Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1000 words - 9

Rhetorical Analysis - Essay Example It also informs the audience of the challenges faced by various individuals who went through the school. These people are mostly blacks who sacrificed themselves to the betterment of the society. Obama as the president of the United States made the speech. In the two speeches, Obama claims that Americas are the authors of their own destiny. He also amplifies the notion that no difference that exists between blacks and whites. Moreover, he concurs that no one should be given preferential treatment based on color, but he or she must work hard to have such privileges. Obama use of ethos is highlighted in the two speeches and amplifies challenges and problems faced by American people. The perfect union speech was made when Obama campaign was in jeopardy. This was due to racial profiling that was taking place in opposing camps and some sections of the media. Moreover, his relationship with Reverend Jeremiah Wright and being part of his election campaign. He had been making speech consider ed offensive to some of the racial groups. These were mostly done during the Sunday sermons. For example, he talks of mistreatment of blacks by the whites (Carney and Sullivan 1). However, Obama disengages from the pastor by showing the history of racial differences in United States. He believes that the sentiments of the Reverend are because of what he went through during his upbringing in the fifties. He informs the audience that resentment is a characteristic of both whites and the blacks that may be caused by either missing opportunities in their lifetime. Obama connection with Reverend Jeremiah Wright was a point of concern to the audience. This is because he could be perceived as offering support to the blacks at the expense of the whites. This meant that most of the whites could note vote for him during the democrat primaries and election that were few days ahead. Moreover, other could have labeled him as a racist and thus not suitable for the unification of the American peop le. However, the speech broadcast to all Americans helped change most of the perceptions. This reached most of the people who had eligibility to vote. They identified themselves with the challenges Obama was going through. Consequently, they viewed Obama leadership as likely to be inclusive and not condoning racial profiling. Moreover, Obama strong appeals to ethos are seen as he distances himself from Wright. This occurs as he identifies himself as a person involved in the racial history of America. He considers himself a person of a mixed race background. In fact, he concurs to have been raised by white grandmother. He believes that his life has been surrounded by racial inequality. On the other hand, he is an astute politician with a form of education not achieved by many in the society. He manages to show that person’s upbringing does not shape his or her destiny. This gives him authority to make claims. He also handles the issue of Reverend Wright without appearing to da mage his character. He pleads with black Americans to â€Å"embrace the burden of our past without becoming victims of our past† (Jones 1). Obama understands these burdens as he is labeled as a racist during primaries. Moreover, he once heard the white grandmother-talking saying that she was cautious of the Black Americans in their neighborhood. Moreover, he puts Wrights views on the mistreatment of the blacks into historical context. He did this with

Planning of natural Hazards and Natural disasters Essay

Planning of natural Hazards and Natural disasters - Essay Example Planning systems and techniques ought to be improved considering that the magnitude of some hazards can be altered by the effects of climate change. Planning for natural hazards is of vital essence as it can decrease the potential for damage, injury or even loss of life when a disaster occurs. Sufficient information has been put in circulation regarding preparing for natural disasters. Economists around the world have studied their long term repercussions while NGOs and governments have contemplated various mitigation practices. Scientists have evaluated the ability to improve warning systems; while planners and engineers have attempted to conquer the weaknesses of buildings and infrastructure. All these measures have been put in place with an aim of planning for disasters. However, the process of mitigating natural disasters is much more complex. Most people mainly associate natural hazards and disasters with natural causes whose occurrence cannot be prevented. However, environmenta l degradation can also trigger or even worsen some disasters. Most of these environmental challenges are associated with the outward spread of urban development. For instance, deforestation results in an increase in surface run-off concentration causing flooding as well as destabilized slopes which results devastating landslides. Empirical evidence advocates that countries in which environmental degradation is most severe suffer most from natural disasters. For example, the Nepal floods that occurred in 1993 were mainly as a result of deforestation and change in catchment drainage patterns (Shaw et al 32). Therefore, conservation of the environment can help mitigate the occurrence of these natural disasters. Planning and preparedness is of vital essence for both management and mitigation of natural hazards and disasters. The following report, based on the book The Environmental Planning Handbook for sustainable communities and regions by Tom Daniels and Katherine Daniels, presents a n analysis of how natural hazards and disasters can be prevented, through environmental protection at the local level. According to T. Daniels and K. Daniels (3), the issue of environmental protection is global and depends largely on timely and effective action at the local level. This report explains complex environmental issues and offers guidance to local governments on how to incorporate comprehensive planning into sustainable environmental quality in the local community. Once these guidelines are followed, they will help conserve the environment in the local community and in return help mitigate the occurrence and magnitude of natural hazards and disasters. According to T. Daniels and K. Daniels (11), planning as the process of making choices and organizing resources to achieve the set goals and objectives. Through planning, communities can minimize or even avoid water and air pollution, conversion of both farms and forestlands, loss of wild life as well as the overall degradat ion of the environment. Comprehensive planning refers to preparation of documents aimed at directing the current and future economic and physical development of a local government. Comprehensive planning is a continuous process and sets forth how a community will look, function and grow over a period of between 10 and 20 years (T. Daniels and K. Daniels 12). Environmental Hazards and Disasters The world is fast becoming more susceptible to natural

U.S. counterinsurgency operations in Cuba and the Philippines Essay Example for Free

U.S. counterinsurgency operations in Cuba and the Philippines Essay In January 2002, The United States Special Operation Commands, Pacific (SOCPAC) took on an arduous task of assisting the Armed Forces of the Philippines (AFP) with a specific mission for ousting the terrorists forces of Al Qaida, Jemaah Islamiyah and the Abu Sayyaf Group(ASG) and to carry the humanitarian operations in the islands of Basilan which was considered as the most dangerous place. The United States Special Forces (SP) unit along with the specially equipped forces and scout rangers of the AFP formed the Light Reaction Company. This Light Reaction Company along with the SOCPAC were deployed at Basilan with the sole motive to reject the ASG sanctuary, undergo surveillance on the key positions, support the villagers, conduct regular training to boost the morale of the AFP and support the strike forces of AFP and assist in the civil affairs operations. This was the part of the Operation Enduring Freedom-Philippines (OEF-P). In this operation, 350 operating personal were deployed and other 750 were providing logistics support to the headquarters in Zamboanga on Mindanao. The main purpose of the Mission was to help AFP in curbing the stronghold of Abu Sayyaf and as a result, the declared members of the Abu Sayyaf group reduced to 80 from 700. Another project that took place was Operation Smiles, a program to give medical aid to the local civilians of Basilan where the intensive fighting was taking place. The result of this operation was the establishment of 14 Schools, seven clinics, three hospitals and more than 20 fresh wells. Fighting again resumed in 2005 and 2006 between the government forces and the Abu Sayyaf group who was aligned with the New People’s army. By the end of 2006, hundreds of guerillas and soldiers were killed, and NPA was left with 7,000 fighters whereas Abu Sayyaf with 2,000. United States took up a different approach in Cuba by interfering in their internal private affairs. When the United States felt threatened by the Cuban revolution in 1959 and rise of communism under Fidel Castro, they formed a special committee to launch an attack on Cuba. They faced the danger of the coercion of the communist parties in Cuba that they would unleash their communist movements in America. They formulated the plan to infuse the anti-regime spirit and overthrow the government. They made thirty different plans to over throw the government and disrupt their economy. Among these were included the use of American Green Berrets, destruction of their sugar crops and mining of harbors. To overcome the crises, Cuba began to establish the trade relationships with Soviet Union. On April 17, 1961, United States conducted air strikes across the island to eliminate the Cuban air force, and enabling the Brigade 2506 to have a complete control over the island much before their actual landing at the Bay of Pigs. This failed because the invasions were not conducted as planned and Fidel Castro even resisted an armed invasion of 1,500 CIA trained Cuban exiles at the Bay of Pigs. This was another excuse for America to increase their propaganda against the Cuban government. In 1962 Operation North wood, plan was initiated with the intention to use false flag as an excuse to attack Cuba. Every month since 1962 there was one plan or the other to destabilize the communist regime either in the form of publishing views against Castro, equiping militant opposition groups with armaments, helping them in establishing guerilla bases and preparing them for their military interventions in Cuba in October. Many of the plans were devised by the CIA with the sole purpose to assassinate Fidel Castro which included the use of hair removal powder to fall the Castros beard, a poisoned wetsuit, the exploding cigars and the placing of explosive seashells in Castros favorite places including the place where he used to go for diving. This project was originally decided to put into action in October 1962 with an open revolt and ultimately to the overthrow the Communist regime. This action was planned when the Cuba was at the peak of the Cuban Missile crisis due to the Soviet Unions’s presence of Soviet missiles in Cuba, and could have led to the nuclear war between Soviet Union and United States. Therefore on 30th October the operation was suspended, but they had already deployed three of ten six-man sabotage teams in Cuba. One team infact was successful in blowing Cuban industrial facility on 8th November, 1962. This whole Cuban Project was known as Operation Mongoose. United States broke all the diplomatic relations with Cuba and imposed sanctions against it in 1962. The relationship between the two nations improved in 2000-2001 but again deteriorated when George W Bush came to power. Bush termed Cuba as an outpost of tyranny and his undersecretary to the U. S. State Department John R. Bolton levied accusations against Cuba of keeping and maintaing bioweapons program. Bolton even declared that Cuban leader had visited US enemy countries like Libya, Iran and Syria. Cuba was also declared as a State Sponsor of Terror by the United States department of State but Cuban government in turn accuses America for sponsoring terrorism against Cuba. Thus American Government again started their activities towards overthrowing the Cuban government and through the media propagated against the government to the extent that the opposition parties, supporting United States in Havana started displaying messages on a scrolling â€Å"electronic billboard† and to counter these Cuban government constructed large number of poles, carrying black flags with white stars, to obstruct these messages. On 12th September, 2006, the United States formed five interagency working groups to monitor Cuba and to carry their policies. These groups were set up quitely in War like rooms. According to the U. S. officials, three of these created groups; diplomatic actions; strategic communications and democratic promotion are headed by the State Department. One more group which coordinated humanitarian aid to Cuba is run by the Commerce Department, and the fifth group tackles migration issues, is being run jointly by the National Security Council and the Department of Homeland Security. These prcocess is being undertaken to restore democracy. Thus the counter insurgency operations with Philippines was to help the Philippine regime to crush the terrorists activities of the Al Qaida, Jemaah Islamiyah and the Abu Sayyaf Group(ASF) whereas the United States Policy towards Cuba was to eliminate the Communist regime by supporting the opposition parties and to counter the Russia’s missiles in Cuba. United States Counter Insurgency operations in Philippines were over and all successful, and the reasons behind these successful efforts were the comprehensive operations, adopting strategy of attacking the enemys line of attacks and disrupting their alliances and this was achieved by strengthening the Philippine government institutions and local security so that the daily lives of the people can move on smoothly. The measures were also undertaken for civic development to provide necessary amenities to its population. These operations being carried out in Basilan led to the ousting of the ASG from the island simply because they lost the support of the population and lost the combat operations as well as bases. But, there were certain strategic errors that led to again the emergence of ASG who â€Å"Lived to fight another day with the sole help from the JI and MILF. The ASG is again rising on the southern islands of Jolo and Tawi Tawi where Forces of the United States are not allowed to give assistance to AFP. This situation arises due to the certain strategic errors by the United States. The first strategic error was inability of the OEF-P, American leaders to fruitfully understand their own forces. They could not understand the basic traits of SF in an arena of employment and their capabilities to take out the combat advisory mission during unconventional warfare. Instead of fully understanding the situation, combatant commander and the Secretary of Defense imposed restrictions on SF soldiers. Over and above, the restrictions were also imposed on these SF advisers to operate at battalion level with their AFP counterparts but were not disallowed to operate at lower tactical echelons. U. S. leaders at the highest levels also could not able to comprehend fully the unconventional warfare. This led to the second strategic error and that is over-reliance on technical reconnaissance assets. The Unmanned aerial vehicles (UAVs) and the Navys P3 Orion began to be used for locating the ASG and the hostages on Basilan. These they used again for protection minimizing the risks to U. S. personnel. These though reduced the patrolling in remote areas, but this kind of surveillance was unconventional, and the forces on the ground were not allowed to use these reconnaissance assets. The third reason cited because of the prohibition of the U. S. leaders to assist the SF units because the negotiations were going on between the AFP and MILF, so forces were removed from MILF and because AFP was desperate to take the advice and assistance from U. S. Military, AFP troops were shifted from MILF-controlled areas. This led to the creation of de facto ASG sanctuaries giving boost to the ASG and MILF strong relationship. Many people staying in the area are also the members of these two organizations. (Tzu Sun, May-June 2004). The United States strategy in Cuba did not get desired results. The CIA wrote an internal report that blamed the internal incompetence on failure. The administration thought that the troops could retreat to mountains and conduct guerrilla war if they lost in open battle. But they did not realize that the troops could not reach the mountains by foot. The second reason was that the troops were deployed in swampland, where they were easily surrounded. The third biggest fault was their thinking that Cubans would be great full to them to give them liberation from Fidel Castro and would join in the battle, but the Americans could not gain the support of the population. It was basically due to the agencys weak positions on the ground in Cuba. CIA’s witnessed the mass support of Castro and those who were against the Castro were rounded and arrested by him. (Bay of Pigs invasion, encyclopedia) Looking at these failures and strategies the soldiers in order to win the war against terrorism first of all should analyze the ground situation where the war is to be fought, take the local population into confidence, never underestimate the enemies, and use the reconnaissance assets at the appropriate situation and at the appropriate moment. WORKS CITED 1. Bay of Pigs Invasion All Experts: Encyclopedia Retrieved April 5, 2007 from the World Wide Web: http://en. allexperts. com/e/b/ba/bay_of_pigs_invasion. htm 2. Maxwell S. David (May-June 2004) Operation Enduring Freedom-Philippines: What Would Sun Tzu Say? The U. S. Army Professional Writing Collection Retrieved April 5, 2007 from the World Wide Web: http://www. army. mil/professionalwriting/volumes/volume2/june_2004/6_04_3. html

The Effect Of Content Based Instruction

The Effect Of Content Based Instruction Content-Based Instruction (CBI) as an approach has been defined as an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus (Richard and Rodgers, 2001, p. 204). In this case, learners learn about some skills instead of learning about language. This teaching approach combines language and content, so it is considered as an effective teaching method by many researchers. CBI can be used in various ways for different skills and includes not only traditional teaching methods such as grammar-based instruction but also functional method such as Communicative Language Teaching. CBI is also supported by Krashens Monitor Model. According to this model, when learners receive comprehensible input, it is less difficult to learn the target language. And as a result, they can acquire it. And CBI has some features, including learning a language through academic skills and engaging in activities, that lead to meaningful and comprehensible input. II. Background Communicative Language Teaching (CLT) indicates a major change in language teaching in twentieth century. The origins of CLT can be found in the changes in the British language teaching tradition. Until then, Situational Language Teaching was the major British approach to the teaching English as a foreign language. CLT centers on giving students opportunities to practice using communicative function. In these activities, students use English to learn it rather than learning to use English. Among the practices of communicative-based methods, CBI is one of the approaches that its popularity and applicability have been increased since the 1990s. Saint Augustine made some recommendations regarding focus on meaningful content in language teaching. This can be the reason that some researchers, including Brinton, Snow and Wesche, suggest that Saint Augustine was an early proponent of Content-Based Language Teaching. In the 1970s, other educational plans had been designed. They all emphasize the principle of acquiring content through language rather than the study of language. Although there are slight differences in their aims, all the models agree with the role of language as a means of learning content. CBI took some of its theory and design from these plans. I will briefly take into account the role of content in these plans. Language across the Curriculum is a suggestion for native language education. It was recommended by a British governmental commission in the 1970s. It emphasizes a focus on reading and writing in different subjects. It also had an effect on American education, and the slogan every teacher, an English teacher became well-known to every instructor. However, this suggestion didnt have an influential effect on classrooms. Immersion Education had an effect on the theory of CBI as well. In this plan, the ordinary school syllabus is taught through the foreign language. The foreign language is not the subject of instruction. In fact, its a means for achieving content instruction. For example, a Spanish speaking child may enter an elementary school where the language of instruction for the entire content subject is French. Since the 1970s, immersion programs have been used in many parts of North America, and new forms of immersion have been planned. In the United States, immersion program can be considered in a number of languages, including French, German, Spanish, Japanese, and Chinese. Immigrant On-Arrival Program usually gives attention on the language of those immigrants who are recently arrived. Immigrants need to know the language of the country they live in. Australia was the first country that designed such a course. For a particular situation, notional, functional and grammatical instructions are integrated. And its usual course covers those parts of language that are needed to deal with government organization, shopping, finding a job, and so on. Australia uses Direct Method as the methodology of recently arrived immigrants. Programs for Students with Limited English Proficiency are used for two groups of children. First, these programs are used for those children whose language competence is not adequately developed in order to participate in normal classrooms. Second, they are used for those children who have immigrated to another country, and their parents participate in immigrant on-arrival program. These programs try to make children ready in order to be able to enter the normal classrooms. Language for Specific Purposes (LSP) is an attempt in order to perform particular roles (e.g. student, nurse, teacher, businessman, engineer, and technician) according to the needs of learners. LSP has paid special attention on English for Science and Technology (EST). In EST courses, learners learn to read technical articles or to write academic papers in different fields of science. III. Definition, Theories Ideas CBI involves the integration of content learning with language teaching. It refers to the concurrent study of language and subject matter. In other words, students are learning content (e.g. math, science, social studies, business, etc) at the same time they are developing their target language skills. There is also a variety of definitions of content. Some researchers believe that content is clearly an academic subject matter while others believe that it can be any topic, theme or issue of interest. It is indicated that language learning is more motivating when learners focus on something other than language. It can also be stated as people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal (Richard Rodgers, 2001, p. 204). Usually, language is used for some purposes. And the purpose may refer to peoples jobs and education. So, its obvious that when peoples purposes are achieved through language learning, it will make gaining language knowledge a lot easier. Also, CBI classrooms can produce an increase in intrinsic motivation, since students are focus on subject matter that is important to their lives. And, students are beyond temporary extrinsic factors, like grades and tests. It can also be declared as when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern (Brown, 2001, p. 49). CBI shares the same basic principles with CLT and can be regarded as a logical development of some of the principles of CLT, particularly those rules that relate to the role of meaning in language learning. Because CBI provides an approach that is especially suited prepare ESL students to enter elementary or secondary education, it is widely used in English-speaking countries around the world. A difference between CBI and other kinds of language syllabus is how the elements for language study are selected. For example, in a grammatical syllabus, the items that are supposed to be learned are grammar points. They are selected in advance either by second language researcher or by teachers judgments about what grammar points should be presented first, second, third, and so on. The syllabus can even be determined by the course textbook. However, in CBI classrooms, the form and sequence of language syllabus are determined by content material. Instead of having a pre-selected grammar syllabus or list of vocabulary items, the grammar and vocabulary that are supposed to be learned come from the content material. So, it can be stated that since CBI refers to an approach rather than a method, no particular techniques or activities are related with it. IV. Assessment in CBI Classes Assessment in CBI classes can be problematic, but it is essential that teachers should evaluate learners learning. Usually in EFL classes, a learners performance is evaluated by assessment tasks such as discrete, de-contextualized tasks. And their central focus is on linguistic structure or vocabulary. However, students in CBI classes cannot be evaluated in the traditional way because they are exposed to more input and content through the class. Instead, CBI assessment must be simultaneously authentic and interactive. Students are required to interact with academic materials according to meaningful and contextualized text in order to analyze their knowledge. Also, assessment of CBI should not be simple and isolated. Students must integrate information in order to form their own opinions about subject matter. V. Models of CBI In the 1980s, four models are made according to the principles of CBI. These models can only be applied at the university levels. The examples of the most common models of CBI are theme-based language instruction, and sheltered content instruction. Theme-based language instruction refers to a kind of class that is based on a particular theme or topic such human rights or discrimination. Sheltered content instruction refers to a kind of class that learning of content material with only incidental language learning is considered as the goal. VI. Conclusion Today, Content-based courses are frequent in different countries since the 1980s, and this method is often used in ESP (English for Specific Purposes) classes where the content of input plays a significant role. It has been indicated that vocabulary is easier to acquire when there are contextual clues in order to make a connection between vocabulary and meaning. Moreover, when learners become aware of the relation between language learning and their favored goals, they become even more motivated to learn. Learners feel that learning is a kind of impressive thing because they know that they are studying authentic content material (not material that are made for all the foreign learners) in the target language. They know that it is a means to an end rather than an end in itself. It has also been proved to be a valid approach for language teaching at all stages of instruction, from elementary school to university levels, both in second or foreign language teaching settings. Generally CBI advocates claim that this approach leads to more successful results in comparison with other language teaching approaches. Because it provides a number of opportunities for teachers in order to match learners interests and needs with interesting, meaningful and contextualized content.

Understanding Teens Who Self Injure Essay -- Psychology Depression You

Understanding Teens Who Self Injure   Ã‚  Ã‚  Ã‚  Ã‚  Imagine being sixteen years old and taking a razor to your arm because you feel so much pain inside that cutting is the only way to escape it. For a lot of people this idea seems strange and incomprehensible, but for many teenagers this is their reality. In a society with so much abuse, neglect and crime children are facing things that they never had to face in the past. Adolescents who are lacking more positive coping skills are turning to self-injurious behaviors to ease their pain and frustration.   Ã‚  Ã‚  Ã‚  Ã‚  In recent years the issue of self-injurious behaviors or SIB (White Kress, 2003) has increased in popularity. The general public is starting to take a special interest in the issue as more and more people are doing it. The issue of self-mutilation can be found in movies, television and popular literature today. With increasing media attention people want to understand what these behaviors include, who does it and why. Although researchers agree that more research is needed on the topic, much is already known about these behaviors. About 1% of the general population and 4% of the mental health population suffer from a form of SIB (Shoemaker, 2004). Often times people who suffer from SIB have preexisting mental health disorders such as major depression, Dysthymia, dissociate identity disorder, OCD, substance abuse disorders, adjustment disorders, schizophrenia, personality disorders, and eating disorders (Brittlebank et al. as quoted in White Kress, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Although there is many different definitions of what SIB is, most researchers would agree that ?SIB is defined as a volitional act to harm one?s body without any intention to die as a result of the behavior? (White Kress, 2003). There are also a lot of different terms out there for these behaviors, they include self-inflicted violence, self-injury, self-harm, parasuicide, cutting, self-abuse, and self-mutilation (Martinson, 2001). Without any intention to die as a result is a very important piece of information when understanding SIB. While many people who self injure do have suicidal ideation, most are not in fact suicidal. ?Menninger described self-mutilation as the focusing of suicidal impulse on part of the body instead of the whole body to avoid actual suicide? (Zila & Kiselica, 2001). Someone who is suicidal wants to end his or her life, howev... ...er from SIB could have suicidal ideation, which at times Lisa does, but I would not consider her suicidal.   Ã‚  Ã‚  Ã‚  Ã‚  Overall, my information was very informative and well written. It gave me a clearer look into the world of SIB and a better understanding of Lisa and what she is dealing with. I definitely think more research needs to be done in the field. I would like to find more information on boys with SIB because that seems to be becoming more frequent and also more treatment suggestions. Works Cited Martinson, Deb. (2001). Self Injury. Focus Adolescent Services.   Ã‚  Ã‚  Ã‚  Ã‚  http://www.focusas.com/SelfInjury.html Personal Interview with Lisa at Kids Peace Children?s Psychiatric Hospital Shoemaker, Carma Haley. (2004). A Cut Above: The Practice of Self-Mutilation.   Ã‚  Ã‚  Ã‚  Ã‚  Teenagers today. http://teenagerstoday.com/resources/articles/mutilate.htm White Kress, Victoria. (2003). Self Injurious Behaviors: Assessment and Diagnosis. J  Ã‚  Ã‚  Ã‚  Ã‚  Journal of Counseling & Development, 81(4), 490-497. Zila, Laurie MacAniff & Kiselica Mark. (2001). Understanding and Counseling Self-  Ã‚  Ã‚  Ã‚  Ã‚  Mutilation in Female Adolescents and Young Adults. Journal of Counseling &   Ã‚  Ã‚  Ã‚  Ã‚  Development, 79 (1) 46-53.

Iraq War :: essays research papers

Friday-January 16, 2004- 4:00p.m: I was watching 'Oprah' and a particular story struck me. It was about these young brides in India who were being burned alive by their husbands because they have become a burden. Before these women are married off, their husbands receive dowries from the bride's family, when the family can no longer meet up with his demands-he sets his wife on fire, in hopes of her dying, and he will eventually marry another bride and obtain more dowry. These women are shun from society and are nothing but worthless beings-they become silent voiceless shadows. This happens to thousands of women everyday. It is the power behind such stories that makes me ponder and become more aware about this world. Similarly the literature of Vietnam has been an eye opener and a gravedigger, opening up my eyes to what happened in Nam and exposing the bones left behind in the stories. It has given me another view of the Iraq War. Human nature can be hard to alter; whether it's a sol dier from Vietnam or a soldier involved in Iraq they share a similar state of mind. In The Things They Carried Tim O' Brien describes the 'Night Life' of the soldiers. In particular there is a story about the gradual mental break down of Rat Kiley. "He couldn't sleep during the hot day light hours; he couldn't cope with the nights." (p.222) As time progressed the war was definitely getting to him: "the days aren't so bad, but at night the pictures get to be a bitch. I start seeing my own body. Chunks of myself†¦I can see the goddamn bugs chewing tunnels through me†¦it's too much. I can't keep seeing myself dead."(p.223) In the end the only way for Kiley to escape was to shoot himself in the leg and get picked up by the choppers. The effect of war is no different on the mentality of a soldier serving in Iraq. The war slowly consumes the mind, body, and most deadly the soul. Once it starts to eat away it leaves a permanent scar. When the war starts to eat away the soul, many times soldiers resort to committing suicide. According to a New York Times article published on January 15, 2004 --'U.S. Soldiers' Suicide Rate Is Up in Iraq.' "U.S. soldiers in Iraq are killing themselves at a high rate despite the work of special teams sent to help troops deal with combat stress, the Pentagon's top doctor said Wednesday.

Special Needs Assistant Requirements

Dec 2008 How do I become a Special Needs Assistant? Special Needs Assistants. Job Description Special Needs Assistants are recruited specifically to assist schools in providing the necessary non–teaching services to pupils with assessed educational needs. Their duties are assigned by the Principal acting on behalf of the Board of Management. Their work is supervised either by the Principal or another teacher as determined by the Principal. Those duties involve tasks of a non-teaching nature such as: . Preparation and tidying up of classrooms. 2. Assisting school children to board and alight from school buses. Where necessary travel as escort during school hours on school buses may be required. 3. Special assistance as necessary for children with particular difficulties e. g. helping special needs pupils with typing or writing or computers or other use of equipment. 4. Assistance with clothing, feeding, toileting and general hygiene and being mindful of health and safety needs of the pupil. 5.Assisting on out-of-school visits, walks, examinations and similar activities. 6. Assisting the teachers in the supervision of pupils during assembly, recreation and dispersal from the classroom for one reason or another. 7. Accompanying individuals or small groups who may have to be withdrawn temporarily from the classroom for one reason or another. 8. General assistance to the class teachers, under the direction of the Principal, with duties of a non-teaching nature. (Special Needs Assistants may not act as either substitute or temporary teachers.In no circumstances may they be left in sole charge of a class or group of children). 9. Participation with school development planning, where appropriate, and co-operation with any such changes with policies and practices arising from the school development process. 10. Engagement with parents of special needs pupils in both formal and informal structures as required and directed by school management. 11. Other duties app ropriate to the grade as may be determined by the needs of the pupils and the school from time to time.Special Needs Assistants may be re-assigned to other work appropriate to the grade when special needs pupils are absent or when particular urgent work demands arise. Qualifications required: The minimum level of qualification required is a Junior Certificate with passes in English, Maths and Irish. In reality many SNA applicants will have further qualifications such as the FETAC level 5 SNA certificate (single subject or full award) or the FETAC Level 5 qualification in Childcare.Some may also have third level qualifications in related fields such as Montessori, Early Childhood Education or Psychology. Experience Relevant work experience with children is very important. This can include time spent as a volunteer in a homework club, summer camp leader, sports coach, as well as being active in your childrens’ school, for example in the parents association. More information on working as a SNA is available in the Education Personnel section of the Dept of Education & Science website www. education. e or from AEGIS. Local Courses. †¢ FETAC level 5 Special Needs Assisstant single subject certificate courses have been offered as a part-time course in Abbeyleix Further Education Centre and Portarlington Adult Education Centre. Check www. laoisvec. ie †¢ Portlaoise College offers a full FETAC level 5, Special Needs Assistants course as well as a Childcare programme at the same level. www. portlaoisecollege. ie Information taken from Dept of Education & Science Website www. education. ie and INTO website www. into. ie