families, friends, or others. I think that students who like to show their abilities to their families, friends, etc, they have motivation to study more to get good grades. In fifth part, I noticed that 65% of the students believe they will receive an excellent grade in the class and 35% of the students dont agree with this believe. This believe is completely true and all students should agree with it. I think that when students put in their mind that they are good students and they can get an excellent grade, they will get it because they have intrinsic motivation and they encourage themselves. I found that 50% of the students agree and 50% of the students disagree with this statement Im certain I can understand the most difficult material obtainable in the readings for the course. I wished that find more than this percentage because students should encourage themselves to simplify the difficult material and try as much as they can to understand this material. I found that 75% of the students confident they can understand the essential concepts taught in the course. I found that 25% of the students dont confident they can understand the essential concepts. I noticed that 50% of the students confident they can understand the most complex material obtainable by the instructor and 50% of the students not. I think that 50% of students who cannot understand the material, they should ask their instructor and please each student should not be shy. I found that 70% of the students confident they can do an excellent work on the assignments and tests in the course and other students at ADU dont agree with that. This point let us to know there are many motivated students at ADU because they usually try to do the best to get a good job on the assignments or tests in any course. In the sixth part, I found that 55% of the students when they take a test they think about how poorly they are doing compared with other students but I noticed that 45% of the students dont think about that. This thought appears from non-motivated student. He/she usually afraid about the score and he/she think that he/she gets low score than other. So each student should try to change this thought and be more motivated. I found that 80% of the students when they take a test they think about the items on other parts of the test they cant answer and 20% of the students dont care about that. I am sure students who think like that, they will face difficulty to answer other questions because all their thought will be with the parts they cant answer it. This also will effect of the score because most of time they will waste for thinking about the difficulty of the some questions. 80% of the students is a big percentage and we want to decrease it. The motivated student only can deal with this problem because he/she usually dont think like other students. I noticed that 55% of the students, when they take test also they think of the consequences of failing and 45% of the students dont think of consequences of failing. This thought is also not true because it may make students feel upset and disappointment to pass in the course. I found that 60% of the students at ADU when they take an exam, they dont feel upset but there are 40% of the students have an uneasy, upset feeling when they take an exam. I think that is good to get like this percentage of the students at ADU. That thing helps students to get good marks in an exam because they dont feel afraid and upset. I noticed that 65% of the students feel their heart breathing fast when they take an exam but 34% of the students dont. This feeling may dont let students to answer appropriately the questions even they know the answer. Sometimes I feel like this feeling specially when I dont prepare enough for the exam but we should try to deeper breathe before the exam time and say to ourselves we will answer all questions without any afraid and we will get a good marks. We should motivate ourselves. In the seventh part, I found that 80% of the students usually study in a place where they can concentrate on their course work and 20% of the students study anywhere. This factor is effect on learning process. Some students prefer to study in open places such as park, garden, sea, etc. I think that like these places where can help students to comprehend and understand better. I found that 55% of the students dont make good use of their study time but there are 45% of the students make good use of their study time. As you know time is very important to make everything good especially at learning process. If you manage your time appropriately, you will get what you want in the appropriate time. I found that 50% of the students agree and 50% of the students disagree of this statement I get it hard to stick to study schedule. I found that 75% of the students have a usual place set aside for studying and 25% of the students dont like to set in one place for studying. I found that 55% of the students make sure they continue with the weekly readings and assignments for their courses but there are 45% of the students dont. I found that 75% of the students are present at class frequently but 25% of the students at ADU dont. I noticed that 70% of the students rarely find time to review their notes or reading before an exam. There is 30% of the students find time to review the notes before an exam. I think that each student will at manage his/her time to get a chance to review his/her notes before an exam but unfortunately 70% of students who didnt try to organize their time accuracy. In the eighth part of my questionnaire, I found that 65% of the students often feel so lazy or bored when they study that they quit before they finish what they planned to do but others dont feel lazy or bored about that. I notice that 75% of the students work hard to do well even if they dont like what we are doing. The 25% of the students dont work hard especially if they dont like what there are doing. I found that 65% of the students agree and 35% disagree with this statement When course work is hard and difficult, I quit or only study the easy parts. I suggest for each student to try as much as her/she can to simplify the difficult part by asking his/her instructor or friends and dont ignore the difficult thing because may it will coming in his/her an exam. I found that 70% of the students, when course materials are dull and uninteresting, they manage to keep working until they finish. In the ninth part, I found that 70% of the students, when studying for a class, they often try to clarify the material to a colleague or a friend but 30% of the students dont. I noticed that 55% of the students usually try to work with their colleagues or other students to complete the course coursework or homework and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others help. I found that 60% of the student at ADU when studying for a class, they dont to set aside time to discuss the course material with a group of students from the class. I found that 40% of the students often set aside time to discuss the material with a group of the students. At the final part, I noticed that 85% of the students, even if they have difficulty of learning the material in a class, they try to do the work on their own, without help from anyone. I found that 15% of the students only who try to do the work with help from others if they have difficulty of learning the material in a class. I found that 80% of the students ask the instructor to clarify concepts they dont understand well and 20% of the students dont ask the instructor about that may they fill of ask their friends or not. I think students should ask the instructor. When I dont understand the material in a course, I ask another student, in this class for help me to understand by this statement 50% of the students agree and 50% of the students dont agree. Some students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them. I found that 60% of the students try to identify students in their classes whom they can ask for help if necessary but others dont. As you see I found some students at ADU who motivated more than others. After I get this result I write some recommendation for both teachers and students. CONCLUSION To summarize, the motivation can play roles in learning process. Motivation is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as possible. I think that if you dont have intrinsic motivation that comes within, you will dont also has extrinsic motivation. Recommendations At the end, I want to give teachers, designer of protocol and students some recommendations. For teachers: Teachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the punishment may affect negatively on his/her feeling and attitude. This thing will let student to be passive rather than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc. Teachers should make different activities that make learning fun and interesting. So that will help students to be more motivated to learn and attend the class regularly. Teachers also should give students freedom to express their ideas, thoughts, etc because this thing may increase a will to learn. Teachers should start their class by smiling because students will be more comfort and happy to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated. I notice that ADU students feel disappointment if the score of the first exam is bad so I recommend the teachers to give a chance for improving their scores such as makeup that includes (another quiz, assignment, homework, etc). For students: Students should be motivated in the learning process and their daily life. Students should read their class notes and the course reading over and over to be more motivated in the classroom. Students try to choose that arouses their curiosity, even if it difficult to learn. If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.

The Obscurities of the Individual :: Essays Papers

The Obscurities of the Individual In James Joyce’s Dubliners many themes arise in regards to the human basis of character. The author focuses on a critique of the situation in Ireland and on its society. This is adequately represented in the stories â€Å"A Little Cloud† and â€Å"The Dead† as well. With characters that suffuse themselves into the far back regimes of their minds, Joyce allows the reader to ‘feel’ the darkness that surrounds their lives. With efficient descriptions and simple storylines, every moment within the stories make the eventual understanding of the character' place in society that much more blatantly condemning. Each narration has its own identity, yet as the reader strings them along, one can construct a quaint picture of Dublin life at that time. There are many catalysts within every work that lead its main character to just theories, one of them is their lifestyles as a whole. The solitude that the characters dim their existence with makes their integration into social circles less complete. Whether this segregation is psychological, physical, or emotional, is irrelevant in the end. For the effects of this disparity is what eventually causes the rifts the characters create to consume their whole reality into the shadows of their perceptions. In â€Å"A Little Cloud†, Little Chandler allows his emotional insecurities to separate him from every circle he attends. He feels that he isn’t really a part of society and therefore, upon his friend’s arrival, the tie he acquires allows him to reconnect himself to a life that he had long since hadn’t felt a part of. His many dreams have never been succeeded and he realizes that he isn’t living the life he wants. He has always played it safe within his every decision, thus the clarity that flows into his meager existence when expecting his friend is what saves him from total obscurity. This is highlighted when he enters the luminosity of the bar feeling important and is faced with its many colors which lead him to believe that â€Å"the people were observing him curiously† (69). However, this point was already clear as he â€Å"felt himself superior to the people he passed† (68) while on his way to meet his friend. Chandler appoi nts Gallaher as his gateway to the dreams he still has. In â€Å"The Dead†, Gabriel finds that he has no real place within his relations because of his way of being.

Medicinal Marijuana Should Be Legal Essay examples -- Medical Marijuan

Too often do Americans today turn to prescription pills as a cure-all for every ailment. From occasional headaches to chronic pain, people look for immediate results disregarding any possible side effects. Drugs which act as painkillers in the body may become very addictive and misuse can be fatal. While we should not shun western medicine, patients should be offered other types of treatment. I believe that those who are being treated with over the counter medication should be given the option of using marijuana. The problems with prescription drugs consist of health risks, dependence, misuse, cost, and effectiveness. Constantly are there advertisements on television pitching a new drug whose side effects sound worse than the pain it is meant to solve. Unlike most addictions, people are told to take pills by an authoritative figure that can be trusted. Many of those who fall into this type of addiction have little history of drug use and fail to recognize their growing dependence. One pill a day turns into two; before they know it, their body now relies on that fix. Cost is another important issue when considering the value of having an option other than over the counter pills. While many struggle to pay for the drugs they depend on, there may be a much cheaper alternative. Lastly, the success of drugs is not the same for every individual. Drug A may work miracles for some yet be a curse for others. I believe many of these issues could be resolved with marijuana. While studies are limited due to its legality, enough has been established to make a valid claim for its medicinal properties. Marijuana can be used to treat â€Å"pain, muscle spasms and tremors, seizures, nausea, vomiting, appetite stimulation, insomnia, migraine headaches, depression, and glaucoma, among other things.†(Ardpark) States such as California have begun to recognize on a small scale however there needs to be a nationwide push. Despite government claims â€Å"marijuana is an addictive drug† (DEA), marijuana is not an addictive drug. It may be habit forming, but has nowhere near the addictiveness of drugs like OxyContin which are legal. I am not calling for a cannabis free-for-all and acknowledge the fact that, as with any drug, there would need to be regulations put in place. Expenses on medication would significantly decrease and without the hazards of pills, t... ...nd Drug Administration. 22 Oct. 2006 "Frontline: Drug Wars: the buyers: a social history of america's most popular drugs." WGBH Educational Foundation. 1995-2006 . PBS. 3 Oct. 2006 Herer, Jack. "Chapter 6." The Emperor Wears No Clothes. (2006) : 1,2,5,7. 22 Oct. 2006 http://www.jackherer.com/chapter06.html Office of National Drug Control Policy. Robinson J. "Who's Really in Prison for Marijuana?." ONDCP Drug Policy Information Clearinghouse. 9, 10, 12-15. 3 Oct. 2006 . "Prohibition In America: A Brief History." 3 Oct. 2006 . "Marijuana Arrests For Year 2005 ." 21 Sept. 2006 . NORML. 3 Oct. 2006 . "Marijuana Information." Narconon International. (2002) : Association for Better Living an Education. 3 Oct. 2006 . "The Uses of Medical Marijuana." 1,2. Arkansas Alliance for Medical Marijuana.22 Oct. 2006

The Man That Can Never Be Replaced :: essays papers

The Man That Can Never Be Replaced One cold December morning with ice on the grass and everybody’s Breaths lingering in the air. It was just another regular December day in Tymber Creek, which is where I grew up my whole life. There is a group of about 13-15 kids that have all grown up together. Some were a couple years older, but that didn’t make much difference except for their size. About five of my closest friends and I decide to get a football game together. We decided to play the older kids in the Creek (our nickname for Tymber Creek). Because every day at the bus stop they told us how they would kill us so we took it as a challenge. As we walk all we saw were monsters, they were huge and ugly with white foam coming out of there mouths like a rabid dog and just scared us to death. Well I decided there is no way I am going to play these guys, but my best friend Stephen told me that we could take them. So there I again believe the impossible. It’s 10:30 a.m. and still just as cold as it was when I got up at 7:00 a.m. and there was no sun. You couldn’t walk straight because of the icy grass and it sure wasn’t the softest thing in the world. So here we go its kick off time. The pigskin is thrown so high in the air that we don’t see it, all we see and feel is the ground trembling and seven of the biggest beasts in the world. It was kind of like seven Shaqs running at seven Mini Me’s. We were dead and all I had on my mind was not to get hit because I would never get up. It was around noon now and all of us decide to take a break and go have lunch. So Stephen and I went to his house which was the biggest house on that street and just stood out because of its peach color. His parents acted like my second family. They treated me like one of there sons. They took me to Sea World, which was a big deal for a kid that’s twelve. Mrs. Vernon who is Stephen’s mom would make us snacks to eat after school and then would take us to the mall just to have fun.

“An American Indian Wilderness” by Louis Owens Essay

In Louis Owens’ essay â€Å"An American Indian Wilderness† the author projects a self-reflective and, in the end, pessimistic persona. As a young man Owens works as a park ranger in the American Wilderness of Washington State. He has the task of burning down an old log shelter in the wilderness, to return the surrounding area back to its natural state. After completing his task, he meets two elderly Indian women, who tell him that their father had built the shelter in the previous century. He suddenly feels ashamed about what he had just done; however, the two women forgive him and he starts to understand the Indian philosophy in regards to â€Å"Mother Nature† and his own detachment with it. In the first half of the story, Owen recalls that he â€Å"felt good and smug† about the job he had just completed, because he was â€Å"returning the wilderness to its original state.† He writes that it was a task he â€Å"heartily approved of.† His feelings change after he meets the two elderly Indian women, as he learns that their father had also been a park ranger, as well as a descendant from the original Indian inhabitants of the â€Å"Indian country† he is working in. The two women seem â€Å"ancient† to him, probably wise as well and one with nature. They still know about the relationship that humans used to have with nature, before the Europeans â€Å"introduced the wilderness† to America. As Owens’ tone turns darker, he realizes that he too â€Å"had succumbed to a 500 year old pattern of deadly thinking that separates us [humans] from the natural world.† He realizes that the term â€Å"wilderness† is an â€Å"absurdity† and that there really had been no â€Å"wilderness† before the Europeans came to the land. The upbeat tone from the beginning of the text turns into a self-reflective analysis, which ultimately turns into pessimism about the future of the human civilization. As the mood of the story turns, the white  snow turns into a â€Å"drumming rain†; he mentions that he understands â€Å"painfully† what the Indian inhabitants always knew – that we as humans are part of nature, but that we are not living that way anymore. Owens’ persona becomes most pessimistic at the end of the text, when he writes, â€Å"Unless all human beings can learn to imagine themselves intimately and inextricably related to ever aspect of the world they inhabit, the earth will simply not survive.† He seems disillusioned about the chance we humans have, if we keep fencing in â€Å"Mother Nature† and turn her into a recreational aspect of our lives, rather than being part of the whole, as the original Indians used to be. We as humans should take this very seriously and stop ourselves from expanding our â€Å"American Wilderness† farther and farther, pushing nature more and more away from us. Owens’ as the ‘Lone Ranger’ understands the intricate balance between us and nature and that at some point â€Å"The Great Mother† will either fight back or die forever.