Bilingual Education and Bilingualism Article Example | Topics and Well Written Essays - 1250 words

Bilingual Education and Bilingualism - Article Example Among other benefits, bilingual people are also better able to deal with distractions, and the learning of other language improve listening skills and memory (Bilingual Families Perth, 2003; Kern, 2006; Benefits, online website) If thinking of communication and cultural benefits the list of advantages is abundant, especially today when the world is so well communicated through the technology and the media transportation. The study of other language gives the perspective and understanding of other cultures and traditions around the world. Furthermore, worldwide business requires more and more professionals that are proficient in more than one language. There is a big debate among educators and politicians on the best way to introduce the second language to the children. This has been especially important in some USA regions where the Spanish Latin American children are migrants with no previous knowledge of English and attending school with no understanding of the language. The main debate in this aspect goes to which is the fastest and better way to teach the English language to the non-speaking migrant children. There are There are different approaches to face this learning process, and the bilingual method of having both, first and second language simultaneously vs. only English, are the most important ways to consider. The bilingual method of having first and second language simultaneously has different ways to be implemented, according with the program on which the children are exposed. Some have different percentage of hours with the first and second language, equal number of hours in both, or only some classes in both languages. The second method, on which the only one allowed in the classes is English, has the first language only for clarifying some concept, but the final reply from the student must be in English. This second approach is the one that is more controversial in some USA states. More specifically, the states of California, Arizona and Massachusetts have passed a policy requesting that migrant children should be taught English by being taught in English using the all English approach of Structured English Immersion (SEI) program (MacSwan & Pray, 2005). The politicians that support this policy are convinced that young immigrant children can learn very fast a second language (English in this case) if they are heavily exposed to the language at school. The ambition of SEI program is to allow the children to become capable and skillful enough in English to do well in all classes and social opportunities. The skills taught through this approach include reading, writing, listening and speaking. In this program it is expected that teachers are able to understand the first language of the child, as a way of clarification and/or interpretation of key concepts. The child is also allowed to address the teacher on his/her first language, but the final answer or reply must be in English (English First

African Allele Essay Example for Free

African Allele Essay It is a fact that Central Africa is a rural area while the United States is highly urbanized. This means that diseases are more prominent in the African territory, one of which is the malaria. This widespread illness caused evolution to favor a type of change in the human body to protect it from the deadly virus. This protection is the heterozygous make up of the hemoglobin gene, where one allele is the abnormal one that causes sickle-cell anemia. When comparing three types of persons, one with homozygous normal alleles, another with a heterozygous pair, and finally one with a homozygous pair of abnormal alleles, those with the heterozygous pair would have the greatest chance of surviving the conditions of Africa. Having a pair of normal alleles would not save a human from malaria infection, and having a pair of abnormal alleles would cause sickle-cell anemia that can also kill the patient. Thus, in places such as Africa, the population has quite a number of people having the heterozygous hemoglobin gene. The lower number of sickle-cell allele carriers in the United States can be attributed to two main reasons. First, malaria is not as prominent in the United States as it is in Africa. People then did not adapt that much and this abnormal allele haven’t evolved that much. Another is the intermarriage between Africans and Americans. If an African, who carries the sickle-cell allele, would marry an American having a homozygous healthy gene, their children would only have a 50% chance of getting that trait, as compared to an African-African marriage (both heterozygous sickle-cell alleles), where the chance of getting the allele is 75%.

John Steinbecks In Dubious Battle Essay -- Dubious Battle John Steinb

John Steinbeck's "In Dubious Battle" Summary This story opens with the main character named Jim Nolan leaving behind his former life and going to meet Harry Nilson, a leader of the "Party." Jim had a father killed in a riot, a mother who died, and a sister that was missing. He wants to join the "Party" because he wants to do something that will give his life meaning. He is accepted, and is introduced to other members of the party. The next day, Jim accompanies Mac McLeod to Torgas Valley to help workers organize a strike against the orchard owners in the valley. They meet a restaurant car owner named Al, who gives them food for free. Jim and Mac get off the train and meet a group of people. They help a woman named Lisa who is in labor deliver a baby. This event is important in the story, because this leads to the trust that Jim and Mac receive from all the other workers. They also meet London, the father-in-law of Lisa, who they will trust to lead the strike that they start. The workers already have a lo w mood, and when an old apple-picker falls out of a tree, the workers no longer wish to work in concern of their health. The workers start to strike, and assemble on the land of Al’s father, in exchange for picking his crop for free. London is charismatic, and takes the ideas from Mac to lead the strike. What will be the fate of the strikers, and what will Jim accomplish with his newly acquired skills? Sketch 1 Jim Nolan is a character who has always been angry at some type of institution throughout his life, which causes him to join the "Party." He is young, and goes from being an apprentice to a leader. He is keen and brave, which emanate from his innate leadership ability. Sketch 2 Mac McLeod is a seasoned veteran of the "red" work, as he knows more about fieldwork than anyone else does. He is an older character, who has broad shoulders, long arms, and dried and cracked lips. He uses his experience to lead and organize the men that he works with. Sketch 3 Joy is an enforcer who contributes to the "Party" by sacrificing his body in taking chronic beatings. He is a short man with a disfigured face. He is typified by some as not too bright and insane by others; he is very pugnacious, as he is willing to fight anyone. Sketch 4 London is a working stiff who is able to command... ... book included the strikers’ raid on the replacement workers, for it illustrated the roles of the different groups involved, such as the police, the vigilantes, the strikers and the scabs. Another intense portion of the book was that of the strikers’ raid on the apple orchard in which they attacked their replacements, for it showed the type of brutality that the strikers could carry out to send their message. The scene where Mac tortures a young boy who was caught around Anderson’s barn when it was set on fire is also a very intense scene. The aspect of the book that I did not care for was that of their being no explanation of what happened after the strike was resolved. It would have been interesting to learn about the type of effect that the strike had on the people, as well as what type of change occurred among them. Because of the interesting perspectives that this book provides, I would recommend that others read it. I would especially recommend this boo k to those who do not fully understand the power of the group and how it can be manipulated by its leaders, because the book goes into great detail of how this is accomplished. I would give this book a four star rating ****.

Lord of the Flies Lit Analysis Essay

Do novels have a deeper meaning to them than what the author writes? Golding reflects the two sides of human nature in â€Å"Lord of the Flies† by using imagery. Imagery is conveyed to develop the hidden meanings of human nature through the use of specific references through the themes of light and dark imagery. Golding conveys dark imagery throughout the novel by making references to evil. From the beginning of the novel the author introduces to the reader that something sinister is impending. He uses specific language to show the reader that the boys are like approaching animals, â€Å"Within the diamond haze of the beach something dark was fumbling along† (LOF 20). The choir in a way symbolizes a militaristic group being described as a â€Å"party of boys, marching approximately in step in two parallel lines and dressed in strangely eccentric clothing†(LOF 20). It is evident that the choir is evil because the book is written in the World War II period and it is likely that the choir symbolizes the Nazi Party which many people would be able relate them too animals or savages. Imagery is often developed when characters in the novel are savage like. Dark imagery reveals the character Jack to be evil when, â€Å"He passed like a shadow under the darkness of the tree and crouched, looking down at the trodden at his feet† (LOF 53). Jack is being compared to an animal trying to hunt down his prey while crouching down. Again we can compare him to Hitler who was the leader of the Nazi party as Jack is the leader of the evil boys on the island. The darkness on the island spreads to every boy like it is within everyone. â€Å"Darkness poured out, submerging the ways between the trees till they were dim and strange as the bottom of the sea† (LOF 62). Before the boys got on the island it was a peaceful island, by acting like savages they spread darkness on the island, which is the evil in each and every one of them. The darkness was submerging or killing any goodness on the island. This is a relevant comparison to the war as well as it killed hope in good people specifically the Jews who were persecuted by another group of people who thought they were better. As darkness overtook the island it also over took Europe during the dark times of World War II. Thus, dark imagery is used to show men can be evil human beings. Golding uses light imagery over the course of the novel to symbolize civilization over savagery. Light imagery is often shown when something good or hopeful is going to occur. The boys make a signal fire in hopes that they will be rescued, â€Å"The flame nearly invisible at fist in that bright sunlight, enveloped a small twig, grew, was enriched with color and reached up to a branch which exploded with a sharp crack†(LOF 45). The fire is a symbol of civilization and hope that they will get rescued which is shown through the imagery used in the quote. The comparison can be made to the civilized people during WW11. They behaved in a way that was good and moral. The English boys on the island are trying to maintain civility by doing things like making a fire. Light imagery is illustrated by portraying Simon with goodness. When he is described Golding uses a lot of light imagery, â€Å"The water rose further and dressed Simon’s coarse hair with brightness† (LOF 169) . When Golding uses words like bright when describing characters it is often because the character is good and civilized, he is often compared to Jesus Christ. Reference to the saviour is associated with hope. Hope is also something that the victims of the Nazi party had to have in order to survive. At the beginning of the novel Golding uses colors and light to describe the character of Ralph as, â€Å"All the shadows on Ralph’s face revered; green above, bright below from the lagoon. A blur of sunlight was crawling across his hair† (LOF 16). Golding uses these colors to describe Ralph because he was one of the more civilized boys on the island. The comparison here can be made to describe Ralph as being good and bright and full of light and Jack as the opposite is dark and evil. To end, it is evident that light imagery symbolizes civilization. The two sides of human nature are evident with the use of dark and light imagery. Imagery is used as a compelling literary technique illustrating how light and dark translates into good and evil. The use of foreshadowing is an indicator of things to come, which was used as an effective tool when referring to light and dark imagery.

I can not help but wonder why they would do this to me. I have been at peace with these humans for many years

For 300 years I have guarded my treasure. My family and I had taken it from a human's town that we once fumed upon. I took my share and placed it on the upland heath concealed in a barrow. No man should have seen it or even caught a reflection of these jewels sparkling in the light of the sun. I was isolated from this world because of what I am, the fire-drake, they call me. When Hygelac was king I did not bother his people often, even when the new ruler came to power for 50 years I did not bother his kingdom. A dirty human then snatched one of my treasure pieces right out of the barrow. The day I came back to my lair I knew something was missing. The precious cup made of gold and jewels had disappeared. Angry and full of rage I set forth to seek out the wretched thief, while returning to my barrow numerous of time to see if my eyes had deceived me. The gold treasure-cup was still no where to be found. I will burn them all to ashes. The fury that I possessed was uncontrollable. I could feel the anger slowly making its why through my body, and until I found the thief I was going to contain it. There were so many of these creatures how was I to know which one had my treasure-cup. They are all alike it does not matter who stole my gold treasure-cup. † Do not think to start anything with these humans Draco,† I turned around to see that it was my father and the leader of my kind, Drace. † You do not understand. I will not let these so called humans take advantage of me.† † It was just one golden treasure-cup that is all!† Why is Drace not agreeing with me? † It is that it was my treasure-cup and they came and bothered me first!† I roared back. † You are on your own then. For if one gold treasure-cup is worth starting a war over then so be it! But let this be known that I will not help you in any way. This is your battle. But let me also warn you of a man called, Beowulf, for he is unlike the rest of their kind.† With that, Drace left, and I was alone once again. The fact that my family was not on my side did not help the fact that I wanted to conceal my anger until the right time. I went out and nearly burned everything to the ground. That was my big mistake for now my barrow was now visible to any eye. I knew that they would soon come after me. I knew that some of these humans were not cowards. I began to prepare myself for the upcoming battle. I did not have much to fear, for my breath could do more harm than all of their swords combined. It still would have felt good to know that I had my family behind me. Shhh.. What was that? I know that they could not be coming for me so soon. Sweat begins to pour from his pores. I must remember that they are only humans. As the barbarians moved up the mound towards me I could see their leader very clearly. For he walked with his head high and look the strongest of all. This must be the man, Beowulf, that my father was talking of. But something about him caught my eye, why he did not look his age, but in his eyes I could tell that he had gone through many winters. Gaining back my confidence I proceeded upon them. Ha! Look at that old fool. Does he really believe that he can defeat me. The leader prepared himself for battle by putting up his shield. Ha! That shield will not protect you old fool. The man Beowulf swung his sword and I roared as it made contact with my body. The strength of this blow was something that I had never felt before. I was sure I had been wounded, but as I look not even a scratch was on me. I'm invincible! The look of shock replaced the courageous expression Beowulf once had. I enveloped him with a huge flame of fire I produced at that exact moment. The other humans with him ran off like cowards towards safety. The leader was left there fighting off the flames. I stopped in rejoiced in my glory, but the second I was going to end his life, the only noble warrior of his pushed him out of my grasp. This man was trying to save his leaders life. He was whispering something to him in a language I could not make out. Roar! I rushed at them and through the flame I could see the man protecting his leader. The leader shaking stood up and swung his great sword-blade and hit my head. Staggering, I saw the sword break. Running towards them I sunk my fangs into the throat of the man, Beowulf. As I turn I felt the blade of another sword. This time there was pain. The other man had drawn his sword upon my body and I was wounded. My vision began to fail and in pain I try to gather my strength back. Beowulf removed an object from his corselet and sharp sensations overwhelmed me.

Determinism essays

Determinism essays The modern philosopher in the quotation argues that Modern science is experimental because it uses the experiment to understand nature. According to him, this is true because nature can be explained by the cause-effect relationship. Modern science uses the experiment to prove events that are assumed to be true in advance. Before conducting the experiment we have assumptions or a theory in mind and we conduct experiment to prove them to be true. The theory itself, determines which experiment should be used and which results will be obtained. We get some results after experimenting, those results feed our theory. Based up on these theories we create new assumptions and from these assumptions a new theory is formed . Again to prove that newly formed theory we conduct experiments according to its own assumptions. Experiment turns into job of looking for answers to questions which come from the theory. Moreover those questions are dependent on assumptions. So we find ourselves in a cir cular reasoning when we are doing experiments. Here, experiment is done to confirm theory. There is no new innovation, we do experiment for finding out whats already there. Therefore, when the writer says experiments are set up for the sole purpose of asking whether and how nature follows the scheme preconceived he shows that he is a determinist and proves that there is a circular reasoning. Because in determinism events are determined by the former events, the pattern is determined. However this logic represents a basic limitation in the scientific description of nature because it excludes the chance factor, flexibility. Nature is not just a cause and effect relationship. To understand why this logic is a limitation to modern science we should examine what are the rules of this philosophy. In determinism the nature is seen as a closed system. In that closed system every event is the effect of the preceding one and at the same time c...

All Harley Davidson customers Essays

All Harley Davidson customers Essays All Harley Davidson customers Essay All Harley Davidson customers Essay The purpose of this research is to analyze and understand the strategy that Harley Davidson has been using in order to success and overcome its competence like Sukiyaki, Honda, Yamaha and Ducats. Also, the reader will be able to make a competitive force analysis and identify all the strengths, weaknesses, opportunities and threats Harley Davidson could have on a worldwide market. Today, motorcycle industry has been very competitive since each brand has invested a significant amount of money in order to perform their rides and get a better comfort for the selected customers. In addition, motorcycle industry has been studying customers needs so they know exactly where investigate to perform or optimize certain components of the motorcycles to get a better handling and enjoyable trip. All of these specifics aspects have to been analyze by the company in order to be better than the competence. Therefore, the main goal of this paper is to study and understand the strategy Harley Davidson used to success over other brands around the world. Moreover, a SOOT analysis will be perform in this paper, so the reader can identify all the strengths, weaknesses, opportunities and threats can occur in a worldwide market. In 1983, Harley Davidson launched a marketing campaign called supersede in which the company invited people to use a Harley Davidson motorcycle. More than 45 000 potential new clients accepted the invitation, and it was a success because the clients bought a motorcycle during the event. Also, they (the customers) were saying that they were not buying or acquiring Just a new motorcycle; they were buying and experimenting The Harley Davidson experience. Besides, during the event Supersede Harley Davidson was offering a one-year free membership to a local group of motorcycles. The membership was very tentative because the clients were going to received motorcycle news, magazines, insurance, maintenance, hotel discounts, medical assistant, travel assistant, etc. All of these discounts and offers influenced into the customers to take a decision in order to choose to buy a Harley Davidson motorcycle. Another strategy that was used by Harley Davidson was the utilization of its motorcycles on Hollywood movies. How can this be a strategy? First, the people who attached a movie where a Harley Davidson was used get hooked by all the abilities and skills the driver had even though they were special effects or they were not true. Therefore, if a person who wants to buy a motorcycle and he or she were deciding which brand were better, watching that movie made an influence on the decision. Second, the objective of using brands during a movie, in this case Harley Davidson, is a big promotional because a lot of people watch the movie and they will start talk about them after the film. Moreover, one of the principal strategies of Harley Davidson is to increase the tortes in different cities, so the customers or possible future clients can know and drive the motorcycle. For instance, this year, Harley Davidson will open 9 branches in Mexico; these are Tailcoat, Quarter, Merriam, Monterrey, Thereon, Occurrence, Clinical, Immemorial and Tamping. Analyzing these branches, all of the cities are spread around the country, so the people get familiarized with the brand. Being a worldwide company brings a lot of competence around the world. In order opportunities and threats a company might have. Consequently, this research will conduct a SOOT analysis so the reader can analyze and comprehend how Harley Davidson has been doing to success. HARLEY DAVIDSON STRENGTHS In order to detect all of the strengths that Harley Davidson could have considering its competitors, it is necessary a depth analysis and research. The top five most important strengths Harley Davidson could have against its competitors are the following: Harley Davidson Strengths Aggressive Marketing Strategies Customers loyalty Strong financial position Social clubs around the world Reputation The first strength to be discussed is the aggressively of marketing strategies that Harley Davidson has had. The company has been taking advantage of its marketing tragedies to overcome its competitors. The fact that Harley Davidson offered a one- year free membership with different promotions like discounts in different places, different type of assistance, maintenance, etc. As a very good idea to attract the public attention. Second, the loyalty of the public to the brand is a strength that Harley Davidson should take into consideration in order to contrast the competence. Asker (1991) defines brand loyalty as symbolizes a constructive mind set toward brand that leading to constant purchasing of the brand over time. Asker (1991) also a rgues that rand loyalty is an essential element when it comes to evaluate a brand in terms of value because loyalty can generate profit (Severe, Refer, Seek Chon Ling, 2013, p. 125-137). Consequently, Harley Davidson should not be very confidence that the loyalty would help the company always. The company must take into consideration the customers opinion, the feedback, in order to create a better motorcycle and get a better performance on its product. The results provide evidence to indicate that a stronger financial position in a previous year is significantly associated with better safety performance in a bequest year (Britton, Roding A, Coors Thomas, 2010, p. 42-51). Harley Davidson has been in a very good position since the asss due to its reputation and investments. Tricycles, the motor noise (one of the characteristics of the brand), the power or the motor, etc. The last strength that can be mentioned about Harley Davidson could be tat the company is taking care about the quality of the product. According to Quality and Reliability Engineering International, Since 1989, the company has spent approximately $80 million on new product-enhancing equipment. This 90 ,000-sq. Ft. Ant center will enable workers to double the capacity of the old paint facility (Unknown, 1992, p. 308).

8 Great Writing Tips for Kids

8 Great Writing Tips for Kids 8 Great Writing Tips for Kids 8 Great Writing Tips for Kids By Ali Hale I’m 33 now (which feels very old!) but I’ve loved writing since I was a kid myself. The very first story I remember writing was about a mouse, when I was five or six. I spent a lot of time writing stories throughout my childhood, and I had a go at my first novel when I was thirteen. Writing has always been one of my favourite things to do and for the last ten years, it’s been what I’ve done for a living. When I was at school, a lot of the writing I did was as part of my school work. At school, your teachers are probably keen for you to know lots of things about writing – like where to put commas, and what nouns and verbs are, and so on. There are lots of great tips out there about how to get things like that right, and I’ll link to some of those for you in this post. I wanted to focus on some tips, though, about enjoying writing and having fun with it and about becoming a better writer overall (not just a better speller)! Here are my best tips on how to keep growing and improving as a writer, however young you are: #1: Have a go at some writing exercises – you can find lots of these online, or you could have a go at them in workbooks or school books. Lots of adults find writing exercises helpful, too, so that they can get better at writing. You can find some great ones to try here. #2: Read a lot. Almost every writer I know is also a keen reader. Try to read a wide range of different things – like classic story books as well as modern ones, non-fiction (factual) books, magazine or newspaper articles, and so on. You’ll come across lots of different ways to write, and you might learn some new words. #3: Keep a little book of new words you learn. Don’t be embarrassed if you don’t understand a word the first time you read it. Sometimes you can guess from the rest of the sentence what it means, but if not, you can just look it up in a dictionary. You might want to ask an adult how to say the new word, too – you could write down how it sounds. For instance, â€Å"matron† is pronounced â€Å"may-tron† (with a long â€Å"a† sound) not â€Å"mah-tron† (with a short â€Å"a† sound), which is how I thought it was said when I first read it in an Enid Blyton story. #4: Try writing stories for children younger than you, or stories that involve children younger than you. This is a great thing to do when you’re still quite young yourself, because you can remember what it’s like to be six or seven. (Adult writers find it hard to remember, and often they create young children characters who are too babyish for their age.) If you have a little brother or sister, or a younger cousin, you could read your stories out to them. #5: Remember that even adults don’t get things right first time. Sometimes I get a spelling wrong, or I write a sentence that’s confusing for my reader. And I’m a professional writer! It’s fine to make mistakes, so don’t worry about getting everything perfect in your first draft. Just make sure you leave a bit of time to go back and edit afterwards (just like adult writers do) so that you can fix any mistakes. #6: Have a go at different types of writing. When I was young, I like to make pretend magazines or newspapers. That’s something that children have enjoyed doing for a very long time – in one of my favourite classic children’s books, The Story of the Treasure Seekers by E. Nesbit, the children in the story make their own newspaper filled with things they’ve written. Maybe you could have a go at making a newspaper to share with your family and friends – or maybe you’d like to write poetry or a play script, or something else entirely. #7: Keep a journal about your day to day life. There are lots of ways to do this – you could write a sentence or two each day, for instance, or you could write a longer piece once a week. You could write about what you’re learning at school, who your friends are, the games you’ve been playing even what you had for lunch! Details that might seem boring now could be really interesting when you read your journal when you’re 20 or 30 or even 80! #8: Ask for help if you get stuck. If there’s something you don’t understand in what you’re reading, or if you can’t work out if something you’ve written is quite right, don’t be afraid to ask for help. Most adults will be very glad to give you a hand. You could try a teacher, or a librarian (either at your school library or your local library). If you get to meet any adult writers, perhaps through school or at an event, think up some good questions for them too! I hope you have lots of fun with your writing. It can feel like theres a lot to get right, but (outside of school time) the most important thing is that you enjoy writing. I hope the ideas above help you to get even more out of writing. If you’ve got any tips of your own, why not share them with us in the comments? 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 Writing Basics category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Broadcast vs Broadcasted as Past Form5 Keys to Better Sentence Flow

Unethical practices and behavior in accounting Essay

Unethical practices and behavior in accounting - Essay Example Unethical practices and behavior in accounting Diversified forces, from professions’ external environments, regulate professional practices. In this paper, analyze Beth’s article, ‘Eight years after fact is SOX working? A look at the Brook corporation’, with the aim of identifying situations that may lead to unethical practices and behavior and review effects of Sarbanes-Oxley Act on financial statements. Situations that might lead to unethical practices and behavior in accounting People’s practices and behavior are largely influenced by their environments that can either encourage good practices and behavior or can allow for, and even promote immoral acts among accountants. Opportunities are one of the set of situations that might lead to unethical practices and behavior. Ethics are moral rules and therefore restrain people into conformance to expected practices. It relies on both the level at which such people can be influenced or coerced to acculturate such standards and the effectiveness in p reventing possibilities of unethical practices. Availability of opportunities for unethical practice however challenges these factors because of the involved social aspects of ethics. An individual, based on the possible gain from a practice, may for example choose to utilize an opportunity into unethical practice or behavior for such gains. Opportunities also offer temptation into unethical practices and behavior and may influence an individual to behave unethically against an individual’s intentions (Beth, 2010). Bad ethical examples set by others forms another situation that is likely to lead to unethical practice or behavior in the accounting profession and is majorly influenced by the role and impacts of leadership concepts. ... Environment plays a significant role in influencing a person’s behavior and an environment where unethical practices exist will influence a person into such practices. This influence is particularly effective when senior people in an organization do the undesirable behaviors and practices. While junior employees may not have the authority to stop the practices, frustrations that their seniors are benefiting at their expense are likely to influence them into unethical practices. Bad example set by senior people in an organization also spread to lower levels of the organization’s structure because such leaders lose their moral power and the conscience to condemn unethical practices. Persistent misrepresentation of financial information by an organization’s chief accountant for example sets a bad example to junior accounts officers who may emulate their senior’s behavior (Beth, 2010). Lack of incentives is another situation that may lead to unethical practice s and behavior in accounting. This applies from two perspectives, lack of incentives to facilitate ethical practice, and lack of general employee incentives towards utility and commitment to a workplace. There are avenues to acculturating ethics among people such as training them on the need for ethical practice, creating awareness on possible consequences of unethical practice, and establishing a culture that values ethics. Lack of these factors in an organization may facilitate unethical acts because people will lack knowledge on significance of ethics. General work incentives such as rewards and remunerations, trainings and other offers that promote employee utility at the workplace are also significant to

Toward a Personology of the Consumer by Hans Baumgartner Essay

Toward a Personology of the Consumer by Hans Baumgartner - Essay Example The main objective of the study undertaken by Hans Baumgartner is to be able to present a certain perspective on the personology of the consumer. It can be considered as the main basis of the study on the personality psychology. In the achievement of such level of knowledge, the main determinants of consumer behavior can be achieved. The study presented can be considered as a library-based description and exploration of the established concept and updates regarding the research on consumer behavior. It can be considered advantageous in the determination and evaluation of the amount of knowledge in the said field. Consequently, the results gathered in the said field can be considered limited, for that matter, the aims of the said study can be essential to serve as a stimulus for further research. Based on the Handbook of Consumer Behavior, as quoted by the author, the limited information on the determination of the consumer behavior is based on the probabilistic models of the choices that are made by consumers, the neo-Pavlovian conditioning and the role of psychophysiology in consumer research. These concepts can be considered as influences on the choices made by the consumers. Although this is the case, the said concepts are not considered to cover the main personality and behavior of the consumers (Baumgartner , 2002). Based on the point of view of the author, the personality of the consumers can be distinctly identified from the choices that they can make regarding the different products in the market. This can be considered probable since different personalities can be stereotypically judged to have different preference and needs. Choices can be at some point considered as a narrow precept in the determination of the consumer behavior.

Who will profit from the Lisbon Treaty in the field of JHA (Justice Essay - 1

Who will profit from the Lisbon Treaty in the field of JHA (Justice and Home Affairs) - Essay Example The parts of the treaties significant to the Treaty of Lisbon will be studies in order to illustrate the importance of change within the European Union. The Lisbon Treaty ratified in 2009 takes into account the changes in society which were non-existent 10 years ago. The Maastricht Treaty has a legal frame work which no longer requires the same liaisons among nations of the EU in the field of Justice and Home Affairs. The European Union was more internally structured and served as a consulting organization. The Treaty of Lisbon changes the structure to work outwards. The documents, which will be used as reference are the Council of European Communities (1953), the European Union of (1992) and the Treaty of Lisbon (2009). The benefits of the Treaty of Lisbon will be propagated through the whole treaty. The infrastructure of the EU will be modified: the voting system will be changed and the pillar system will be changed. Specifically affecting Justice and Home Affairs will be the creation of several new working structures. The Council of European Communities was ratified in 1953. The European court was established. The European Council which was not yet under the tutelage of the EEC (EU) established the treaty of Convention for the Protection of Human Rights and Fundamental Freedoms. This convention which is still being used today was made an official charter of the European Union with the Treaty of Lisbon. Ireland which has the right of vote in any changes in the EU administration confirmed that they still have the right to decide the Fundamental Freedoms of their population such as the right of abortion and homosexuality. National Constitutions take precedent over the EU. This point will be elaborated when national identity versus European identity is discussed as a Home Affair. In 1953, the European Community was established for economic purposes in the coal and steel industry and the atomic energy community among 6

Islam Essay Example | Topics and Well Written Essays - 500 words

Islam - Essay Example The spiritual benefits associated with prayer in Islam are heavily conspicuous to be ignored, since they play a major role in alleviating a person’s obnoxious worries and moroseness. On the other hand, prayer in Islam also has immense physical benefits that are a great means of reducing the chances of many serious diseases. It is because a person does not have to stand or sit still at one place during the process of praying, rather all the Muslims are required to adopt various positions during the prayer. The most important part of the Islamic prayer is the prostration, when a Muslim has to bow down in front of God. It is a scientifically approved fact that when one adopts this position not once but many times a day, extra blood flows down to the brain and this blood flow is of immense importance. This greatly reduces the risk of many diseases like chilblain and also helps in effective drainage of sinuses (Naik). An interesting fact associated with the prayer in Islam is that the vertebral column adopts various postures like standing erect and bending as in prostration, due to which there are reduced chances of grave vertebral diseases. Islamic prayer hugely differs from the Christian prayer in many ways.

Identity theft Essay Example | Topics and Well Written Essays - 750 words

Identity theft - Essay Example Identity theft has become an increasing problem globally in recent years, causing millions of people undue emotional and financial trauma, while costing society a great deal of money. The heartache caused has limited access to critical services and credit availability for millions of honest and hardworking citizens globally, but particularly in the United States. It is a serious issues that must be tackled. The aim of the short paper is to introduce the seriousness of this problem and to present possibly research questions that should be explored to better introduce society to various methods to limit the risk of becoming a victim of identity theft. Problem Statement The problem is that identity theft is destroying the financial security and freedom of countless individuals world wide. As honest, hardworking people have their identities stolen, they are subject to a loss of credit, difficulty in terms of employment, and encounters problems of various sorts with law authorities. Such victims must prove that their identity was stolen, often causing a great deal of anguish in the process. Local and national governments are currently taking measures to prevent identity theft, but the problem seems to be growing. There are five major types of identity theft being practiced today: 1) Criminal identity theft, 2) Financial identity theft, 3) Identity cloning, 4) Medical identity theft, and 5) Child identity theft. This proposed research study will examine each of these areas to help the reader understand the warning signs and avoid becoming a victim of such types of identity theft. In short, identity cloning involves one person taking on (stealing) the identity of another for the express purpose of hiding their own identity for one reason or the other. This is a bit different than other forms of identity theft, as financial information is not typically involved, causing the stolen identity to often go undetected for a long time (Anderson, Durbin, & Salinger, 2008, p. 1 71) . Criminal identity theft involves one person committing a criminal act, getting arrested, and then telling law enforcement officials that they are a different person (Harrison, 2007, p. 84). Conversely, synthetic identity theft refers to identities that are almost entirely made up. Most commonly this occurs by using a real social security number, but a different name or date of birth to make it more difficult to track (Ciechanowicz, 2010, p. 41). Medical identity theft involves one person seeking out medical care, not in their name, but in the name of another person. There are many reason why an individual might perpetrate this type of crime, including a lack of insurance on the part of the person (Agrawal & Budetti, 2012, p. 459). Finally, child identity theft involves just what its name implies. The criminal here commonly steals the social security number of a child, and then opens line of credit and commits other unlawful behavior using the stolen identity. This crime is par ticularly difficult to detect because children typically do not realize their identity has been stolen until well into adulthood (Dwan, 2004, p. 16). Relevance and Significance As demonstrated to this point, identity theft is a serious issue that must be tackled. It affects nearly everyone in society, either directly or indirectly. Even if a person is not a victim themselves, they pay the price in other ways. An individual who has fallen victim to any of the major types of

Pharmaceutical Chemistry Essay Example | Topics and Well Written Essays - 7500 words

Pharmaceutical Chemistry - Essay Example A colored compound having a chromophore is known as chromogen. 2. Give an example of an auxochrome and explain how it influences the absorption spectra of the molecule. If we change the pH of the solution how will that influence the spectrum, explain for full credit. In a molecule of nitrobenzene, –NO2 or nitro group is the chromophore. Nitrobenzene absorbs at 400nm and is pale yellow in color. When nitrobenzene is conjugated with the amine group, it froms nitro aniline. The amine group is the auxochrome. Nitroaniline absorbs light at 450nm and is a yellow compound. The longer resonance system decreases the energy gap between the ground state and excited state transition, thus producing visible color. This displacement to longer wavelength is known as bathochromic shift. The auxochrome (ie. amine group), is basic; it will gain a proton and will have a positive charge (electron withdrawing). That positive charge may activate the chromophore for a facile nucleophilic addition of hydroxide (or water) thus converting one pi orbital to a sigma orbital (loss of conguation and less stable pi system/more energy in that pi system) or the electron withdrawing effect pulls electrons away from sparsely populated pi-star orbitals (increases their ener gy) so the energy gap between pi and pi-star orbitals is larger. Larger energy, means larger frequency, means shorter wavelength (red shift or shorter wavelength). At alkaline pH, the absorbing system may be intact and will show red shift, but in acidic solution the amino - H2N group is replaced by - +NH3, which is considerably less efficient as an auxochrome. Thus in acidic solutions, a hypo chromic effect occurs resulting into a blue shift and the solution would appear light in color. 1. Verify the UV/VIS spectrophotometer is in the spectral wavelength range of the analytical method for

Identity theft Essay Example | Topics and Well Written Essays - 750 words

Identity theft - Essay Example Identity theft has become an increasing problem globally in recent years, causing millions of people undue emotional and financial trauma, while costing society a great deal of money. The heartache caused has limited access to critical services and credit availability for millions of honest and hardworking citizens globally, but particularly in the United States. It is a serious issues that must be tackled. The aim of the short paper is to introduce the seriousness of this problem and to present possibly research questions that should be explored to better introduce society to various methods to limit the risk of becoming a victim of identity theft. Problem Statement The problem is that identity theft is destroying the financial security and freedom of countless individuals world wide. As honest, hardworking people have their identities stolen, they are subject to a loss of credit, difficulty in terms of employment, and encounters problems of various sorts with law authorities. Such victims must prove that their identity was stolen, often causing a great deal of anguish in the process. Local and national governments are currently taking measures to prevent identity theft, but the problem seems to be growing. There are five major types of identity theft being practiced today: 1) Criminal identity theft, 2) Financial identity theft, 3) Identity cloning, 4) Medical identity theft, and 5) Child identity theft. This proposed research study will examine each of these areas to help the reader understand the warning signs and avoid becoming a victim of such types of identity theft. In short, identity cloning involves one person taking on (stealing) the identity of another for the express purpose of hiding their own identity for one reason or the other. This is a bit different than other forms of identity theft, as financial information is not typically involved, causing the stolen identity to often go undetected for a long time (Anderson, Durbin, & Salinger, 2008, p. 1 71) . Criminal identity theft involves one person committing a criminal act, getting arrested, and then telling law enforcement officials that they are a different person (Harrison, 2007, p. 84). Conversely, synthetic identity theft refers to identities that are almost entirely made up. Most commonly this occurs by using a real social security number, but a different name or date of birth to make it more difficult to track (Ciechanowicz, 2010, p. 41). Medical identity theft involves one person seeking out medical care, not in their name, but in the name of another person. There are many reason why an individual might perpetrate this type of crime, including a lack of insurance on the part of the person (Agrawal & Budetti, 2012, p. 459). Finally, child identity theft involves just what its name implies. The criminal here commonly steals the social security number of a child, and then opens line of credit and commits other unlawful behavior using the stolen identity. This crime is par ticularly difficult to detect because children typically do not realize their identity has been stolen until well into adulthood (Dwan, 2004, p. 16). Relevance and Significance As demonstrated to this point, identity theft is a serious issue that must be tackled. It affects nearly everyone in society, either directly or indirectly. Even if a person is not a victim themselves, they pay the price in other ways. An individual who has fallen victim to any of the major types of

The Case of Misbehaving Data or the Proverbial Plan B Essay

The Case of Misbehaving Data or the Proverbial Plan B - Essay Example Furthermore, while parametric tests most likely require numerical scores, responses in a nonparametric test are usually categorized. It should then be noted that putting responses under these classifications entail that these data involve measurement on nominal or ordinal scales and thus, cannot produce numerical values that can be used to calculate means and variances. This would mean that data for a number of nonparametric tests are simply frequencies. An example of a nonparametric test is the Mann-Whitney test which is used for testing differences between means when there are two conditions and different subjects have been used in each condition. For example, an experiment may be carried out to investigate the depressant effects of certain recreational drugs (Leech, Barett, & Morgan, 2005). Twenty clubbers are tested with 10 clubbers given an ecstasy tablet to take on a Saturday night while 10 are allowed only to drink alcohol. Then, their levels of depression are measured. In using SPSS to analyze the given data, it should be noted that the data must be inputed using a coding variable. Thus, the data editor will have three columns of data where the first column is the coding variable with two codes (for example, 1 = ecstasy and 2 = alcohol). The second column will contain values of the dependent variable while the third column will contain values of the independent variable. An exploratory analysis in SPSS will reveal that the data is not normally distributed, indicating that a nonparametric test should be used. To run the analysis, the main dialog box should be accessed by using Analyze, followed by Nonparametric Tests, followed by 2 Independent Samples. The dependent and independent variables should then be placed in their corresponding boxes and the coding variable should be placed in the box labeled â€Å"Grouping variable.† the corresponding numeric codes should then be inputed and after clicking OK, SPSS

The British government in the Second World War Essay Example for Free

The British government in the Second World War Essay However, many children had bad experiences of evacuation, and this would strongly suggest that evacuation was a failure. Source B is a description of evacuation from a teacher in 1988. It says how children were too afraid to talk and how the mothers were pressed against the iron bars calling Good-bye darling. This shows how scary evacuation was for so many children; as well as their mothers; many of them had no clue as to where they were going. As this is an interview with a teacher, it is likely to be an accurate and reliable, it also reflects the experiences of many evacuees. Source C is an account from childrens novel; it outlines the problems of communication between foster parents and their children evacuees. Oh, Im sorry, how silly of me, why should we have slippers? Many foster parents were surprised at how poor their children were and had to pay out for their requirements. Source E is from a Mass Observation Survey, it is an interview with a farther, he outlines the reasons why many parents think that there children will be better staying at home in the city. Where his children would be sent, in the shires, there is nothing for them; they were starving before the war. He also thinks that if he does die, at least friends and family can look after his children. This is very likely to be a reliable source, as it is from a mass ordinance survey, where the father would have no reason to lie. It shows how the government had failed to persuade people that evacuation is the safest place for their children. A womans institute report on evacuees in 1940 tells us how the uncleanness of children would have decreased morale within foster parents, this is another example of how disgusted many foster parents were at the condition of their child Some of the children were literally sewn in their ragged clothes. This is a very reliable source, again with no reason to lie, it reflects my own knowledge that the town children who came to stay with foster parents proved to the British public that slum conditions still existed in Britain. In an interview with Michael Caine, we hear how Caine was beat and locked in the cupboard after his brother Clarence had been found wetting the bed. This is an example of how the Government had failed to protect the welfare of the children who were evacuated into the country, some were abused sexually, but these were few in numbers. This was not a common experience, but the fact that it happened is very worrying that that the Government had failed to stop such events happening. An account from an evacuee tells us how he was evacuated from Gateshead, which was not bombed throughout the war to Dudley in the Midlands, which was bombed during his stay. This is an example of total failure with evacuation. Not only had the government unnecessarily sent children away from towns which were not bombed, which would decrease morale within the community as many families would wish to stay together during the war. Also, the children had been sent to an area which had been bombed, and had been unnecessarily evacuated from a safe area to an area where their lives were in danger. Though this is uncommon with experiences of evacuees, it could easily have been avoided. By 1944 the evacuation scheme had all but stopped, and not even the panic caused by Hitlers flying bombs and rockets could get it started. This is where the Government had failed to keep up the morale of the country and persuade people that evacuation was the best and safest option for their children and people no longer cared about the possible consequences. The evacuation process was efficient and with a quick response to war. With little notice, children were packed up with only one suitcase and sent to the railway station to catch a train that they did not know the destination of their journey. On arrival, they were lined up and picked out like slaves. Though many experienced a new life style, in the countryside learning new skills that they would never be taught in the city and they became more healthy and clean with their foster parents. Forced integration of people from very different backgrounds exposed the real divide present in the country. Evacuation was certainly the safest option for the children, and the majority experienced a happy new life, where they became healthier, however, no one was without their problems. Mothers, children and foster parents alike were not informed about what was involved in fostering children, in some cases the children were abused or made to labour on farms, in these cases the government had failed the children. Many however, were happy with evacuation but no one was un scared by the horrors of war.

Chuck Close: Three Major Works :: essays research papers

I don’t really have a favorite artist, but the one artist that I have always had a little interest in is Chuck Close. He is truly a talented artist, whose remarkable career has extended beyond his completed works of art. Chuck Close started painting at the age of six and has never stopped. Growing up, Chuck had a learning disability, and in the 1940s, most educators didn’t know about LD’s or Dyslexia. Most student’s who had Chuck’s trouble reading, spelling, concentrating, or paying attention was often labeled slow or dumb. As a result, Chuck spent most of his childhood days alone, drawing. When most kids around his block wanted to be a policemen or firemen, Chuck wanted to be an artist. Art was the first thing he was ever good at, and it made him feel special because he possessed skills that other kids didn’t have. Chuck said , â€Å"Art saved my life† (Greenberg and Jordan). At age eleven, Chuck’s father died. His mother, who gave piano lessons at home, took a full-time sales job to support the family. At school Chuck’s learning disabilities made studying very difficult, but instead of giving up, he figured out a way to concentrate. â€Å"I filled the bathtub to the brim with hot water. A board across the bathtub held my book. I would shine a spotlight on it. The rest of the bathroom was dark. Sitting in the hot water, I would read each page of the book five times out loud so I could hear it. If I stayed up half the night in the tub till my skin was wrinkled as a raisin, I could learn it. The next morning I could spit back just enough information to get by on the test (Greenberg and Jordan). This discipline he had developed to get through school, now became the beginning of a detailed system that he used to organize his art.   Ã‚  Ã‚  Ã‚  Ã‚  Chuck said, â€Å" Almost every decision I’ve had to make as an artist is an outcome of my particular learning disorders† (Green and Jordan).When he makes a big head or a nose, he breaks the images down into small units. He makes each decision into a bite-size decision. The system liberates and allows for intuition and eventually he has a painting. Three of Chuck’s major works, that I have grew to love are Fanny/Fingerprinting, Lucas II , and his self- portrait.

Sweet Diamond Dust :: essays research papers

Chapter IV focuses on the presence of the Americans in Puerto Rico during the early part of the twentieth century and their subsequent development of the sugarcane industry there. During this time, the United States military occupied Puerto Rico. Due to this occupation, the native islanders were affected in numerous ways and were looked down upon by the Americans. The Americans viewed the natives as incompetent and unable to be trusted. Many new American banks were popping up in Guamani that were reluctant to finance island run mills, but were giving money to the American run mills: "A number of powerful banks from the north had recently opened branches in Guamani†¦These banks, however, found no difficulty in financing the new sugar corporations that had recently arrived in town, but mistrusted island initiative" (26). The opening and inauguration of the Snow White Mills, "†¦the ultramodern refining complex the newcomers (Americans) had been building from months on the valley," (28) was of major significance in this chapter. Don Julio was strong-willed and vowed that he would not sell any of his land and "share the same fate" as the other local sugar mills. It was rumored that the Americans had declared a cessation of hostilities in the sugar mills war, and were now willing to aid the criollo hacienda workers. This was his opportunity to mingle and discuss his plans with the owners of Snow White Mills. When Don Julio arrived at the fair grounds, he made his way over to Mr. Durham and Mr. Irving, the president of the mills and the president of the sponsoring bank National City Bank, respectively. These two Americans saw the US victory as a major step towards modernizing for the US and for Puerto Rico: "’Twenty years ago it brought you freedom and order; this times it’s bringing you our nation’s progress. Thanks to that army out there your island is being inaugurated today in to the modern age," (32) said Mr. Durham speaking of the army that was present at the festivities. Don Julio was disturbed and offended by this comment. Mr. Irving said that the progress of the new century belongs to Americans and the progress of the past belongs to the Spanish. Yet again, showing how the Americans look down upon the native peoples. He then proposed his deal to the two Americans; he would sell them some of his cane fields, if they would lend him the money to ‘modernize’ his own mill.

Language and Violence

The Abstract: This paper will be dealing with the use of Violence and its legitimization through manipulation of language by the state in dealing with â€Å"the other†. In an attempt to investigate the role played by the state, which monopolizes the use of violence for the sake of civilizing its people, inspired by a documentary titled â€Å"where in the World is Osama Bin Laden? †, this paper tries to go beyond spoken and written words to reach a better understanding of this role. It starts by defining the concept of â€Å"violence† and drawing a clear distinction between its meaning and that of other related, but not similar concepts, and specifying the agents of violence, mainly focusing on the state, for the entire paper focuses on its use of violence. Thinking in terms of methodological nationalism, this paper tries to find an answer to how we define ourselves and why do we define anyone outside this â€Å"we† circle as â€Å"the other† and how, as a result, violence became the means of dealing with â€Å"the other†. It then moves to justifying this â€Å"legitimate† use of violence by the state against the other and highlights the important role that language plays in this process. Finally, there is an attempt to understand the usefulness of violence advocated by some against that of the mainstream thinkers and philosophers, accompanied by exploring the role the civil and the global civil society can, and do, play in finding new means of communication and dealing with one another. It comes to the following conclusion: violence as used by individuals before the formation of the state resembles violence as used by the state apparatus, Civility is a myth. The only difference is in the agents, the targets, the interests and the domain where violence is practiced. And for that, an informed, aware and active role should be pursued by the civil society, to curb the use of violence either by the state or by any other actor. The outline: I. Introduction II. Body: Defining violence: What does the concept of violence mean? Making a clear distinction of violence vis a` vis other related concepts Recognizing the agents of violence Defining the â€Å"we† and the â€Å"other†: The constituents of identity The way we perceive ourselves The way we perceive â€Å"the other† Dealing with the â€Å"other†: The psychological mindset The use of violence as a means of dealing with the other The role of language in legitimizing the use of violence: The manipulation of language The reasons behind the manipulation of language Providing a moral cause Avoiding opposition The means by which language is manipulated Dehumanization of violence Replacement of direct descriptors by * euphemistic equivalence The areas where language can be manipulated In the public sphere In the battle field An assessment of the usefulness of violence The role of global and civil society in curbing violence III. Conclusion IV. List of References I. Introduction: â€Å"I object to violence because when it appears to do good, the good is only temporary; the evil it does is permanent. †Ã‚  Mahatma Gandhi In an interesting movie called â€Å"where in the world is Osama Bin Laden†? A newly father-to be, fearing that his son comes out to life in such a violent world, decides to set on a mission to track down and kill Osama Bin Laden, the leader of Al Qaida, and the world will thus seize to know violence and will be a fit place for him to raise his son in. He visits Egypt, Morocco, Israel, Palestinian territories, Jordan, Saudi Arabia, Afghanistan, and Pakistan. He goes around and talks to people there asking them questions like: where is Bin Laden? What do they think of the Americans? How do they view terrorism and the war on it? What do they want in life? And questions of that sort. He didn’t find Bin laden, however what he found was that the people in the countries he visited are ordinary people just like himself and the audience. They are not â€Å"the barbarians† he once thought them to be, they have no desire or interest in using violence against the United States and its citizens, and their goals in life is for them to secure good living conditions for their children, just as the goals of the American newly father to be. This movie inspired me to raise a question, to which I sough of an answer through writing this paper. The question is: Why and how does the state monopolize and legitimize, through manipulation of language that enables it to portray such a barbaric and violent image of the other, its use of Violence against them? I raised this question because of a simple fact: the state was created to â€Å"civilize† people and tame their use of violence, but now I found that this was nothing but a change in the agents of violence, its targets, and the space where it is practiced. I started exploring different ideas, different opinions, and different studies, that were all concerned with violence, language, manipulation, identity, and other concepts related to my topic. Stances and views varied, but I decided on adopting the following position concerning the topic at hand: The state manipulates the use of violence because we’ve willingly subordinated this right to the state; however our consent depends on the manner by which violence is used, for if its illegitimate and goes against our consent, we ill no longer continue to support the state apparatus in its actions; that is why, via the manipulation of language, the state creates an exclusive identity to its people, portrays the other as a threat to this identity, demonize him, and thus legitimizes its use of violence when it’s used by posing it as an act in response to defend the â€Å"we† against the â€Å"other†. If that is so, this led me to raise other questions related to the usefulness of violence, and our role, as active members in a civil society, be it domestic or global, when it comes to violence. To these questions, and to other ones, I try to find answers as follows. II. Body: A. Defining violence: In this section my aim is to clarify what the concept of Violence means, and who has the right to practice it, before I further investigate why we resort to violence in dealing with others and how states and their apparatuses make use of such thing. 1. What does the concept of violence mean? Violence is an extremely wide and complex phenomenon. Defining it is not an exact science but a matter of judgment. Notions of what is acceptable and unacceptable in terms of behavior and what constitutes harm, are culturally influenced and constantly under review as values and social norms evolve, domestically and internationally. Besides, there are many possible ways to define violence, depending on who is defining it, for what purpose, and depending on one’s political orientations and ideological beliefs. Generally speaking, the World Health Organization defines violence as: â€Å"The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment or deprivation. † In this sense, we could distinguish between so many kinds of violence; †¦accumulated violence, cultured violence, self-protective violence, the violence of aggression, the violence of competition, the violence of trying to be somebody, the violence of trying to discipline oneself according to a pattern, trying to become somebody, trying to suppress and bully oneself, brutalize oneself, in order to be non-violent†¦ † 2. Making a clear distin ction of violence vis a` vis other related concepts: It is very important, though, to make a clear distinction between violence and other related concepts to be able to apprehend what violence means. Such keywords include power, strength, force and authority. According to how Hannah Arendt puts it, power is related to the â€Å"ability† to act â€Å"in consent†, thus its existence depends on the group providing such consent, in other words, it depends on legitimacy; Strength is a natural endowment and an inherent property; Force indicates the energy itself that later manifests physically through an act of violence; And authority entails recognition either to a person or to an office; it requires neither coercion nor persuasion. Violence on the other hand is distinguished by its â€Å"instrumental† character; it denotes the physical manifestation itself. . Recognizing the agents of violence: There are many agents of violence; formal and informal, institutionalized and un-institutionalized, state, and non-state agents. However, our only concern in this paper shall be the state and the state apparatus institutionalizing, legitimizing and practicing violence. Typically described in normative terms as a vital necessity of modern life, the nation-state has employed violence to accomplish questionable ends. Its apparatus is charged with committing unprecedented barbarism. Examples of disasters brought about by the nation-state are the extermination of indigenous peoples in colonized territories by â€Å"civilizing† nations, the Nazi genocidal â€Å"holocaust† of Jews, and most recently the â€Å"ethnic cleansing† in the former Yugoslavia, Ruwanda, and so on. Thus from postcolonial perspective, the nation-state and its ideology of nationalism are alleged to have become the chief source of violence and conflict since the French Revolution. In the same vein, Marx regarded the state as an instrument of violence at the command of the ruling class; but the actual power of the ruling class did not consist of, nor rely on violence. It was defined by the role the ruling class played in society, or more exactly, by its role in the process of production. B. Defining the â€Å"we† and the â€Å"other†: In this section I try exploring how identity defragments, divides and thus paves the road for violence to occur. 1. Identity and its constituents: In pre-modern societies, identity was mainly related to affiliations, both in the private and in the public space. Identity depended on the place attributed to each individual by his birth, his lineage or his group. Later on it involved the Legal recognition. However a person was not only a legal or civic entity, but also a moral being with an individual soul. That is why under the influence of postmodernism and debates over multiculturalism, the late 1980s and 1990s found historians, anthropologists, and most of all humanities scholars relying heavily on â€Å"identity† as they explored the cultural politics of race, class, ethnicity, gender, sexuality, citizenship, and other social categories. â€Å"Identity† is presently used in two linked senses, which may be termed â€Å"social† and personal†. In the former sense, an â€Å"identity† refers simply to a social category, a set of persons marked by a label and distinguished by rules deciding membership and characteristic features or attributes. In the second sense of personal identity, an identity is some distinguishing characteristic (or characteristics) that a person takes a special pride in or views as socially consequential but more-or-less unchangeable. It is the social sense of identity that would be of use in this paper; namely the national identity, that denotes the depiction of a country as a whole, encompassing its culture, traditions, language, and politics. It must be noted here that a sense of conflicting identities may result from the presence of multiple identities for the same individual, but the issue of concern here is the â€Å"inter-conflicting identities† rather than the internal conflicts related to identity. 2. The way we perceive ourselves: Since identities are necessarily the product of the society in which we live and our relationship with others, there is therefore a desire and a need to identify with a nation or group; to take up a â€Å"collective identity†, an example of which would be the â€Å"national Identity†, that is described by some as a†self-aware† ethnicity. This way, identity provides a link between individuals and the world in which they live i. e. their state. 3. The way we perceive â€Å"the other†: The individual defines himself, but he also needs â€Å"significant others† to acknowledge this definition. This is the base of the ethic of â€Å"authenticity. † Identity, however, implies definition by negation, inclusion based on exclusion for a â€Å"we† to be present, there has to be an â€Å"other† outside this â€Å"we† circle. Identity, mainly national identity in this case, has been constantly charged of being racist and exclusive, and sometimes even demonizing the other. That is why governments in boosting nationhood and asserting the Nation’s identity are, whether they recognize it or not, advocating more exclusion and hostility in perceiving the other. C. Dealing with the â€Å"other†: What gives rise to violence? Are identities really to be blamed? Or does the problem lie in their manipulation which results in violence being deployed when we deal with different identities? 1. The psychological mindset: To Krishnamurti â€Å"†¦The source of violence is the ‘me’, the ego, the self, which expresses itself in division, in trying to become or be somebody which divides itself as the ‘me’ and the ‘not me’; the ‘me’ that identifies with the family or not with the family, with the community or not with the community and so on.. † . However this doesn’t require that all human beings respond to difference in a violent manner, for it hasn’t been proven that the human nature is in itself violent, and it is believed by many that violence is bred from social interactions. An interesting idea of how violence is a societal creation can be found in the writings of Amartya Sen concerning colonialism. Sen talks about the social memory that colonialism, which is in itself an act of violence, has shaped. General psychological attitude towards the subject people often generated a strong sense of humiliation and imposition of perceived inferiority, one which the subject tries to overcome through hostility and supporting acts of violence against the humiliator. Franz Fanon also subscribes to such a view on colonialism, and sees that it is healthy to use violence to get rid of colonialism, which is again, an act of violence in itself to begin with. 2. The use of violence as a means of dealing with the other: â€Å"†¦ Violence in postcolonial discourse is thus deployed to suppress difference or negate multiple â€Å"others† not subsumed within totalities such as nation, class, gender, etc†¦Ã¢â‚¬  Everything that man has put to another man, belief, dogma, rituals, my country, your country, your god and my god, my opinion, your opinion, my ideal. All those help to divide human beings and therefore breed violence. This is due to our tendency of adopting a spaceless and timeless conception of culture, which is linked either to the identity or to the belief system of the others; a form of stereotyping if you might say. Thus Violence is embedded in the dialectic of identity and Otherness. This is something that governments not only understand, but try to make use of to achieve its interests. D. The role of language in legitimizing the use of violence by the state: 1. The manipulation of language: According to George Orwell, â€Å"Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. † Therefore those who are charged with committing violence on behalf of the state will adopt language designed to obscure from themselves or the people, the reality of what violence they do on their behalf. Generally speaking, Language is an instrument for expressing and not for concealing or preventing thought. However it is an instrument which we shape for our own purposes as well. And as Hegel puts it, when we think, we think in language against language, which implies that selective language will lead to selective ideas formed and advocated. This is why language itself, the very medium of non-violence and of mutual recognition, involves unconditional violence. This manipulation of language involves: â€Å"†¦ enhancing the power, moral superiority and credibility of the speaker(s), and discrediting dissidents, while vilifying the others, the enemy; the use of emotional appeals; and adducing seemingly irrefutable proofs of one’s beliefs and reasons†¦ By manipulating the language, the government wishes to alter the public’s way of thinking. This can be done, psychologists theorize, because the words that are available for the purpose of communicating thought tend to influence the way people think. The linguist Benjamin Lee Whorf was a firm believer in this link between thought and language, and he theorized that â€Å"different language s impose different conceptions of reality†. Habermas also pondered upon the role which language plays in masking political interests with apparently sophisticated terms. This distortion of communication and misuse of concepts, in his opinion, might be the reason that has brought about violence in the first place as a manifestation to such distorted communication. a) The reasons behind the manipulation of language: The reasons why language can and does get manipulated by the apparatus of the state when it comes to violence are many, and they vary according to the situation. But mainly because Violence absorbs power, and lessens authority when it’s used, that is why providing a justification for the use of violence and legitimizing it is important. Here, it might be useful to distinguish between â€Å"justification† and â€Å"legitimization†; (i) Providing a moral cause; Justification: We find the state using terms like â€Å"national security†, â€Å"defensive war†, â€Å"maintaing peace and security†, â€Å"spreading democracy†, etc. But the use of such terms is supported by good reasons and arguments; it is consistent and attempts to place such ideas at the core of its concerns. This way, the state is attempting to â€Å"justify† its use of violence, i. e. roves it has good reasons for using it, which is closely linked to the following reason; (ii) Avoiding opposition; Legitimization: When these moral causes succeed in convincing the public, through its appeal to fundamental values and claims, appeals to the emotions of the masses, and its reliance on ungrounded cultural prejudices and inconsistent doctrines, the state manages to â€Å"legitimizes† as well as â€Å"jus tifies† its use of violence, i. e. the state not only has good reasons why it is using violence, but it managed to convince the masses with these reasons as well. This way the monopoly of the state over the use of violence cant not to be questioned, threatened or shared by others. b) The means by which language is manipulated: (i) Dehumanization of violence: â€Å"Terrorists, Fundamentalist, Extremists, Seditionists, Rebel, Communists†¦Ã¢â‚¬  These and other terms perform the role of the â€Å"distancing of humanity†, but they also are designed for other purposes. These terms have persuasive power to allow the directors of violence to feel comfortable with the human destruction for which they are opting. It suggests that those toward whom the state directs its violence are either irrational (and thus diplomacy or persuasion are impossible) or have objectives (â€Å"the destruction of the people’s way of life†). (ii) Replacement of direct descriptors by â€Å"euphemistic equivalence†: Euphemism is an expression intended by the speaker to be less offensive, disturbing, or troubling to the listener than the word or phrase it replaces. So for instance we call it â€Å"collateral damage† when it means unintentional killing or damage; bystander deaths and injuries. But because collateral damage sounds less troubling, and more likely for the people to accept than â€Å"unintentional killing or damage†, it is used by the state to justify sometimes the results of its use of violence and what it has brought about. That is why we find government officials and politicians talking about just wars, liberation, war on terror, national security, and so forth, instead of just explicitly mentioning the truth behind their use of violence against others. c) The areas where language can be manipulated: (i) In the public sphere: The heart of the terms used in the public sphere stress ideological or political otherness, where the use of language is indirect and emotionally distancing. The state apparatus does all it can to deny that the violence of conflict is occurring, suggesting that â€Å"areas† are being secured rather than people killed, that violence is being prevented rather than initiated by its actions and that its ends are always just rather than self-serving. (ii) In the battle field: The heart of the terms used for the â€Å"enemy† on the battlefield arise primarily from the racial, ethnic or personal otherness of the opponent. There is no place for the persuasive or the justificatory on the battlefield; the situation on the battlefield is understood as follows: â€Å"kill or be killed†. The requirement of the manipulation of language at the point of conflict is therefore to reinforce hatred and distance so that violence can be pursued without real threat to the mental health of the soldier, which would be in danger if the humanity of the opponent were fully absorbed. Thus in the field, language will serve to dehumanize the other while in the public sphere the language will be designed to convince us that our violence toward others is justified. That is why the â€Å"National identity† card and related usage of language are used by the state to legitimize its actions within a delimited territory, to insure mobilization and coordination of policy. E. An assessment of the usefulness of violence: I have tried to expose how the state makes use of identity, difference and language to pursue its interests through deploying violence against â€Å"the other†. But does it follow that this process performed by the state is an evil one, or can it be a useful one with good coming out of it? In a series of lectures at the College de France in the 1970s, Michel Foucault put forward the interesting hypothesis that history is actually the history of violence. Foucault’s ideas on history indicate that we do not enjoy democratic privileges due to some divine decree: rather, they are the product of successful wars and civil struggles; the result of â€Å"successful violence†. The pioneers of Post-colonialism like Edward Said, Franz Fanon, among others, concerned themselves with the social and cultural effect of colonization. Fanon looked at violence in positive terms. His engagement with decolonizing violence was a form of a strategic response of subjugated peoples to the inhumane violence of colonial racism and imperial subjugation. Fanon was very clear in his message, the struggle for power in colonized states will be resolved only through violent struggle, because the colonized states were created and are maintained by the use of violence or the threat of violence, it is a necessity that it will take violence to reverse these power relationships. However, according to Edward Said's reading of Fanon’s â€Å"liberationist† critique, nationalism is always a tool of the hegemonic oppressor and holds no socially emancipatory potential. This leads us to the following conclusion, that violence is the mediation that enables state power to prevail, for good or for bad. It cannot be eliminated by counter-violence that simply inverts it. The state's hierarchical structure is made possible because of this institutionalized violence that privileges the hegemony of a bloc of classes over competing blocs and their alternative programs. But hegemony is always underwritten by coercion. Thus as Max Weber puts it, the state monopoly of legitimate violence would be used to defend private property and promote the overseas interests of the domestic business class. An opinion which is also shared by Marx and Engels who defines violence as the accelerator of economic development. These are not only the world of theories, but a truth backed up by evidence. This evidence can be tracked down as far as the nation-state itself wasn’t still created. However since I am interested in investigation the use of violence by the nation state, then if we look at the colonial experience, the two world wars, the cold war and the war on terror, we will know that the state did not used violence as it should have done. I will not use the term â€Å"misused†, but I would rather question the ends to which the state has deployed violence, and I will question the justifications and arguments it gave to legitimize its actions. And if the state is such a questionable agent of violence, and if already its monopoly of it has been breached by informal, outlawed or legitimate non-state actors, this means that we are in a serious need of not only questioning, but reviewing the concept of violence, its use and its agents. For this, scholars like Heba Raouf and Mary Kaldor think that there is a powerful case for questioning the state’s monopoly of â€Å"legitimate† violence, and suggest placing the use of force by the state under greater constraints, not only that, but to take over the â€Å"civilizing role† that the state has failed to achieve. F. The role of global and civil society in curbing violence: The prospects of peace are dependent upon the institutionalization of traditions of dialogue. And it is precisely here that civil society agents can play a vital role by bringing people together and invoking understandings that are common across difference. Basically, humankind has been rendered â€Å"civil† because violence was tamed. And violence was tamed because states had acquired, as Max Weber argued, a monopoly of violence; the modern state replaces violence by order and authority and firmly controlled the production and reproduction of violence. But this has been fundamentally challenged by the pervasive violence that infiltrates all corners of a globalised world; all controls and all norms that prescribe when the use of violence is permitted and for what reasons have been lifted. â€Å".. The employment of violence at any time and at any place sends a powerful message, no one agent howsoever powerful this agent may be, can control the use of violence, or penalize the perpetrator of violence. Violence has escaped all restraints, all monitors, and all notions of where the use of violence is legitimate and where it is illegitimate, where it is sanctioned and where it is not sanctioned. Today there is no recognized owner of violence, the adversary is unrecognizable, the goals are unclear, and the site where violence will be consumed is unknown†¦ † Therefore, civil societies are caught between two kinds of violence; that employed by trans-state and sub-state agents, and the violence of the state. A way out and a means to counter such violence appears to be in the development of a culture of civility. This happens when members of the civil society address the phenomenon of violence, intolerance and even hate, as the notion of civil society is based upon a peaceful world which is marked by the spirit of dialogue, negotiation, compromise, and coordination. This dialogue means recognizing the â€Å"other† in a conversation, and validating his moral standing. Thus civil society is important because the values of civil society encourage dialogue. But the limits of civil society have to be understood. And one of these limits is institutionalized violence within the state that has led to the breakdown of dialogue, thus making civility and toleration mere dreams. On a wider level, the Global Civil Society would have the mission of recapturing the power of language, regaining its â€Å"civilizing† role, providing a forum for deliberative democracy, re-rooting legitimacy in civil society, and highlighting the importance of the â€Å"politics of presence† rather than the â€Å"politics of representation†. III. Conclusion: A lot of theoretical debates and concepts could lead us to talking about violence and boil down to it, because violence is too wide a subject, too complex and debatable a concept that is intertwined and tangled in our everyday life affairs. The attempt of this paper was to try to investigate and explore the conditions that are responsible, if not single handedly, but to a great extent, for setting the conditions for violence to be practiced. I didn’t involve myself in questions related to human nature, and whether violence is something innate or socially created, I rather tried exploring it from the â€Å"we† and the â€Å"other† point of view, that can and does have both innate and social roots. With such conditions set for violence, it’s only a matter of who practices it. I picked the state as an agent of violence, and tried to highlight why and how it manipulates language when it uses violence to achieve its interests. The conclusion I reached was unfortunately the one I had in mind when I first started thinking about this topic. Violence did not disappear with the rise of the nation-state, it only took different forms, sometimes even more devastating than it used to be before its use was subordinated to the state, and it penetrated different domains and corners in our life. Different situations came to being, different language was used, different arguments and different debates, but the fact remained: violence did not disappear, it was not curbed, and the state did not â€Å"civilize† the people. That is where and why our role comes. Not that I advocate the complete incompetence of the state in achieving its â€Å"civilizing† mission, but I do believe that we, as citizens, as individuals and as human beings, should engage in this process as well, not because we are bound by a social contract to do so, but because we are part of this process, we can stop, alter, change, direct and correct its path when we feel it has gone out of its lane. Our engagement should take different forms and be on different levels. On one level and in one form it can be through monitoring the manipulation of language conducted by the state apparatus, on another one it can protesting against it when it fails in curbing the use of violence, it can be in the form or raising awareness and spreading a culture of negotiation, communication and tolerance, trying to understand one another, instead of dealing with those outside the designated â€Å"acceptable† identities, as the other, and the list can go on and on forever. That is our mission as citizens of the nation-state, and as citizens of the world. Because after all, as Spurlock concluded in his movie â€Å"where in the world is Osama Bin Laden? †, we are not so different after all, and our similarities are more than our differences. We just have to understand and tolerate both. IV. List of References: Books: * Arendt, Hannah. On Violence. New York: Harcourt, Brace & World, INC. , 1969. * Edwards, John. Language and identity. United Kingdom: Cambridge University Press, 2009. * Gaus, Gerald F. Political Concepts and Political Theories. United States: WestView Press, 2000. * Sen, Amartya. Identity and violence, the illusion of destiny. New York: W. W. Norton & Company, 2006. Books online: * Fanon, Frantz. The Wretched of the Earth. Trans. Constance Farrington. New York: Grove, 1963. http://ls. poly. edu/~jbain/socphil/socphillectures/F. Fanon. pdf (19th of May, 2010) * Krishnamurti, Jiddu. Beyond Violence. India: Krishnamurti Foundation, 2002. http://www. scribd. com/doc/6568712/Beyond-Violence-Violence-Chapter6 (19th of May, 2010) * R. P. Lorin. â€Å"History of violence† in International Encyclopedia of the Social and Bhavioral Sciences. ELscier Science ltd. , 2001. http://www. scribd. com/doc/12497335/Violence-History-Of (19th of May, 2010) Reports: * Ezzat, Heba Raouf, and Mary Klador. â€Å"Not even a tree: delegitimizing violence and the prospects for pre-emptive civility†. Global Civil Society. Reports – Online: * â€Å"World Report on Violence and Health: Summary†, World Health Organization (WHO), Geneva, 2002, p. 4, http://www. who. int/violence_injury_prevention/violence/world_report/en/summary_en. pdf (18th of May, 2010) Articles in Journals – Online: * Ashley, Larry. â€Å"The language of violence†. Peace Studies Journal (Vol. 1 Issue 1) Fall 2008. www. peacestudiesjournal. org/archive/Ashley. doc (19th of May, 2010) * Fairchild, Halford H. Frantz Fanon’s The Wretched of the Earth in Contemporary Perspective†. Journal of Black Studies (Vol. 25, No. 2) December 1994. http://www. jstor. org/pss/2784461 (19th of May, 2010) * Orwell, George. â€Å"Politics and the English language†. The journal Horizon (Vol. 13, Issue 76) (1946): 252-265. http://www. scribd. co m/doc/65590/Politics-English-language (19th of May, 2010) * Zizek, slavoj. â€Å"Language violence and non-violence†. International Journal of Zizek Studies (Vol. 2, Issue 3) http://www. scribd. com/doc/12605279/language-violnce-and-non-violence (18th of May, 2010) Online Publications: Chandhoke, Neera. Is violence constitutive of civil society?. The London school of Economics and Political Science (NGPA) Program, 13th July, 2007. http://www. lse. ac. uk/collections/NGPA/publications/WP_Violence_Civil_Society_Web. pdf (18th of May, 2010) * Fearon, James D. †What is Identity? †. Department of Political Science, Stanford University, November 3rd, 1999. http://www. stanford. edu/~jfearon/papers/iden1v2. pdf (18th of May, 2010) * Juan, E. San Jr. â€Å"Nationalism, the postcolonial state, and violence†, Center for the Humanities, Wesleyan University. http://www. leftcurve. rg/LC26WebPages/Nationalism. html (18th of May, 2010) * Manjula, B. â€Å"Identity and C ulture†. Centre for Media and Cultural Studies, http://www. scribd. com/doc/4119098/Identity-and-Culture (19th of May, 2010) * Van Dijk, Teun A. â€Å"Discourse and manipulation†, Discourse and society, Sage publications, 2006. http://das. sagepub. com/cgi/content/short/17/3/359 (19th of May, 2010) Web Sites: * Berkes, Jem, â€Å"Language as the â€Å"Ultimate Weapon† in Nineteen Eighty-Four†, May 9, 2000, http://www. sysdesign. ca/archive/berkes_1984_language. html (19th of May, 2010) * De Benoist, Alain, â€Å"On Identity†, ttp://www. scribd. com/doc/3323754/On-Identity-Alain-de-Benoist (18th of May, 2010) * â€Å"A History of Violence†, http://www. scribd. com/doc/937601/Foucault-and-Pinker-on-Violence (19th of May, 2010) * â€Å"Questions of identity: What is identity? †, the Open University, http://openlearn. open. ac. uk/mod/resource/view. php? id=176757 (18th of May, 2010) * â€Å"Questions of Identity: who am I? †, the O pen University, http://openlearn. open. ac. uk/mod/resource/view. php? id=176759 (18th of May, 2010) * http://dictionary. reference. com/browse/national+identity (20th of May, 2010) * http://jcomm. uoregon. du/~tbivins/J496/readings/LANGUAGE/euphemism_defandlist. pdf (19th of May, 2010) ——————————————– [ 1 ]. â€Å"World Report on Violence and Health: Summary†, World Health Organization (WHO), Geneva, 2002, p. 4, http://www. who. int/violence_injury_prevention/violence/world_report/en/summary_en. pdf (18th of May, 2010) [ 2 ]. ibid. [ 3 ]. Jiddu Krishnamurti, Beyond Violence (India: Krishnamurti Foundation, 2002) , pp. 3-4 http://www. scribd. com/doc/6568712/Beyond-Violence-Violence-Chapter6 (19th of May, 2010) [ 4 ]. Hannah Arendt, On Violence (New York: Harcourt, Brace & World, INC. , 1969), pp 43-46. 5 ]. E. San Juan, Jr. , â€Å"Nationalism, the postcolonial state, an d violence†, Center for the Humanities, Wesleyan University, http://www. leftcurve. org/LC26WebPages/Nationalism. html (18th of May, 2010) [ 6 ]. Hannah Arendt, ibid, p. 11, http://www. uc. edu/nationfamilystate/Authors/Hannah%20Arendt/HAOnViolence1. pdf (19th of May, 2010) [ 7 ]. Alain de Benoist, â€Å"On Identity†, pp. 9-10, http://www. scribd. com/doc/3323754/On-Identity-Alain-de-Benoist (18th of May, 2010) [ 8 ]. James D. Fearon ,†What is Identity? †, Department of Political Science, Stanford University, November 3rd, 1999, p. 4, http://www. stanford. du/~jfearon/papers/iden1v2. pdf (18th of May, 2010) [ 9 ]. http://dictionary. reference. com/browse/national+identity (20th of May, 2010) [ 10 ]. â€Å"Questions of identity: What is identity? †, the Open University, http://openlearn. open. ac. uk/mod/resource/view. php? id=176757 (18th of May, 2010) [ 11 ]. â€Å"Questions of Identity: who am I? †, the Open University, http://openlearn. open . ac. uk/mod/resource/view. php? id=176759 (18th of May, 2010) [ 12 ]. John Edwards, Language and identity, (United Kingdom: Cambridge University Press, 2009), p. 162. [ 13 ]. â€Å"Questions of Identity: who am I? †, ibid. [ 14 ]. Alain de Benosit, Ibid, p. 5. [ 15 ]. E. San Juan, Jr. , ibid. [ 16 ]. J. Krishnamurti, ibid, p. 4. [ 17 ]. Sen, Amartya, Identity and violence, the illusion of destiny (New York: W. W. Norton & Company, 2006), pp. 85, 89. [ 18 ]. Fanon, Frantz, The Wretched of the Earth, Trans. Constance Farrington (New York: Grove, 1963), http://ls. poly. edu/~jbain/socphil/socphillectures/F. Fanon. pdf (10th of May, 2010) [ 19 ]. E. San Juan, Jr. , ibid. [ 20 ]. Ibid, p. 12. [ 21 ]. Ezzat, Heba Raouf, and Mary Klador. â€Å"Not Even a Tree: Delegitimizing Violence and the Prospects for Pre-emptive Civility†, Global Civil Society, p. 24 [ 22 ]. E. San Juan, Jr. , ibid. 23 ]. George Orwell, â€Å"Politics and the English language†, The journal Horizo n, Vol. 13, Issue 76, (1946), p. 9, http://www. scribd. com/doc/65590/Politics-English-language (19th of May, 2010) [ 24 ]. Ashley, Larry, â€Å"The Language of Violence†, Peace Studies Journal, Vol. 1 Issue 1, (Fall 2008), p. 84, www. peacestudiesjournal. org/archive/Ashley. doc (19th of May, 2010) [ 25 ]. George Orwell, ibid, p. 9. [ 26 ]. slavoj Zizek, â€Å"Language violence and non-violence†, International Journal of Zizek Studies, Vol. 2, Issue 3, p. 11, http://www. scribd. com/doc/12605279/language-violnce-and-non-violence (19th of May, 2010) [ 27 ]. bid, p. 2 [ 28 ]. Teun A. Van Dijk, â€Å"Discourse and manipulation†, Discourse and society, Sage publications, 2006 ,p. 380, http://das. sagepub. com/cgi/content/short/17/3/359 (19th of May, 2010) [ 29 ]. Jem Berkes, â€Å"Language as the â€Å"Ultimate Weapon† in Nineteen Eighty-Four†, May 9, 2000, http://www. sysdesign. ca/archive/berkes_1984_language. html (19th of May, 2010) [ 30 ]. Heba R aouf Ezzat, and Mary Klador, Ibid, p. 21 [ 31 ]. Hannah Arendt, ibid, p. 46. [ 32 ]. Gerald F. Gaus, Political Concepts and Political Theories, Tulance University, (United States: WestView Press, 2000) , p. 39 [ 33 ]. ibid [ 34 ]. ttp://jcomm. uoregon. edu/~tbivins/J496/readings/LANGUAGE/euphemism_defandlist. pdf (19th of May, 2010), [ 35 ]. Ashley, Larry, ibid, p. 81. [ 36 ]. Ibid, p. 84. [ 37 ]. E. San Juan, Jr. , ibid [ 38 ]. â€Å"A History of Violence†, http://www. scribd. com/doc/937601/Foucault-and-Pinker-on-Violence (19th of May, 2010) [ 39 ]. B. Manjula, â€Å"Identity and Culture†, Centre for Media and Cultural Studies, p. 9, http://www. scribd. com/doc/4119098/Identity-and-Culture (19th of May, 2010) [ 40 ]. Halford H. Fairchild, â€Å"Frantz Fanon’s The Wretched of the Earth in Contemporary Perspective†, Journal of Black Studies, Vol. 5, No. 2 (December 1994), Sage Publications, p. 192, http://www. jstor. org/pss/2784461 (19th of May, 2010) [ 41 ]. E. San Juan, Jr. , ibid. [ 42 ]. Ibid. [ 43 ]. Hannah Arendt, Ibid, P. 9. [ 44 ]. Heba Raouf, and Mary Lakdour, Ibid, p. 21 [ 45 ]. Neera Chandhoke, â€Å"Is violence constitutive of civil society? †, The London school of Economics and Political Science (NGPA) program, 13th July, 2007, p. 39, http://www. lse. ac. uk/collections/NGPA/publications/WP_Violence_Civil_Society_Web. pdf (19th of May, 2010) [ 46 ]. ibid, p. 40 [ 47 ]. Ibid, p. 41 [ 48 ]. Ibid, pp. 42 [ 49 ]. Heba Raouf, Mary Kaldor, ibid, p. 36