Turkey and the Kurdish today Essay Example | Topics and Well Written Essays - 1250 words

Turkey and the Kurdish today - Essay Example Civil uprisings have often taken place leading to deaths of thousands of people, most of them being Kurds and members of KPP. However, recent attempts by Premier Egrogan to bridge the gap between the Kurds and the Turkish armed forces have yielded positive results. This paper goes on to discuss the history of the Kurds in Turkey, how they have been treated over the period of time and what attempts have been made by the current government to solve this issue. Essay The Republic of Turkey, as it is officially known was founded by Mustafa Kemal Ataturk in first quarter of the nineteenth century. According the official census of 1990, the country has a population of fifty seven million people (Gunter, Michael M., 2007). Although ninety nine percent of the population in the country consists of Muslims, the rest one percent is also allowed complete freedom to carry on their religious and social activities just like their Muslim counterparts. The Kurds comprise of a significant number of pe ople in Turkey. Even though the national language of Turkey is Turkish, Kurds speak a different language which is a mixture Indo and European Languages. Discrimination against the Kurds has always been a key issue in this country and this community has been facing a hard time ever since the creation of the country. Kamal Ataturk in his life time did discuss the issue of Kurds at various special forums. In the Turkish parliament session he once said, â€Å"North of Kirkuk there are Kurds as there are Turks, and we never discriminated against them†. However the situation hasn’t been as good as it sounds. Even after eighty two years of independence, the fourteen million plus Kurds of Turkey have been facing a hard time - often being prejudiced against, kicked out of their homes and villages, tortured, raped and killed. To maintain their status quo, the Kurds have fought back time and again against the government. Although there have been various fights, none of them has b een as fierce as the one in 1984 by the banned organization called Kurdistan Workers Party (PKK). Over the years these fights have resulted in thousands of deaths with almost forty thousand of them being of members of the PKK. The major reason for the conflict between the Turkish state and Kurds has been the call for a separate province. The Iraqi Kurds have always called for a separate province, Kurdistan, and just the mere existence of this word is a taboo for the Turkish state. The rationale behind this fear is that the creation of Kurdistan by the Iraqi Kurds can provoke the Turkish Kurds to rebel against the state and take with them bits of Turkish territory. For decades the Turkish government has seen the issue of Kurds as one of terrorism caused by the PKK. However it is very interesting to see that when various countries back the PKK (due to the fact that PKK is seen by others as a party fighting for the rights of the Kurds), the Turks say that this goes on to prove that no one really wants to see a healthy Turkish economy to grow into an European superpower. Even if all what is mentioned were to be true, factually Turkey is home to almost 17 million Kurds, many of them being those who don’t even support the PKK and its acts. It is also widely reported that Kurds have been treated very unfairly in Turkey. This point was proved when a report from The European Commission Against Racism and Intolerance spoke about injustices prevailing in Turkey. The report says that the Kurds’

Online Shopping Acceptance Model OSAM Assignment

Online Shopping Acceptance Model OSAM - Assignment Example The components of OSAM are generated from OSA components. The OSAM module is described as an entity offering a group of services that can be achieved from the background of service growth and service provision (Dede et al., 1997). This model presents an easy method of obtaining comprehensive information about the constituents managed automatically at the beginning of the structure and can hypothetically affect its function. Zhou et al. (2007) state in their study that the knowledge-orientated view of the customer approval of electronic shopping is currently predicted and clarified by observing technical descriptions such as content and design on the website, user boundary features, and structure usability of an available store. Without the approval of the technology, e-commerce would be limited. The customers’ willingness to acknowledge the technology guides the achievement of electronic promotion (Zhou et al., 2007). Several factors influence the consumer acceptance of online purchase like consumer attitude, environmental factors, and availability of resources. The main aim of the OSAM model is to enable traders market their products using different modes like mobile phones and social media channels. Advertisement can be made through mobile phones and social media networks. References Carlota, L., Efthymios, C., and Maria-del-Carmen, A. (2013). Social Media as Marketing Strategy: An Explorative Study on Adoption and Use by Retailers, in Miguel R. Olivas-Lujan, Tanya Bondarouk (ed.) Social Media in Strategic Management (Advanced Series in Management, Volume 11). New York: Emerald Group Publishing Limited. Chen, S. J., & Chang, T. Z. (2003). A descriptive model of online shopping process: some empirical results. International Journal of Service Industry Management, 58(6): 556-569. Close, A. (2012). Online Consumer Behavior: Theory and Research in Social Media, Advertising and E-tail. London: Routledge. Dede, A., Arsenis, S., Tosti, A., Lucidi, F., Westerg a, R. (1997). OSAM Component Model - A Key Concept for the Efficient Design of Future Telecommunication Systems. In IS&N, (67):127-136. Doherty, N., and Ellis-Chadwick, F. (2010). ‘Internet retailing: the past, the present and the future.’ International Journal of Retail & Distribution Management, 38(11/12): 943–965. Flick, K. (2009). Assessing Consumer Acceptance of Online Shopping: Examining Factors Affecting Purchase Intentions. London: ProQuest. Howladar, M., H., H., and Mohiuddin, G. (2012) Developing Online Shopping Intention among People Bangladesh Perspective, Developing Country Studies, 2(9): 2225-0565. Lina, Z., Liwei, D., and Dongsong, Z. (2001). ‘Online shopping acceptance model – a critical survey of consumer factors in online shopping.’ Journal of Electronic Commerce Research. 8: 41—61. Mikalef, P. Giannakos, M., Michail, G., and Pateli , A. (2013). ‘Shopping and Word-of-Mouth Intentions on Social Media.’ Jour nal of Theoretical and Applied Electronic Commerce Research, 8(1):17-34. Monsuwe, T.P.Y., Dellaert, B.G.C. and Ruyter, K.D. (2004). What drives consumers to shop online? A literature review. International Journal of Service Industry Management, 15 (1): 102-121. Olumayowa, S. M. (2012). Acceptance and Impact of Social Networks Marketing Using Extended Technology Acceptance Model unpublished

Canadian Residential School System Education Essay

Canadian Residential School System Education Essay The Canadian Teacher Magazine is an educational scholarly resource meant for use by high school students and teachers, young Canadians, communities and anyone who might be interested in the history of First Nations education. It seeks to enable readers understand the major developments impacting First Nations before the Europeans arrival up to this day. The text has three portions. The first-First Nations History-gives a short summary of the distinctive cultures of Early First Nations in Canada. It explores the system of education that was implemented before the arrival of Europeans. The second portion explores the system of education that was implemented by the government and the missionaries after their arrival. Llewellyns (2002) article on Dealing with the Legacy of Native Residential School Abuse in Canada by University of Toronto Law Journal, a scholarly source particularly describes how the residential schools system introduced to the First Nations affected school going childre n. This point is supplemented by other non scholarly sources such as Chrisjohns The Circle Game. Another non scholarly source is Dubashs film titled Indian Residential Schools in Canada, which depicts the experiences of aboriginal kids in residential schools. The third part explains how Indian Control of Indian Education impacted education among First Nations communities as depicted by Wells (2012) in his book Wawahte: Canadian Indian Residential Schools. This part is the most relevant to the topic at hand as it explores how the First Nations worked with the government in order to improve the education system and general learning environment. It is rather obvious that this collaboration was long overdue. As such, its outcome would be of benefit to both partied involved in its implementation. The credibility of these articles on Canadian Residential Schools can be ascertained as it is a reflection of the education system that existed among First Nations from the context of teachers a nd students. Today the Canadian Government has partnered with First Nations in this era of reconciliation to help establish stronger First Nations communities. Essential collaborative efforts are can be seen all across the country in areas as diverse as First Nations education, social services, governance, economies, culture, human right and resolution of outstanding claims. The term First Nations is used to encompass the wide range of aboriginal peoples in Canada, which include Indians (status or non- Status), Metis, Inuit, aboriginals and native peoples. This paper is intended to provide readers interested in First Nations education with information about current developments in federal, provincial (public and separate) and band schools across the country. As well, this study is intended to give schools, school officials, teachers and parents or guardians examples of various approaches, so that they may improve their own situations. It is based on the results of a survey of schools and on submissions from Departments or Ministries of Education (Wells, 2012). At present, the majority of First Nations students attend one of four types of school: federal day schools, which are located on reserved; provincial (public) day schools, usually off reserve; band schools on reserves; and separate schools, usually affiliated with church denominations. Since the policy of Indian Control of Indian (First Nation) Education was adopted in 1973, the number of federal schools has declined dramatically as bands have assumed responsibility for these schools (Wells, 2012). Most mainstream account accounts of the education of the education of First nations in Canada begin with the arrival of the Europeans. Although this may be accurate in terms of formal schooling, it is worthwhile to consider the education that was practiced before this contact. Traditional Education Long before the arrival of Europeans in North America, Indians had evolved their own form of education. It was an education in which the community and the natural environment were the classroom, and the land was seen as the mother of the people. Members of the community were the teachers, and each adult was responsible for ensuring that each child learned how to live a good life. The development of the whole person was emphasized through teachings which were often shared in storytelling. Each group of first Nations has its own legendary hero through which much learning was transmitted, including Raven, Nana bush and Weakachak. They were regarded as transformers or tricksters of learning, through which children learned such traditional varies as humility, courage, respect and honesty (Chrisjohn, Young, Maraun, 1997). Although there was little segregation of family for events, whether social or work-related, children were taught that there were times when they should be silent and all ow adults to speak without interruption. Silence was regarded as the cornerstone of character. Traditional education was largely an informal process that provided the young with the specific skills, attitudes and knowledge they needed to function in everyday life within the context of a spiritual world view. It taught many skills as part of everyday life, as can be seen in Rabbit Snaring, (Chrisjohn, Young, Maraun, 1997). Jeanette Armstrong describes the traditional indigenous peoples view of education as a natural process occurring during everyday activitiesà ¢Ã¢â€š ¬Ã‚ ¦ensuring cultural continuity and survival of the mental, emotional, physical and spiritual well-being of the unit of its environment. (Llewellyn, 2002). Education Provided By the Federal Government and the Missionaries In the early 17th century, missionaries were brought over from Europe to establish schools for Indians. This was believed to be the best method of bringing Christian civilization to the heathen Natives. The Roman Catholic Church was the first to get involved in educating Indians in the 1600s. The Protestant churches did not get involved until after the turn of the 19th century. Day schools were the first to be established. The day schools were largely abandoned in favor of residential (boarding) schools from the latter 1800s through to the 1950s, though a few day schools did continue to be built, and the building of day schools on reserves accelerated after 1950 (Llewellyn, 2002). Residential (Boarding) Schools Residential schools were designed to isolate children from their parents and the influences of the reserve. Schools were often located many miles away from the childs community. Children stayed at the residential schools for at least ten months of the year, from the ages of six (sometimes younger) through to 18 years. Residential schools provided a very basic education designed to prepare students for futures as working farmers, housemaids, mechanics or the like. It was to make provision for the domestic and Christian life of the Indian children. The residential schools were oppressive. After being separated from their families, the children were then subjected to a severe regimen of work. The boys were expected to clean the stables, butcher cattle, mend broken machinery and work in the fields. In fact, by the half-day plan, they were expected to spend as much time in this kind of manual labor as in school. The same was true of the girls who had spend half of their time doing laundry, sewing, working in the kitchen and doing other forms of housework (Llewellyn, 2002). The residential school was most notable for the incredibly high mortality rates among the students. Many died from the effects of tuberculosis. At about the turn of the century, it was estimated that 50% of the children who passed through these schools did not live to benefit from the education they had received therein (Dubash, 2008). The federal government became involved in the education of the Indians in the mid-1800s. The residential schools became jointly operated by the government and the church. The churchs duty was to manage the school, contribute part of the operating cost, and most importantly, provide Christian guidance to the children. The government was responsible for inspection, special rules and regulations as well as making financial grants. The highest recorded number of such schools in Canada was 80, in 1933. The enrolment in the schools varied anywhere from 50 or so to over 400 students of all ages (Wells, 2012). Most of these schools were closed by themed-1980s. However, in Saskatchewan, several remain but under the control of the First nations bands and offer culturally sensitive environment to the students. The residential schools have had a lasting negative effect on First Nations people as a whole. These schools removed children from their parents and their communities. Generations of Indian children were denied a normal family childhood. They were denied the association with family, with their extended familys perceptions of spiritualism, of acceptable behavior and of the means of survival. For many, residential schools meant the loss of their native language, the principal means by which culture is accumulated, shared and transmitted from generation to generation. The result was a tragic interruption of culture. The legacy of the residential schools was one of cultural conflict, alienation, poor self-concept and lack of preparation for independence, for jobs and for life in general. Much of what was learned and experienced in residential schools was a direct and purposeful contradiction to the philosophy of traditional First Nations societies as a whole. Integration- Education provided by provincial Governments To civilize and Christianize gave way in the 1950s and 1960s to a policy of integration. Integration, administratively defined, was the process of having First Nations children attend provincial schools (Loyie, 2009). Since the policy of integration was introduced in 1948, the government of Canada has at its highest point been successful in making provision for about 65% (about 43% today) of First Nations students in integrated schools. The integration program was introduced and continued with little or no discussion with First Nations parents and children or the Non- Native community. No specific training of teachers or of the national curriculum was designed to put up with the children of another culture. In 1967, Dr. Harry Hawthorn, a professor at the University of British Columbia, released a two-volume study on contemporary Indians (Wells, 2012). In 1972, the Winnipeg Free Press revealed a number of Hawthorns findings on Indian education. The article stated that integration has not provided the answer to the demand for significant education for First Nations children. Integration has, in many schools, resulted in only a physical presence (Chrisjohn, Young, Maraun, 1997). This program has not been one of true integration where the different cultures are recognized; rather it has been a program of assimilation where First nation students are absorbed into the dominant society. Indian Control of Indian (First Nation) Education In the 1960s, First Nations leaders began to react openly to the deplorable conditions of their people. In response to the educational concerns being raised by First Nations people, the federal governments Standing Committee on Indian Affairs was charged with the responsibility of preparing a report on Indian education. This report, presented in the House of Commons on June 22, 1971, unfolded before the Canadian public the educational problems facing Indian people (Loyie, 2009). Some of the findings included: A drop-out rate four times the national average (96% of Indian children never finished high school); A related unemployment rate averaging 50% for adult males, going as high as 90% in some communities; inaccuracies and omissions relating to the Indian contribution to Canadian history in texts used in federal and provincial schools; An age-grade retardation rooted in language conflict and early disadvantage, which accelerated as the child progressed through the primary and elemen tary grades (Dubash, 2008). The First Nations peoples response was generated by the 1969 government White Paper, based on the goal of eliminating the special status of Indians in the wake of a First Nations school strike in North East Alberta in 1971 (protesting school facilities on reserves). The National Indian brotherhood (now the assembly of First Nations) established a working committee that would reflect a national position on education (Llewellyn, 2002). The committees work culminated in the document, Indian Control of Indian Education (ICIE). In February 1973, the minister for Indian Affairs gave official departmental recognition to the ICIE document stating that: I have given the National Indian Brotherhood my assurance that I and my department are fully committed to realizing the educational goals for the Indian people which are set forth in the Brotherhoods proposal (Wells, 2012). First nations Philosophy of education is in many ways more valid and universal than the one which prevails in educational circles today. Instead of a one-sided view of history, First Nations want their children to learn a Canadian History that honors their customs, accomplishments, values and contributions. As George Manuel stated: We want our children to learn science and technology so that they can promote the harmony of man with natureà ¢Ã¢â€š ¬Ã‚ ¦not destroy it. We want our children to learn about other peoples in literature and social studies, and in the process to learn to respect the values and cultures of others (Llewellyn, 2002). ICIE is a four point policy dealing with parental responsibility, school curriculum and programs, teachers and school facilities. Parental Responsibility Under the terms of the 11 major treaties between the Indians and the federal government and the Indian act, the federal government of Canada is obligated to provide funds for the education of Indians. This is an incontestable fact. In no way does the principle of Indian control or local control contradict or nullify this fundamental federal obligation. The governments financial responsibility does not justify its dominance over lives of Indian people. This policy statement demands that Indian parents participate as partners with the government in the education of their children. Teachers and Counselors The federal government must help train Indians as teachers and counselors, in co-operation with First Nations peoples. Non- Indian teachers and counselors should receive additional training to prepare them for cross-cultural situations and teach them how to make the curriculum for Indian children more meaningful, i.e., more relevant, and also how to instill pride and cultural awareness in their students. Facilities Educational facilities must meet the needs of the local population. Substandard buildings and equipment must be replaced. Conclusion From this overview, it is obvious that the missionaries and both federal and provincial governments have failed in 300 years to administer an effective educational program for First Nations. This failure has been attributed to several factors; namely the absence of a consistent philosophy of education with clearly articulated goals and objectives, failure to provide a meaningful program based on First Nations reality, a lack of qualified teaching staff, inadequate facilities, and most important , the absence of parental and community involvement in the education of their children. Studies on the effects on integration have shown that First Nations children reveal patterns that can be identified as alienation and identity conflict. The First Nations student is caught between two cultures and is, therefore, literally outside of, and between, both. Through the policy of ICIE, the effect of parental responsibility and local control has clearly brought about positive changes within the past two decades. These include an increase in the numbers of First Nations students completing high school and entering universities and colleges, an increasing number of First nations teachers, and increasingly more research being done by First Nations providing valuable insights on the effect the various forms of education are having. More importantly, the problems and challenges associated with ICIE are becoming clearer and attempts are being made towards resolving them. Critical to improving the situation is the need for legal recognition of First Nations jurisdiction over education. This was identified very early on as a serious problem. It was noted that the Indian Act presents no direct legal foundation for the shifting of control of education from the minister to Indian bands. It empowers the minister to enter into contracts with territorial and provincial governments, public school boards, or charitable or religious organizations, but not with Indian bands. Clearly, the fundamental obstacle to Indian Control of Indian Education is the lack of legislation. Without it, we can expect only minor adjustment to the existing situation. With it, an Indian band or group of bands would be able to write its own Education Act, and determine its own administrative unite, policies, aims and objectives.

Pfizer Animal Health Essay -- Business Marketing Case Study, solution

Pfizer entered the animal health industry in the early 1950’s. Today, Pfizer Animal Health products are sold to veterinarians, livestock producers, and horse and pet owners in more than 140 countries around the world and used in more than 30 species. Pfizer Animal Health is committed to providing high-quality, research-based health products for livestock and companion animals. The company continues to invest more in research and development than any other animal health company. This offers opportunities for substantial growth and internal synergy. Pfizer has more new animal health products in its research pipeline today than at any other time in its history. Their products include anti-inflammatory, anti-infectious, and anti-parasitic pharmaceutical medicines, vaccines and feed additives. These products are used by cattle, swine, and poultry industries, as well as, veterinarians serving both the livestock and pet markets. The animal health segment of Pfizer accounts for approx imately 10% of their total revenues. ) Pfizer Animal Health revenues were $1,314 million in 1998. Some of Pfizer’s top selling animal health products are Rimadyl, Anipryl, Dectomax, and RespiSure.   Ã‚  Ã‚  Ã‚  Ã‚  The animal health segment is served in manufacturing by the 35 production plants around the world. Their products are sold through veterinarians, drug wholesalers, retail outlets, distributors, and directly to users. Animal Health gross revenues declined 1% to 1.3 billion in 1998. (Note Appendix:) This decrease is due to continuing weaknesses in the U.S. livestock market, the poor Asian economy, and the unfavorable effects of foreign exchange. This decline was offset by growth of Pfizer products; the cattle endectocide Dectomax, the canine anti-arthritic Rimadyl, and the swine vaccine RepiSure. Pfizer is among the leading suppliers of companion animal vaccines, a $500 million market worldwide. They have over 43 animal health product candidates in clinical development. Pfizer’s Animal Health markets several feed supplements for large animals. Feed supplement product sales slowed in 1998, due in part to regulatory issues, market conditions, and competitive pressures.   Ã‚  Ã‚  Ã‚  Ã‚  Pfizer’s goal for both its business units is to meet the needs and exceed the expectations of all their customers. They achieve this with ongoing innovation through state-of-the-art research and development, ... ...s small, medium, large, and extra large coolers to accommodate shipments ranging in size.   Ã‚  Ã‚  Ã‚  Ã‚  Government regulations are a large threat to our company. In December 1998, the Council of European Agricultural Ministers voted to ban the use of Pfizer’s antibiotic feed additive, STAFAC, throughout the European Union. It is regulations like these that can stunt our sales growth in both of our business segments. FDA requirements and reviews have increased the amount of time and money necessary to develop new products and bring them to market. Our international businesses are subject to a number of risks that are inherent in carrying on business in other countries. Some government-imposed restraints may include laws on pricing or reimbursements for use of products.   Ã‚  Ã‚  Ã‚  Ã‚  Another threat to Pfizer’s Animal Health segment is competition. Principal methods of competition in this marketplace vary depending on the particular product, but are mainly: product innovation, service, price, quality, and effective promotion to veterinary professionals and consumers. Pfizer is the leader in the animal health industry today. Some of their main competitors are Merck, Alpharma Inc, and Wingo Inc.

Personalities of The Cold War Essay

Who caused the cold war? Focus; the role of each personality in contributing to the cold warTime frame: 1945 to 1952Cold war- period of intense tension and mistrust, leading to competition and confrontations. Stand: both Stalin and Truman contributed to the cold war. The key personalities that contributed to the cold war are namely Stalin and Truman,both in office in US and USSR respectively. both were responsible as their personalities and level of experiences contributed to their policies made, which heightened tensions and thus caused the cold war. Personality traits like Stalin’s paranoia gave rise to his expansionist policy, which hardline Truman viewed as aggression and tried to counter it in the Truman Doctrine and Marshall plan. Truman’s low level of experience in dealing with Stalin also increased tensions and led to the cold war. Stalin was aggressive and protective of the USSR as he was a true hardline communist and believed that Russia had to stay strongly communist. However, the USSR was invaded thrice in no more than a century and also suffered civil war and intervention from anti-communist forces from 1918 to 1920, when communism as an ideology was at infancy. These anti-communist forces comprised of the West when they helped the Whites during the Bolshevik Revolution. From this, Stalin believed that the West wanted to destroy communism before communism became stronger. His mistrust grew as he became paranoid and thought of the West as a potential security threat this was because This prompted his embarking on salami tactics ( an expansionist policy) so that Communism would remain strong in Eastern Europe. Gradually the Russians began to systematically interfere in the countries in Eastern Europe to set up pro-communist governments, in countries like Poland, Hungary, Bulgaria, Albania and Romania. Stalin felt that his actions were justified for the defense of communism, and that salami tactics were absolutely necessary. He did not realize that his actions had frightened the West. What he failed to consider was that the west was not interested in destroying communism but was looking more towards post war cooperation. The  west showed this through the decisions made at the post-war conferences when Russia was allowed to take reparations from Germany and it was allowed to benefit from the loans from the west, known as the Lend Lease. His paranoia in embarking on the expansionist policy ( comprising Salami tactics) when juxtaposed with Truman’s hardline views, only served to heighten suspicion and tensions, leading to the Cold war. Similarly, Truman became suspicious of the USSR’s intent towards eastern Europe. He was a hardline president who stood firmly against Communism, and was intolerant of the needs of the USSR . Truman saw Stalin’s actions as a breach of the Declaration of Eastern Europe where Stalin had promised to allow countries like Poland free elections but failed to do so, instead carrying out the reverse and forcing communist governments in these countries through rigged electionsTruman, with his hardline view that communism was bad, viewed Stalin’s moves as being remarkably similar to Hitler’s salami tactics, and that the USSR was embarking on aggression. In addition he felt that if he did not stop Stalin, Stalin would think that Eastern Europe was his for the taking, and capitalism would perish. This in turn led to the formation of the Truman Doctrine and Marshall plan which would serve to increase tensions (elaborated below)Secondly, the Truman Doctrine and the Marsh all Plan. The West formulated the Truman Doctrine and the Marshall plan to contain communism in Greece and Turkey. Communists were trying to overthrow the monarchy but british troops who restored the monarchy in the past were feeling the strain of supporting it against the communists. The british prime minister appealed to the USA and Truman announced that it would † support free peoples who are resisting subjugation by armed minorities or by outside pressure’ and Greece received massive amounts of aid and the communists were defeated. The funds of the Truman doctrine were obtained through Congress where Truman portrayed the situation in Greece and Turkey as part of the global communist threat. Truman’s low level of experience prevented him from realizing that Stalin would see the Truman doctrine as an attempt to subvert them. In other words, he did not deal with stalin before, and did not see that his portrayal was excessively confrontational and would  serve to heighten Stalin’s paranoia and escalate his mistrust towards the West. Similarly, the Marshall plan was formulated to facilitate economic recovery in Eastern Europe. By September, 16 nations had drawn up a joint plan for using American aid and in total over 13000 million dollars of Marshall Aid was given to western European countries. However, the west did not consider the impact that the Marshall plan would have on how the USSR viewed them. Truman’s low level of experience with dealing with the Stalin prevented him from seeing that the Stalin was sensitive about USSR’s economic status (Stalin refused to ratify the the Bretton Woods agreement so that the West would not realize how economically weak the USSR was in 1945. The Bretton woods agreement was a system to acquire international currency stabilization which required foreign access to sensitive economic data. Stalin viewed the policy as ‘dollar imperialism† and as a blatant American device for gaining control of western Europe, and made all Russian states reject the offer. The Truman doctrine and the Marshall plan would eventually prompt Stalin( along with his paranoia) to come up with the Cominform and the Comecon which served to unify all Eastern European satellite states. Truman’s low level of experience in coming up with the Truman Doctrine and the Marshall plan, when juxtaposed with Stalin’s paranoia, fueled further consolidation of power by Stalin, which escalated tensions on both the USA and the USSR and caused the Cold war. Biblography: Richard Crockett, the fifty years war: The United States and the Soviet Union in World Politics, 1945-1991Gaddis, John Lewis. We now know: Rethinking Cold war History. US: Oxford University Press.

Discretion in the Criminal Justice System Essay

Shifting the amount of discretion within our justice system could be for better or worse, but why fix something that’s not broken? Although most police officers use discretion, â€Å"Many police officers (and whole departments) prefer to focus on the justice aspects of police work: getting offenders off the streets, responding to emergencies, scoring big drug busts, and generally ‘catching the bad guys. ‘† (Fuller, J. R. Pg. 6. ) No matter how much discretion you give an officer, it’s ultimately their choice to use it. Although it is common throughout the criminal justice system, some authoritative figures don’t use discretion in a way to guide punishments; they stay in accordance with established guidelines. In my opinion, depending on the severity of the crime discretion should or should not be used. For example, discretion should be used for a first time offender for speeding but should not be used for a first time offender of rape. â€Å"The police are typically the first contact that young victims and delinquents have with the juvenile justice system. As with adults, law enforcement serves as the gatekeeper to the justice system. † (Fuller, J. R. Pg 17. ) It is extremely important for a police officer to make the decision of introducing a juvenile to the justice system. The responsibility for authorities to use discretion is crucial for a juvenile’s future. With adults, less discretion could be used because they have a greater sense of morals. In today’s society I have personally seen adults expect leniency just because, for example, they have a police organization bumper sticker. Enforcing the law for adults who are habitual offenders is necessary to uphold order. One can only push society and the law so far; at some point you must face the consequences. As we talked about in class, the 3-strike rule is a fair method of deciding who should be held accountable. â€Å"Three major studies were commissioned to examine police practices in detail and to update the 1931 Wickersham commission report (National Commission on Law Observance and Enforcement, 1971). These include the report of the President’s Commission on Law Enforcement and Administration of Justice (1967) entitled The Challenge of Crime in a Free Society (1967), a report of the National Advisory Commission on Civil Disorders (1968), and a report of the National Advisory Commission on Criminal Justice Standards and Goals (1973). Each of these commissions was a major undertaking by a large number of scholars and practitioners who focused on solving some of the problems in both policing and the criminal justice system as a whole. The commission reports include multiple proposals to tighten the controls over police discretion, including the use and abuse of force. † (Alpert, Dunham. Pg. 11. ) Whether for good or bad; laws shape citizen’s views of beliefs, actions and character. Unfortunately not all systems of morality and discretion are used properly. Discretion should be used in moderation and to preserve order in society, not used in excessive amounts to threaten the law’s purpose. In summary, I feel discretion is a necessity. With our overcrowded jails, police and judges need to use their training, insight and experience to keep the public safe from individuals that have no regard for the law. Bibliography * Alpert, Geoffrey P. ; Dunham, Roger G†¦ Understanding Police Use of Force: Officers, Suspects, and Reciprocity. West Nyack, NY, USA: Cambridge University Press, 2004. p 11. * Hagan, F. (2011). Ch 1. Essentials of Research Methods in Criminal Justice and Criminology (pp. 1-45). New York, New York: Prentice Hall, 3rd Edition. * Fuller, J. R. (2008). Juvenile Delinquency – Mainstream and Crosscurrents. New York, New York: Prentice Hall, 1st edition. * Owen, S. S. (2012). Foundations of criminal justice. Oxford: Oxford University Press.

Whether to Use Whether or If

Whether to Use Whether or If Whether to Use Whether or If Whether to Use Whether or If By Mark Nichol Sometimes, when it comes to deciding between using the word whether and employing the word if, the correct choice is obvious: â€Å"I don’t know if to turn the oven knob left or right† is obviously wrong, but the almost-identical statement â€Å"I don’t know if I should turn the oven knob left or right† is acceptable. However, because if implies probability, and whether indicates a choice between alternatives, in formal writing, the latter is more appropriate. Similarly, â€Å"I don’t remember if I turned the oven off† is correct, but because â€Å"I don’t remember whether I turned the oven off† more clearly expresses that two alternatives exist, it is better in formal contexts. â€Å"Turn the oven off if you are leaving† is a conditional sentence it involves probability, not choice and therefore if is correct. But â€Å"Turn the oven off whether or not you are leaving† conveys two alternatives, so whether is better. Note also the insertion of the phrase â€Å"or not† into the sentence: When the sense of whether is â€Å"regardless of the possible alternatives,† include the phrase. However, in such constructions as â€Å"I don’t remember whether I turned the oven off,† because whether already has a sense of â€Å"yes or no,† â€Å"or not† is redundant. The phrase â€Å"as to whether† to mean â€Å"about whether,† as in â€Å"I am unclear as to whether a decision has been made,† is correct, but it’s an unnecessary formality; â€Å"about whether† will do. The phrase is also somewhat pedantic in constructions such as â€Å"The question as to whether it will do any good hasn’t been answered.† Simplify to â€Å"Whether it will do any good hasn’t been determined.† When whether follows a noun such as decision, issue, or question, it should do just that, without the word of intervening, if the phrase appears in a sentence such as â€Å"They will make a decision whether we’re there or not.† (â€Å"Or not† is necessary here because the sense of whether is â€Å"regardless.†) But if the sentence structure is something like â€Å"It’s an issue of whether they’re qualified† (here, â€Å"or not† is superfluous), of is integral. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesConfusing "Passed" with "Past"Practice or Practise?