'The War on Terror produces more terrorism' Essay

'The War on Terror produces more terrorism' - Essay Example According to them, terror should be dealt with in a different way. Even though certain democrats accept the fact that applying force is necessary in certain cases, a complete solution can be achieved only by improving the ideological appeal and moral authority of the United States. More efficient democracy and smarter techniques to better relationship between nations would help reduce terror in the world. Improving cooperation among nations would eliminate misunderstandings and other issues that generates enmity between nations. According to the critics of Bush, the war on terror has contributed only in creating more terrorists. War on terror has not eliminated terror from the face of the earth. War on Terror produces more terrorism. The United States should change course completely as war on terror is expected to give birth to more terrorists. War on terror is not the right action as it cannot wipe out terror. The war on terror is found to be causing more terrorism. According to new reports the United States has played a major role in making the world more terror-filled. The world has become unsafe not just for non-Americans, but for Americans as well. The war on terror has given birth to more terrorism. Innocent people in different parts of the world are suffering because of the ‘Iraq effect’. ... Research studies have been performed to study the effect of Iraq issue on global terrorism. According to the research, the number of people lost their lives in jihadist attacks in different parts of the world has increased dramatically after the beginning of the Iraq war in 2003. The research compared the events between Sep 11, 2001 and the attack of Iraq. Excluding the Arab-Israel conflict, the count of deaths increased from 729 to 5420. Apart from conflicts in Europe, wars happened in Kashmir and Chechnya. The Centre on Law and Security (in NYU Foundation) who performed the research reported that there has been a steady rise in the number of deaths due to war and conflicts. After the attack on Iraq, terrorist activities have increased considerably. War on terror has contributed to more terrorist activities on various parts of the world. According to the reports Iraq became the reason for a fierce fundamentalist reaction that caused more terror. Iraq affairs have encouraged more ter rorist attacks that ever before. Muslim activists and terrorists became more active than ever after Iraq affairs. The number of people killed by Islamists in Iraq increased from 7 to 3,122. Afghanistan also witnessed an increase in terrorist activities as the British and US forces invaded them after the attacks of Sep 11. The number of deaths in Afghanistan was few in 2003. The number of deaths increased to 802 since then. In the conflicts at Chechen, the number of deaths increased from 234 to 497. In the Kashmir issue, Pakistan and India had their number of deaths increase from 182 to 489. Europe that had zero deaths had it increased to 297 in the terror activities. War on

HEALTH LAW AND ETHICS Essay Example | Topics and Well Written Essays - 250 words - 19

HEALTH LAW AND ETHICS - Essay Example For example, the right information concerning diet and exercise keep changing depending on the introduction of new approaches and techniques. This means that a person who can identify fresh information and discard stale facts is likely to utilize the internet appropriately. The end of life decisions in the absence of a prior arrangement is the prerogative of the next of kin. It is fundamental to notice that decisions made concerning end of life should focus on the needs of the loved ones who are left behind. For example, a woman who fails to leave documentation concerning end of life can have her son make these choices. The government advocates for a proxy or agent especially when the victim lacks close relations. This means that the government through coordination with the care providers could make the appropriate decisions. The options mentioned above are circumstantial because the law often takes precedence based on cases that were previously determined. Nevertheless, the close relations have the advantage when making these

Quiz and Final Exam Study Guide Essay Example for Free

Quiz and Final Exam Study Guide Essay The quizzes and final exam are open book, open notes. The maximum time you can spend on a quiz is 45 minutes. On the final you will have 3 hours and 30 minutes. If you have not clicked the â€Å"Submit For Grade† button by the end of the allotted time, you will be automatically exited from the exam. In the final exam environment, the Windows clipboard is disabled, so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the â€Å"Save Answers† button in the exam frequently. This helps prevent connection timeouts that might occur with certain Internet Service Providers, and also minimizes lost answers in the event of connection problems. If your Internet connection does break, when you reconnect, you will normally be able to get back into your final exam without any trouble. Remember, though, that the exam timer continues to run while students are disconnected, so students should try to re-login as quickly as possible. If you lose your Internet connection during a quiz or the final exam, logon again and try to access it. If you are unable to enter it again, first contact the Help Desk and then your instructor. * You will always be able to see the time remaining in the quiz or final exam at the top right of the page. 5. There are multiple pages on the final exam. * Make sure you click the Save Answers button before advancing to the next page (we also suggest clicking on â€Å"Save Answers† while you are working). Complete all of the pages before submitting your Final Exam for instructor review. * Do NOT use your browsers Back and Forward buttons during the final exam. * Please use the provided links for navigation. Submitting your quiz or final exam * When you are finished with a quiz or the final exam, click on the Submit for Grade button. * Please note: Once you click the Submit for Grade button, you will NOT be able to edit or change any of your answers. 7. Quiz and Exam Questions * On each quiz, there are 10 multiple-choice questions each worth 5 points and one essay question worth 10 points for a total of 30 points. On the final exam, there are 30 randomly selected multiple-choice questions each worth 5 points and 5 essay questions worth 30 points for a total of 300 points (150 multiple choice points, 150 essay points). * The final exam covers all course TCOs and Weeks 1-7. * The quizzes only cover the TCO’s for that week. * The final exam contains 3 pages, which can be completed in any order. You may go back and forth between the pages. * The quiz and final exam questions are pooled. This means that not everyone will have the same questions. Even if you do have some of the same que stions, they may not be in the same order. These questions are distributed amongst the TCOs. * On the essay questions, your answers should be succinct, fully address each part of the question, and demonstrate your knowledge and understanding in a concise but complete answer. Most essay questions require answers that are a couple of paragraphs (not a couple of sentences) that directly speak to each part of the question. Some students opt to work on the essay questions first, due to their higher point value and length of time needed to adequately address each question, but this is entirely your choice. * Remember to always use proper citation when quoting other sources. This means that ANY borrowed material (even a short phrase) should be placed in quotation marks with the source (URL, author/date/page #) immediately following the end of the passage (the end quote). Changing a few words in a passage does NOT constitute putting it in your own words and proper citation is still required. Borrowed material should NOT dominate a student’s work, but should only be used sparingly to support your own thoughts, ideas, and examples. Heavy usage of borrowed material (even if properly cited) can jeopardize the points for that question. Uncited material can jeopardize a passing grade on the exam. As a part of our commitment to academic integrity, your work may be submitted to turnitin. com, an online plagiarism checking service. So please be VERY mindful of proper citation. 8. Some of the key study areas are below. While these are key areas, remember that the exam is comprehensive for all of the assigned course content and this study guide may not be all inclusive. The same goes for the quizzes: there may be material on the quiz that was part of the material for that week, but is not specifically listed here in the study guide.

Major Themes Of Wuthering Heights

Major Themes Of Wuthering Heights Emily Bronte, who never had the benefit of formal schooling, wrote Wuthering Heights. Bronte has been declared a romantic rebel because she ignored the repressive conventions of her day and made passion a part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. It does have however, characters who give into their fleshly rage, and those who grow up and come to accept that there is a life to be led out side of revenge. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end the self-injury involved in serving revenges purposes will be more damaging than the original wrong. Nelly Dean serves as the chief narrator of Wuthering Heights. A sensible, intelligent, and compassionate woman, she grew up essentially alongside Hindley and Catherine Earnshaw and is deeply involved in the story she tells. She gives reference to Heathcliffs appetite for revenge, which dominates the novel. She also hints at her own lack of good judgment, something from which she suffers throughout the tale. Nelly gives insight to the depths of Heathcliffs antipathy toward Hindley and foreshadows his impending doom. Hindleys ruin does not, however, give Heathcliff happiness or satisfaction. In fact, his vengeful acts make him only more miserable and evil. Evil always desirers to kill and destroy. This is exactly what the essence of revenge is. An eye for an eye, and a tooth for a tooth. Healthcliff lives his life out of a wound. The fruit of which his self pity and anger. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation. Austin OMalley, a United Irish leader, stated that Revenge is like biting a dog that bit you. OMalleys quote reflects Heathcliffs immature need to propagate agony in those who have offended him. Heathcliffs plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar through his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherines death proves that this flawed plan of repayment helps nothing. Heathcliff, haunted by the ghost of Catherine because he is her murderer, still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never finds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. The absence of revenge is life. Catherines revenge does not make things better for her. Her revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her murder. You have killed me, and thriven on it, I think (Bronte 158). Catherine resembles what Oliver Goldsmith said, When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is-to die. Catherines death is caused by her lack of emotional control and her dual personalities. She and Heathcliff are each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78). She does not love Edgar, but her selfish material wants control her. Catherines revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is wearying to escape into that glorious world (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherines revenge make them miserable, Hindleys revenge on Heathcliff causes him to go bankrupt and eventually die. Hindleys attempt to kill Heathcliff only hurts Hindleyin the process; it proves the point Isabella makes, Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies (Bronte 177). The fact that Hindley is mistreated as a child reveals the source of the built up anger and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments. Hindleys loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no resolution to obeying the spontaneous reaction of this negative reprisal.

Psychotherapy as a Treatment for Schizophrenia :: Schizophrenia, mental illness, psychology,

Schizophrenia is a deep-rooted and mutilating mental illness. This disease can cause you to withdraw from the people and activities in the world around you. Which causes a person to retreat into a world of delusions and fantasies. Since no one knows the cause of this disease its hard to know what type of treatment is right. As of now there are two types of known treatments medication, and Psychotherapy. Only one of these two treatments is more endorsed by Doctors who treat this illness. Medication is the more favored of the two but Psychotherapy has a higher commitment rate. Which means that even when patients start taking prescription medication to treat their illness. In most cases they never stick to medication alone because of the side effects. According to the University of Maryland Medical Center even though drug treatments are the primary treatments, studies have shown that the psychological approach has a higher chance of preventing relapses. Some of these approaches are motivational interviews to encourage patients to commit to change, Community based rehab centers, that also help to train the patients social skills, Family Psychotherapy, and last but not least a cognitive-behavioral therapy that reduces the delusions and hallucinations that patients have. This disease mainly affects a persons ability to do everyday things. For example go into big crowds, shop, eat, cook, clean, do laundry. Basic things that one needs to do to live a normal independent life. So if these are the main things a schizophrenic person needs to learn. It can be accomplished with psychotherapy, or rehab. Instead of pumping a person full of generic prescription medication that isn’t going to do much but hurt them because of unbearable side effects, why not just organize groups or classes that is going to a help a person learn to do small but necessary things that they need for everyday life. Especially if the disease is in the early stages this can be accomplished even quicker.

Anime Essay -- essays papers

Anime Anime is the Japanese take on the word "animation". It represents the Japanese style of animating cartoons. However, not all anime is for children. Majority imported to America is aimed at an adult audience- containing deep storylines, graphic violence, gore, as well as nudity and adult situations. This cinematic genre is a fast growing trend in the west and can now possibly be considered the most popular phenomenon among children, considering the success of the much-in-demand anime series "Pokà ©mon". Anime art is known for it's characters' big round eyes, abnormal shaped hair, and it's unique exaggeration of physical reality. Since anime is basically movies translated into animation, it contains as many subgenres as there are actual genres. However, the majority of anime contains some type of action or martial arts, so I chose to discuss the action/horror subgenre and will be using Yoshiaki Kawajiri's Ninja Scroll to aid in describing its basic elements. Action anime contains titles such as: Street Fighter II, Tekken, and Battle Royal High School. Some titles I've come across that would fit horror anime are: Shutendoji- the Star Hand Kid, Devilman, Biohunter and Vampire Hunter D. I chose Ninja Scroll as my model not only because its animation is "top-notch" and its storyline, in my opinion, is excellent, but it fits both the action and horror subgenre. Action/horror anime has three main character types: "the hero", the "damsel-indistress", and "the enemy". The protagonist of the story, usually male, is nothing short of a "superhero". He's smart, strong, brave, and extraordinary, usually having some type of supernatural or uncanny power or is extremely mastered in some type of martial art. He's a mysterious, isolated character, a lot of the time a wanderer, and is different from all other characters in the story. We start off knowing little or nothing about him, and as the story progresses, we learn more about his history and powe rs. In Ninja Scroll, the hero of the story is Jubei, a mercenary ninja hired for money. He proves in many confrontations to be extremely skilled in using a sword, and through combining skills, brains, and the help from his trusty blade usually comes out on top, no matter the number or strength of his adversaries. The characters of the story are familiar with his skills and he is known as a master sw... ...e capture Kagero several times, and in the end, Gemma takes her life. The hero then must find and rescue the damsel. Jubei saves Kagero every time she's captured. After, the hero journeys to confront the main antagonist. On the way, he defeats the last of the henchmen and lower division enemies. When it comes time for the climax, the hero usually has a score to settle with the enemy. Here, Jubei not only tries to stop Gemma's reign of evil, but also seeks vengeance for the death of Kagero. There's a long and brutal confrontation, favoring the almost invincible enemy. Jubei is beaten close to death, but in the very end manages to find a weakness and kill Gemma. This scenario is similar in most action/horror anime. Finally, the resolution shows the direction each character is headed- Jubei continues wandering the earth with his memory of Kagero and his experiences with Gemma and the Eight Devils of Kimon.Although there is an extremely large selection of anime, even within the action/horror subgenre, they share similar qualities and patterns in the plot and characters. The genre keeps its diversity through differences in its animation and storyline of each individual movie.

The Different Impacts Diversity Has on an Individual Essay -- Diversit

The Different Impacts Diversity Has on an Individual Diversity refers to the presence of individual human characteristics that make people different from one another (Schermerhorn, Hunt, and Osborn, 2005). Among these individual human characteristics are demographic differences, such as age, gender, sexual-orientation, ablebodiedness, race and ethnicity, and religion. Diversity and demographic differences can impact individual behavior by creating discrimination, stereotypes and prejudices in the work place. The differences that impact individual behavior the most are age, gender, sexual-orientation, and race and ethnicity. Age Differences Ages in the workplace can vary from as young as 16 to ages over 60 years old. This vast range of age differences within the workplace can create discrimination, stereotypes and prejudices among individuals. Such stereotypes and prejudices come from the misperception that as people age, their skills, ablebodiedness, and thought processing deteriorates and they are in turn unable to complete their work as effectively and efficiently as their younger counterparts. According to the United States’ government site for equal opportunity, http://www.eeoc.gov/facts/age.html, setting age limits for employment has become common practice among employers. People over the age of 40 years are at the highest risk of age discrimination, but people of all ages can be victims of age discrimination. The government has created several acts, in which age discrimination is unlawful and not tolerated. In 1967, Congress created the Age Discrimination Act (ADEA), protecting individuals over 40 years old against age discrimination. This act protects both employees and job applicants. Under the ADEA, â€Å"it is unlawful to discriminate against a person because of his/her age, with respect to any term, condition, or privilege of employment—including, but not limited to hiring, firing, promotion, layoff, compensation, benefits, job assignments, and training† (ADEA, 1967). Two other acts that protect individuals from age discrimination are the Age Discrimination Act of 1975 (ADA) and Section 188 of the Workforce Investment Act of 1998 (WIA). The ADA protects individuals of all ages from discrimination when applying for programs and actitivities that receive federal financial assistance, and the WIA protects against age discriminatio... ...dments to the Constitution, anti-discrimination acts, and civil rights’ movements--discrimination still exists. Shirley Chisholm, the first African-American women to win a seat in the United States Congress, once said, â€Å"In the end antiblack, antifemale, and all forms of discrimination are equivalent to the same thing - antihumanism.† References American Psychological Association. â€Å"Answers to Your Questions About Sexual Orientation and Homosexuality.† Retrieved on April 5, 2005 from: http://www.apa.org/pubinfo/answers.html#whatis. Fix, Michael E. and Margery Austin Turner (1998) The Role of Testing a National Report Card on Discrimination in America. Retrieved on April 5, 2005 from: http://www.urban.org/url.cfm?ID=308024. Orfield, Gary and Susan Eaton. 1996. Dismantling Desegregation: The Quiet Reversal of Brown vs. Board of Education. New York: The New Press. Schermerhorn, John R., James G. Hunt and Richard N. Osborn (2003). Organizational Behavior, Chapter 4. New York: John Wiley and Sons, Inc. U. S. Equal Employment Opportunity Commission. The Age Discrimination in Employment Act of 1967. Retrieved on April 5, 2005 from: http://www.eeoc.gov/policy/adea.html.

American dream Essay

Exploration of the theme of the American Dream In a country where liberty, freedom and the land of opportunity is a pivotal part of American society the American dream is born. The American dream is fundamentally the notation that no matter your race, religion, sex or social class if you work hard in America you will achieve materialistic wealth. Steinbeck’s novel, Of Mice and Men sets in the 1930’s, the time of the great depression and depicts the flaws of the American Dream. Some of the themes in the novel include friendship, death, jealousy and loneliness. The exploration of this essay shall consist of me focussing on the theme of the American Dream by exploring the characters, George and Lennie, Candy and Crooks. Steinbeck also conveys the theme of the American Dream through the character of Candy- as the name implies Candy is a sweet character, the quote, ‘yeah, nice fella too’ demonstrates this as Candy is talking fairly about Crooks who is black and looked down upon in society of that time. Candy is an old character, ‘the old man put the yellow can in his pocket†¦ ‘ and this is illustrated by Steinbeck as one of the flaws of the American Dream which stops them achieve the A. D. and because everyone shall someday become old Steinbeck is implying that sometimes the American Dream is never achievable. Candy owns a dog which he has known for most of his life, ‘That’s a hell of an old dog; Yeah I had ‘im since he was a pup†¦ ‘ This dog of his is a very close possession and friend and it is implied that Candy has realised that he shall never achieve his American Dream but his dog is the closest he shall get to it so it is a part of his American Dream. However Candy’s dog was shot by Carlson due to it being old and smelly, ‘I don’t know anything that stinks so bad as an old dog†¦ he’s got no teeth†¦ why’n’t you shoot him Candy? ‘ The death of Candy’s dog symbolises the death of Candy’s Amercian Dream, however in more depth, the death of his dog illustrates that anyone (animal or human) who is old or smells or has no teeth (basically out of the ‘norm’) is not accepted into society and shall not be accepted and death could be a possible out come. Although Candy;s dog had no use to the people around and society, to Candy he meant a lot and the death of his meant a death of part of candy himself. Similarly, Lennie like the dog was not accepted in society due to the deed he had committed and due to his disability however, he meant something to George and they too like Candy an his dog were loyal friends but it was because of society that cause the death of both the dog and Lennie which cause the death of their American Dream. Through the character of Curley, Steinbeck shows the Amercian Dream in a different light. He illustrates that the American Dream is achievable through Curley as he has his own ranch, the trophy wife, the money and power. However, Steinbeck is also showing that only a few people achieve the American Dream as only one of the Characters achieves the American Dream out of 6. Although Curley has achieved the American Dream, Steinbeck clearly shows through the nature of Curley that those who are able and do achieve the American Dream are not always nice people, in fact from Curleys character, the audience feels that they are in fact horrible people. The way in which Curley treats other people makes him perceived as a very horrible person. The way in which Curley’s wife describes him, ‘I don’ like Curley. He ain’t a nice fella’ shows how little liked he is. Also, the way in which Curley’s wife is used as a possession of his shows the greed of power that Curley has. Also the way that Curley is perceived by George shows already within only a day of knowing Curley he is not liked as George refers to Curley as a ‘son of a bitch’ vAlso, the way in which Curley treats Lennie is appalling,’ â€Å"What the hell you laughin’ at? ‘Lennie looked blankly at him. â€Å"Huh? † Then Curley’s rage exploded. â€Å"Come on, ya big bastard. Get up on your feet. No big son-of-a-bitch is gonna laugh at me. I’ll show ya who’s yella. ‘ This shows the arrogance of Curley. The theme of the American Dream is finely woven through the entire novel and without a doubt this has been done very effectively . Steinbeck clearly conveys his message about the American Dream in much detail and has done in a very meaning full way.

Exploration of a Journal Article in Sociology Essay

Because we have a capitalistic economy, business is the main component of it. Business is in every corner of every sector of the market. Most everything you can possible think of that relates to the economy is business. Retail, services, agriculture, manufacturing, health care, even political campaigning all involves business. Even when civilizations were based on an agricultural type of economy, business transactions occurred The business I have chosen for this is Mc Donald’s. In 1974, McDonald’s opened its first restaurant in the US. Today, more than 2. million people in this country place the trust in McDonald’s every day -trusting the Company to provide us with food of a high standard, quick service and value for money. Customer service is very important to the McDonald’s because it says that they care about their customers. Customer service very important and vital part of any organization, which is selling goods, or service because it exists to satisfy customers†¦ Good customer service will bring you new and keep old customers but if you have bad customer service this will make customers unhappy and they will stop visiting you and the business will not have new customers. McDonald’s operates in a very competitive market. It generally keeps its prices within a compatible range to its competition. What McDonald’s can d†¦ There is more than one definition for corporate social responsibility. One way in which it can be defined is the obligation of organization management to make decisions and take actions that will enhance the welfare and interests of society as well as the organization (Daft, 2003). In other words, corporate actions have social implications, and managers have a responsibility to act in ways which benefit society as well as the organization (Body, 2005). The difficulty that most companies of today are facing is that investing money in order to become more socially responsible may benefit one of the company’s stakeholders, but have the opposite effect for another stakeholder. For example, investing money into the corporate social responsibility is very expensive in the short-term, so whether or not a company decides to become more socially responsible will depend on how willing the shareholders are to invest in such a project. However, the company could see an increase in profits in the long-term future if they were to do so. Nonprofit organizations should be present in the economy to create those services and goods that are necessary for people but are not profitable for companies to produce them. For-profit organizations pay taxes to government and it this way make it possible for nonprofit organizations to fulfill their role 3Energy conservation – Finding additional ways to enhance energy efficiency in restaurants in order to save money and lessen environmental impacts. Sustainable packaging and waste management – Continue exploring ways to decrease the environmental impacts of consumer packaging and waste in restaurant operations. Green building design – Enhance strict building standards to incorporate further opportunities for environmental efficiencies and innovation in the design and construction of restaurants. McDonalds have long recognized the value of minimizing their environmental footprint. This action is not only good for the world in which they operate, it’s a strong contributor to McDonald’s long-term financial success.

Characteristics of Language Development

Characteristics of Language Development By J. L. Frost|S. C. Wortham|S. Reifel How early does language development begin? It begins in the womb when the fetus hears her mother’s voice and language in the environment. Babies who are 4 days old can distinguish between languages. Newborns show their preference for the language that is familiar by sucking more vigorously on a nipple when they hear it as compared to an unfamiliar language (Cowley, 1997). Like cognitive development, acquisition of language during the first 2 years is an impressive achievement.Between birth and 2 years, infants and toddlers learn enough about their language to speak and develop a vocabulary ranging from 50 to 200 words (Berk, 2002). Children of every culture and country learn the language of their community. Italian babies, for example, understand names of different kinds of pasta quite early in life (Trawick-Smith, 2006). Children from bilingual families learn words from both languages before 18 mon ths. Theories of Language Development How do theorists explain language development?Three major theories have informed our understanding of how language develops. B. F. Skinner (1957) initiated the behaviorist theory of language development. Skinner proposed that language is acquired through operant conditioning; that is, parents reinforce the baby’s efforts at language. Subsequently, they reinforce the most correct forms of efforts to say words. Behaviorists also propose that the child learns language through imitation. The adult conditions the child to use correct language forms by rewarding efforts to imitate adult language.Noam Chomsky (1957) understood that even very young children take charge of learning language. His theory was labeled as nativist because he believed that children have an innate ability to acquire language. He proposed that all children have a biologically based innate system for learning language that he called a language acquisition device (LAD). Cho msky believed that the LAD contains a set of rules common to all languages that children use to understand the rules of their language. Also read  Driver’s Ed Module Reflection JournalA more recent theoretical approach, termed interactionist, is based on the fact that language is not acquired without socialization. Language cannot be acquired without a social context. Infants and toddlers have an innate capability to learn language facilitated by adult caregivers (Berger, 2000; Berk, 2002). Vygotsky (1984) proposed that language is learned in a social context. Language is centered in the sociocultural history of a population. The child as a member of the group learns the language to communicate in his community.Sequence of Language Development All children learn language in the same sequence. Although the timing may vary for different languages, the developmental sequence is the same. From the moment of birth, the neonate uses cries and facial expressions to express his needs. He can distinguish his mother’s voice from other voices and can discriminate among many different speech sounds (Berger, 2000) . Thereafter, steps toward speech and the use of language develop at regular intervals. http://www. education. com/reference/article/characteristics-language-development/

A Cultural Lens On Interpersonal Conflict And Creativity Essays

A Cultural Lens On Interpersonal Conflict And Creativity Essays A Cultural Lens On Interpersonal Conflict And Creativity Essay A Cultural Lens On Interpersonal Conflict And Creativity Essay Over the past 20 years, research on workplace demography, including demographic and cultural value diversity, has multiplied, revealing mixed and complex findings for the effects of diversity on team performance, creativity, and conflict (e. G. , Chatham, People, Barded, Neal, 1998; Early Moisakos, 2000; Conceal Star, 2006; Josh ROR, 2009; Josh, Lila, ROR, 2011; Palette, Penn Reek, Mascara, 2004 stall, Mezzanines Voice, Jensen, 2010). Multicultural experiences and interactions may increase individuals creativity (e. G. , A. K. -Y. Lung Chic, 2010; A. K. -Y. Lung Maddox, Gallingly, Chic, 2008; Maddox, Adam, callings, 2010; Maddox Gallingly, 2009), but multicultural settings are more likely to increase interpersonal conflict (Baby Jean, 201 0; Stall et al. , 2010). Despite its importance to growing workplace diversity, research on conflict and creativity in multicultural environments is scarce, with many researchers pointing out gaps in our knowledge in the broader domains of culture and creativity (e. G. , Palette Penn, 2008; Shelley, Chou, Lolled, 2004; Chou Us, 2010). Indeed, existing research on the effect of conflict on individual reiterative has yielded inconsistent findings. On the one hand, conflict in- To compete in the global market, address a growing need for innovation and creativity, and solve worldwide problems, many organizations are increasingly becoming international, integrating diverse knowledge and a multicultural workforce (e. G. , Sidewalk Longboats, 1998). This growing trend has given rise to multicultural environments, which occur when individuals from multiple cultures interact. In the United States, 17% of science and engineering workers report collaborating with individuals located in other entries during a specific week (National Science Board, This article was published Online First April 7, 2014. Susann B. F. Palette, Center for Advanced Study of Language, University of Maryland; Ella Moron-Speaker, William Davidson Faculty of Industrial Engineering and Management, Techno Israel Institute of Technology, Hafiz, Israel; Chunk-Chi Line, Department of Psychology, National Taiwan University, Taipei, Taiwan. This research was supported in part by the Lignite States National Science Foundation Grant #SUB-1064083 through the Science of Science and Innovation Policy program to the first author when she was at he Learning Research and Development Center at the University of Pittsburgh. We are grateful to Joel Chain and Matt Crooning for comments on previous versions of this model. An earlier version of this article was presented at the 201 2 conference of the Interdisciplinary Network of Group Research (Ingrown) in Chicago, Illinois; the authors are also grateful to the audience for their comments. Correspondence concerning this article should be addressed to Susann B. F. Palette, Center for Advanced Study of Language, University of Maryland, 7005 52nd Avenue, college park, MD 20742. E-mail: [emailprotected] Com 237 PALETTE, MORON-SPEAKER, AND LINE This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. 238 nature, involve interaction, and so the existing literature is informative to our model. The literature on team diversity has focused, perhaps too exclusively, on two theoretical traditions: information processing and social categorization (van Innkeeper Chippers, 2007; Williams Reilly, 1998). The inappropriatenesss approaches focus on the cognitive benefits of perversity. These approaches assume that backgrounds of almost any type (e. G. , ethnic, age, disciplines) bring with them a variety of experiential information (van Innkeeper Chippers, 2006). Cultural diversity can go beyond simple surface diversity to deeper, attitudinal, value, and schema differences (e. G Harrison, price, Bell, 1998). This deeper diversity (e. G. , Harrison et al. , 1998) of background information may, under certain circumstances, lead to greater task conflict as well (e. G. , Jean, Northeast, Neal, 1 999; Neal, 2005; peeled, Eisenhower, Kin, 1999). However, his diversity also carries the potential for greater creativity, as a broader knowledge base can result in more creative combinations (Insisted Strobe, 2006; Palette Chunk, 2010). In contrast, social categorization approaches assume that the differences between individuals ethnicities and other characteristics will spark interrupt processes, such as suborning, generally to the detriment of team outcomes such as social cohesion (Manning Neal, 2005; Williams Reilly, 1998). This theory focuses on the negative affective outcomes associated with diversity based on differences in social identity, such as more conflicts. Although these theoretical traditions have spawned useful research (e. G. , Chatham et al. 1998), the past decade has seen creases the tendency to scrutinize and explore different alternatives, which contributes to creative thinking (e. G. , Moment, 1 986; Moment, Personnel, Personnel, Conceal, 2004). A sense of conflict and disorientation, resulting from exposure to different cultures and values, can foster creativity (e. G. , A. K. -Y. Lung Chic, 2010; Moron-Speaker, Going, Argots, 201 1). On the other hand, conflict can be threatening and lic it a motivation to avoid similar unpleasant social interactions. Threat and a prevention regulatory focus hinder individuals ability to deal with complexity and to solve creative problems, even when a conflict is only observed (R. S. Friedman Forester, 2000, 2001, 2005; Impersonator, Frat-Termites, Rafael, Schwartz-Cohen, 2011). To bridge gaps in the literature and reconcile these findings, specifically in culturally diverse settings, we present a dynamic constructivist theoretical model on the effects of interpersonal conflict on individuals creativity in multicultural environments (see Figure 1). Our model contributes to the literature on intricate conflict and creativity by detailing an important mediator of the conflict- creativity connection, threat, and several possible moderators related to culture, here defined as mental models shared across groups (not just national groups). Most of the existing intricate literature has focused on heterogeneous versus homogeneous cultural team composition (e. G. , Manning Neal, 2005; Williams Reilly, 1998), leaving unknown the broader case of multicultural environments, individual perceptions of interpersonal conflict, and individual creativity. Although our model examines this broader case, teams, by their Multicultural Environments D Cultural Meanings (e. G. , values, implicit theories of face, etc. ) more likely Perception of and Actual Conflict Bal Tolerance Conflict Perception of Threat? 82 Creativity yes Prevention Orientation, Avoidance Motivation Figure 1 . Dynamic constructivist model of culture, interpersonal conflict, and threat on individual creativity in multicultural settings (negative relationships are dotted lines). This document is copyrighted by the American psychological Association or CULTURE, INTERPERSONAL CONFLICT, AND CREATIVITY horses and variables that do not fit neatly into those two traditions (e. G. , Palette et al. , 2004; Swan, Swan, People, Milton, 2003) or examine the interaction between them (e. G. , Woman, van Innkeeper, Van Sleek, De Dreg, 2007). Multicultural environments may also lead to conflict for cultural psychological reasons that have little to do with either social categorization processes or differing background knowledge, and the effects of conflict on creativity are dependent on the interpretation of that conflict. This article thus also makes a contribution to psychological theory by reposing a broader, third model drawing on dynamic constructivist cultural theory. It helps to reconcile prior mixed findings on the impact of conflict on creativity. This model goes beyond the social categorization and information processing models, synthesizes elements from disparate topics within psychology, and explicitly blends cognitive and affective factors. This article attempts to tackle three problems with past literature. First, research on the effect of experienced conflict on individual creativity is scarce, especially in multicultural environments (e. G. , Shelley et al. 2004; Chou Us, 2010). Most research on conflict focuses on team conflict and team conflict management (De Dreg Weinberg, 2003; Lovelace, Shapiro, Weinberg, 2001 Much less is known about the effects Of cultural context and related factors on different, individual-level perceptions of conflict (De Wit, Greer, Jean, 2012). Second, the few studies that examined the effect of conflict on creativity revealed mixed findings (Zealand, Reek, Cyan, 2007; Stall et al. , 2010), suggesting that the effect of conflict on creativity can vary under different situations and conditions. We contribute to hurry by going beyond team outputs to examine individual creative cognition. As has been requested (van Innkeeper Chippers, 2007), we identify moderating and mediating conditions and factors that shape the effect of diverse environments on experienced conflict and then on individual creativity. Specifically, our dynamic constructivist model assumes that individuals in multicultural settings are more likely than those in unicellular settings to experience conflict, either as something they encounter directly or observe, compared with those who work in culturally homogeneous settings. Whether they will benefit from conflict or be stymied by it depends on the relevant cultural meanings, or the lens through which individuals make sense of the world. Cultural meanings influence both the extent to which individuals perceive specific social interactions as conflict and the degree to which individuals can tolerate conflicts. Greater tolerance of conflicts, regardless of heterogeneous versus homogeneous cultural setting, can mitigate against perceived conflicts becoming perceived threats. When a perceived conflict becomes a perceived threat, a prevention orientation (the motivation to avoid main and seek security) is Often a consequence. A prevention orientation then leads individuals to draw on their well-known reactions and avoid risks, resulting in less creativity. If, however, there is a high tolerance for conflict, perceived conflict may increase cognitive complexity and stimulate creative thinking. Like many social psychological models, ours crosses individual and interpersonal levels: It is a model of how a social context (multicultural environments) encourages interpersonal conflict (an interpersonal, social process), and how that interpersonal conflict affects individual cognition as treated and mediated by individual perceptions, culture, and assumptions. 239 In the next section, we discuss culture as meanings. We then describe our model, after which we end with a discussion of the theoretical and practical implications of our model. Culture as Meanings We draw upon cross-cultural psychology to define culture. The implicit theories of culture tradition, which examines culture as unspoken assumptions, has emphasized that culture exists psychologically within individuals minds (Penn, Ames, Knowles, 2001). Culture is defined as an imperfectly shared system of learned, transmitted meanings (Ironer, 1984). Although it can include explicit knowledge, we emphasize the aspects that are implicit. By this definition, cultural differences are not limited to nations or global regions but can include differences between any subgroup (e. G. , profession, ethnicity, family, organization). The dynamic constructivist theory, an extension of this approach, goes beyond descriptions of national or ethnic differences to give a cognitive account of culture as it affects social perception generally (Betterment Lopez, 1993; Hong, Morris, Chic, Bent-Martinez, 2000; Morris Zealand, 2004). Hong and colleagues (2000) asserted in their dynamic constructivist theory that culture acts, specifically, as shared mental models within the mind, serving as a lens through which the world is interpreted. A mental model is an internal representation of actions, situations, people, or objects (Johnson-Laird, 1980). Mental models include both the structure and relationship between knowledge constructs and the content of knowledge itself, such as unspoken assumptions and heuristics. Shared mental models occur when the mental representations of individuals overlap, with more overlap indicating greater similarity, and hence a more animal understanding of a situation (Kowalski Mohammed, 1994; Mohammed, Fernando, Hamilton, 2010). Rather than being a singular fixed structure within the mind, one or more cultural meanings can be internalized as loose networks of categories and assumptions. Bacterial individuals can therefore switch frames when primed by relevant elements reminding them of the applicable culture, such as national flags and other icons (Hong, Bent- Martinez, Chic, Morris, 2003; Hong et al. , 2000). These culture primes can activate goals, procedural knowledge (mind-sets), and/or declarative knowledge, so long as the cultural structure already exists in the mind (Sherman Lee, 2008). As with other mental models, cultural meanings can influence how individuals perceive the world, including social situations, and are created from learning (Ironer, 1984). Cultural meanings are thus corrected by individuals and live within the mind, being activated by relevant information and aiding in the interpretation of experiences (Hong et al. , 2000 2003; Sherman, 2011). The overlapping mental models that represent culture can be shared not only between individuals of the same ethnicity or action but also by other mutual social characteristics, such as socioeconomic class, geographic region, discipline, occupation, religion, and work organization. Past research on cultural implicit theories has demonstrated the effect of cultural meanings on social perception. For example, Anisette and colleagues (Anisette, Penn, Choc, Normandy, 2001; Penn Anisette, 1999) examined cognitive differences in what they termed analytic versus holistic thinking. Analytic cognitive styles involve a greater focus On objects rather than the context (field independence), and the tendency to attribute others behavior 40 to internal traits rather than the situation (Morris Penn, 1994). The holistic cognitive style, held more on average by East Asians, involves a greater focus on the context (field dependence) and a greater inclination, when compared with Caucasian Americans, to attribute the causes of behavior to the situation rather than the actor (l. Choc, Dalai, Kim-Priest, Park, 2003). For example, Morris and Penn (1994) found that participants differently anthropomorphic the behavior of an individual animated fish swimming separately from a school of fish in line with their different cultural lenses. Chinese participants were more likely to attribute the fishs behavior to external forces, whereas Americans were more likely to make internal attributions. Culture can also influence individuals ability to solve problems. Conceal and Star (2006) demonstrated how the activation of collectivist or individualistic orientations can affect whether generated solutions to a given problem are creative or practical. Individualism and collectivism are cultural dimensions that reflect differences in the tendency to focus on in-groups and the power of social context. People from individualistic cultures, on average, are more likely to emphasize self- termination and autonomy, conceptualize people as independent individuals, and prioritize ones own importance over the groups interests when the two are in conflict. On the other hand, members of collectivist cultures are more likely to conceptualize individuals as inherently part of collectives and prioritize groups interests over their own (e. G. , Hefted, 1980, 1 983; Markus Stamina, 1991; Transit, 1989, 1990; Transit Zealand, 1998). When asked to be creative, teams of participants primed with an individualistic mental model generated a greater number of ideas, more unique ideas, and more creative ideas than artisans primed with a collectivist mental model (Conceal Star, 2006). Thus, cross-cultural psychological theories offer many ways in which individuals will hold different types of cultural meanings within their minds, which may then impact their cognition. When people who hold different, unshared sets of cultural meanings come together, the relevant social context is diverse teams or, more broadly, multicultural work and leisure environments. Our model examines culture from these two different perspectives: multicultural environments as a social context and as the differing cultural meanings encapsulated therein. Dynamic Constructivist Model In this section, we describe the theoretical model and suggested propositions (also see Table 1). The relationships, as illustrated in Figure 1, are drawn in part as a decision tree and not simply as a model of proposed relationships. Multicultural Environments and Perceived Conflict (Path A) Conflict is inherent to interaction, collaboration, and teamwork (De Dreg Zealand, 2008). The construct of conflict has been used at different levels of analysis to mean many things, from disagreement to bullying to riots and war (e. G. , De Dreg Zealand, 2008; Jean Benders, 2003). For the purposes of his model, we focus on conflict as interpersonal disagreement, which exists when parties think that a divergence of values, needs, interests, opinions, goals, or objectives exists (Bark Warwick, Table 1 Summary of Model Propositions Proposition 1: Interpersonal conflict will be more common in multicultural environments, particularly if the mental model gaps are large and about relevant issues. Proposition 2: Interpersonal conflict may be interpreted as a threat, depending on exacerbated features of the situation and the conflict itself (e. G. Negative affect, relationship conflict, relationship conflict confounded with ask conflict, rude communication), and minimizing features of the conflict and situation (e. G. , psychological safety, trust, team emotional regulation processes). Proposition 3: If a conflict is perceived as a threat, a prevention focus and avoidance motivation will result. Proposition 4: A prevention focus will hinder creativity. Proposition 5: Entertaining interpersonal conflict will enhance creativity, mediated by a promotion focus. Proposition 6: Culture will moderate whether a social interaction or exchange in a multicultural setting is perceived as a conflict, such that cultural norms grading implicit theories of conflict and the appropriate expression and manner of conflict will enable individuals to perceive an encounter as a conflict or not.

How Ser or Estar Affects Spanish Adjectives

How Ser or Estar Affects Spanish Adjectives Although ser and estar both mean to be, to the native Spanish speaker they dont mean the same thing. As a result, some adjectives can change in meaning depending on whether theyre used with ser or estar. One common example is listo. When used with ser, it typically refers to being clever or intelligent: El mono es listo, flexible e innovador. (The monkey is clever, flexible and innovative.) But when used with estar, it often means ready: Dice que no est lista para convertirse en madre. (She says she isnt ready to become a mother.) One reason for the change in meaning is because ser is typically (although there are exceptions) used with enduring or innate qualities - and in the case of listo, you might think of clever as similar in meaning to the idea of always ready. Following are some other adjectives that you can think of as changing in meaning depending on which form of to be they are used with. Important note, especially for beginning Spanish students: As always, context is essential to correctly understanding what is said. The rules may be more flexible in real life than the way they are presented here. Also, the meanings given below arent the only possible ones. Aburrido ser aburrido (to be boring):  ¿Quià ©n dijo que la ciencia era aburrida? (Who said science was boring?) estar aburrido (to be bored): Recià ©n lleguà © a este paà ­s con mis padres al principio estaba aburrida. (I recently arrived in this country with my parents, and at first I was bored.) Bueno ser bueno (to be good): Escuchar à ³pera es bueno para el corazà ³n. (Listening to opera is good for the heart.) estar bueno (to be tasty, fresh, sexually attractive): Si haces una ensalada con lechuga est buena, pero si le pones pepino y un buen alià ±o,  ¿no est mejor? (If you make a salad with lettuce it is tasty, but if you add a  cucumber and a good dressing, isnt it better?) Cansado ser cansado (to be boring, tiresome, tiring): Buscar trabajo es cansado cuando te llenas de ansiedad. Looking for work is tiring when you are full of anxiety. estar cansado (to be tired): Estaban cansados de la situacià ³n en su paà ­s. They were tired of the situation in their country. Despierto ser despierto (to be sharp, alert): Los dos eran despiertos pero nadie hablaba. (The two were alert but nobody spoke.) estar despierto (to be awake): Los dos estaban despiertos y podà ­an comunicarse. (The two were awake and could communicate with each other.) Enfermo ser enfermo (to be sickly, an invalid): El perro llegà ³ a ser enfermo y murià ³. (The dog became sickly and died. Also, in context, ser enfermo is sometimes used to refer to mental illness.) estar enfermo (to be sick): Desde hace un aà ±o, yo estaba enferma de està ³mago. (Since a year ago I have had a stomach illness.) Interesado ser interesado (to be selfish): Creen que el hijo de Lupillo es interesado y materialista. (They think Lupillos son is selfish and materialistic.) estar interesado (to be interested): Rusia est interesada en las reservas de litio que tiene Bolivia. (Russia is interested in the lithium reserves that Bolivia has.) Malo ser malo (to be bad): Siempre nos han dicho que automedicarse es malo. (We have always been told that self-medicating is bad.) estar malo (to be ill, to be in bad shape): Parece que el disco duro est malo. (It appears that my hard disk is in bad shape.) Orgulloso ser orgulloso (to be proud in a bad way, such as by being boastful): Mi esposo es orgulloso y prepotente. Yo tolero muchas veces su indiferencia y egoà ­smo. (My husband is prideful and arrogant. I often put up with his indifference and egotism.) estar malo (to be proud of something or someone in a positive way): Mi madre estaba orgullosa de lo que sus hijos estaban haciendo. (My mother was proud of what her children were doing.) Rico ser rico (to be wealthy or rich): La presentadora de televisià ³n es la ms rica y la à ºnica mujer entre los millonarios de Estados Unidos mayores de 50 aà ±os. (The television host is the richest and only woman among the U.S. millionaires more than 50 years old.) estar rico (to be delicious): Fuimos en familia al restaurante, y todo estuvo rico y fresco. (We went as a family to the restuarant, and everything was delicious and fresh.) Seguro ser seguro (to be safe): Es seguro tomar taxi en Ciudad de Mexico. (It is safe to take a taxi in Mexico City.) estar seguro (to be certain): No est seguro de lo perià ³dicos o revistas que ha leà ­do. (She isnt certain of the newspapers or magazines that she has read.)

Which Coalition Essay Prompt Should You Choose 2018-2019

Which Coalition Essay Prompt Should You Choose 2018-2019 SAT / ACT Prep Online Guides and Tips If you're submitting a college application through the Coalition Application, you likely already know that you'll have to write a personal essay. The purpose of the Coalition Application essay is for you to showcase a side of yourself that colleges don't get to see through your transcripts and test scores alone. There are five Coalition essay prompts to choose from. So which one should you pick? In this article, we go over what the Coalition Application essay is and take a look at all five Coalition essay prompts. For each prompt, we give you potential topics you can write about and key tips for answering it effectively. Keep reading to learn which Coalition essay prompt might be the best fit for you! What Is the Coalition Application Essay? The Coalition App is a centralized college application system (meaning you can use it to apply to multiple colleges at once) and a competitor of the Common App. (For a more in-depth look at how the Coalition App differs from the Common App, check out our expert guide to the Coalition vs Common App.) Like the Common App, the Coalition App has a section for which applicants must write and submit a personal essay. Most schools that accept the Coalition App require applicants to submit an essay. Some schools might also require applicants to submit other writing samples in the form of short answers or a "why this college" essay. Look at your schools' application requirements pages to learn more about what kinds of materials they require for admission. With the Coalition App (and all other centralized application systems), you get to write one single essay and use it for all the schools you’re applying to. But what’s the point of the Coalition essay- ofany college essay, really? For one, the essay gives colleges a better sense of what’s important to you by drawing a more well-rounded picture of who you are. For example, maybe you’re passionate about volunteering at homeless shelters. Although you could just list your volunteer experience in the extracurriculars section of your application, with the essay, you can add far more color to this aspect of yourself by explaining why you volunteer, what made you interested in assisting those who are less fortunate, and how this experience has shaped you as a person. Secondly, the personal essay reveals things about yourself that can’t be found on other parts of your application. In other words, the essay lets you be more than just a series of letter grades and test scores. Think about it: would you rather be remembered as the applicant who simply got good grades- or the one who worked with a technology startup to create a new app, causing her to develop an interest in business and entrepreneurship?Ultimately, in order to stand apart from other applicants, you need to showcase what makes you unique. Finally, the Coalition essay is important because it showcases your writing ability. If your essay is riddled with typos, grammatical errors, and other mistakes, schools might question whether you’re really ready to study at the undergraduate level. Now that we’ve covered what the Coalition Application essay is and why it’s such a critical part of your college application, let’s take a look at the Coalition Application essay prompts. What Are the Coalition Essay Prompts? The Coalition App currently offers five prompts to choose from. You can choose whichever prompt you want for your essay. (Later, we’ll go over how to determine which prompt is best for you.) Here are the prompts: Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. Describe a time when you made a meaningful contribution to others in which the greater good was your focus. Discuss the challenges and rewards of making your contribution. Has there been a time when you’ve had a long-cherished or accepted belief challenged? How did you respond? How did the challenge affect your beliefs? What is the hardest part of being a teenager now? What’s the best part? What advice would you give a younger sibling or friend (assuming they would listen to you)? Submit an essay on a topic of your choice. While there’s no official word limit for the Coalition Application essay, you should aim to write about 500-550 words. This is a pretty standard college essay length. Unfortunately, you won't get to use one of these bad boys to write your essay. How to Answer Each of the 5 Coalition Essay Prompts The Coalition essay is a hugely important part of your application. In this section, we go over each of the five Coalition Application essay prompts, and give you tips to help you come up with a great topic and produce an overall fantastic essay. Coalition Essay Prompt 1 Tell a story from your life, describing an experience that either demonstrates your character or helped to shape it. This essay prompt is pretty broad; it allows you to focus on any significant experience in your life. To answer it effectively, you’ll want to relate a specific anecdote or event that had a strong impact on you as a person and how you define yourself today. Tips for Answering This Prompt Pick a truly significant experience.It doesn't have to be super rare, but it should hold deep meaning for you. Ask yourself: what defines you? What is important to you? Can you connect the development of a personality trait or goal you have to a specific event or moment in your life? Focus on one experience. Don’t try to cram in as many stories as possible- concentrate on the one incident that's most important and use this essay as a chance to really delve into the specifics of it. How did it make you feel at the time? Why did it have such an impact on you? If writing about a negative experience, try to put a positive spin on it. You don’t need to stick with a happy-go-lucky story- maybe you lost a friend because of a heated argument, or forgot to pick up your little brother from school one day. Regardless of the incident, keep the focus on how this situation ultimately taught you something important about life, such as the value of responsibility or the meaning of maturity. Brainstorming Ideas A time you helped someone in need, such as a friend, a classmate, or a sibling, and how your assistance revealed to you the value of cooperation or compassion. For example, did you tutor a peer in math? Help your sibling recover from a bullying incident? A time you made a mistake or acted against your true characterand what this taught you about morality and being true to yourself.Perhapsyou lied about a grade you got to your parents or said something out of anger to a friend and later regretted it. An incident that emphasizes a particular skill or ability you have. For example, you could write about the time you organized a winter holiday food drive at your high school and how it highlights your leadership skills and passion for social work. A time you faced a challenge and how you ultimately overcame it. Maybe you struggled severely with geometry and were about to fail your math class, but because of a great friend who encouraged you to keep trying, you eventually raised your grade from a D- to a B. Pitfalls to Avoid Pretending something is more important or unique than it actually is. Don’t tell a story the admissions committee has likely heard hundreds of times. Choose an event that speaks to your life and has had a large impact on how you see yourself. Basically, don't write about what you think the admissions committee wants to read. For example, instead of discussing how you've been in Honor Society since 9th grade, it'll be a lot more interesting if you wrote about somebody you met through Honor Society or why you decided to drop out of it. Focusing too much on the negative. While it’s OK to write about a time when you made a mistake, did something wrong, or faced a challenge, try to avoid writing only about the bad parts. Your story should overall be optimistic and reveal something positive about yourself. Telling instead of showing. Don’t just describe what happened- relate the experience as if the reader were there with you. Using some literary techniquesadds color to your writing. Coalition Essay Prompt 2 Describe a time when you made a meaningful contribution to others in which the greater good was your focus. Discuss the challenges and rewards of making your contribution. This second essay prompt is more specific than the one above and asks you to discuss a time in your life when you helped out with a greater cause (i.e., more than just yourself, your family, or your friends). This prompt is also asking you to address any challenges or struggles you faced while making this positive contribution, and what these taught you about yourself and what you value in life. Tips for Answering This Prompt Focus on something meaningful to you. If you aren't sincere, the admissions committee will be able to detect this, so write about something that affected you on a deep level. Avoid clichà ©sand overly general experiences. Lots of students volunteer at shelters and tutor other students, so you’ll need to ensure that whatever you write about is specific and unique to you. Don’t just write that you were moved by the time you volunteered on a farm over the summer- explain who or what moved you and why you felt this way. Brainstorming Ideas A specific incident from a volunteering experience you’ve had. For example, say you used to tutor underprivileged middle school students. You could talk about the time you struggled to help a student read a book due to his dyslexia, and what this taught you about people, life, and privilege. A specific person or group of people you helped in some way. If you volunteered with an outreach program or at a hospital, for instance, you could talk about a particular person you helped, what was difficult about helping them, and how the experience ultimately influenced your goals or interests. Pitfalls to Avoid Not being humble or honest about your experience. Admissions committees don’t want to read about how awesome you are for helping out at a retirement center- many students do similar things, and volunteering doesn’t automatically make you the "perfect" applicant. Don’t brag about your experience, or you might come across rude and self-centered. Sounding like a "voluntourist."If you volunteered with an organization abroad, be careful not to sound as though you were just there for vacation and didn’t care about the people or area you helped. You don’t want to be viewed as the privileged student who simply traveled to an underdeveloped area and then left without a second thought. Rather, emphasize your ongoing connection to this experience, the area,and (ideally) the people there. Coalition Essay Prompt 3 Has there been a time when you’ve had a long-cherished or accepted belief challenged? How did you respond? How did the challenge affect your beliefs? It can be difficult to admit when you are wrong, don’t have enough evidence to back up a claim, or don't know how to respond to someone who rationally challenges a belief you have. This Coalition essay prompt is all about open-mindedness and how you respond to counterarguments. Being able to change your opinion about something or even just acknowledge shortcomings in your beliefs indicates that you can objectively consider others’ opinions and recognize when a different stance is more logical, moral, or preferable than your own. Tips for Answering This Prompt Focus on something meaningful to you. You don’t need to write about a super political or controversial topic, but it should be something that holds some sort of value for you. At the same time, avoid anything too trivial. The admissions committee won’t care all that much if you changed your mind on what shampoo you use, for example. While you don’t need to have completely changed your mind, you should’ve gained new insight from the challenge to your belief. Don't feel as though you have to explain how you suddenly jumped from one side of an issue to another in the course of a single conversation. Still, you should definitely discuss how this challenge to your belief made you consider other perspectives, even if not right away. Brainstorming Ideas A political topic or social issue, such as immigration laws, abortion rights, etc. You don’t need to write about something as serious or as controversial as these examples, but if you’re particularly passionate about something or underwent a major change in terms of what you support or oppose, this is a good topic to pick. A religious or spiritual belief. Perhaps you grew up highly Catholic but began to stray from the religion as a teenager. This could be a good time to explain how a particular challenge to your religious beliefs affected your convictions, and what this suggests about your approach to other religions in the world and people with beliefs different from yours. Pitfalls to Avoid Sounding too closed minded. The purpose of this essay is to illustrate how a challenge to a belief you held affected you (ideally in a positive way!). However, if the point of your essay is that you didn’t change your mind at all or consider another perspective after hearing a valid criticism, this probably isn’t the best prompt for you to pick. Remember that the admissions committee wants to see that you’re open to new ideas and gaining new insight. Acting as if it’s your way or the highway. Even if you didn’t change your belief in the end, remember that not everyone reading your essay will agree with your opinion. Don’t write as though you are absolutely, 100% correct- be humble and open to what others might think. Doing this will leave a much better impression on the admissions committee! Being a teenager today is all about brooding next to chain link fences. Coalition Essay Prompt 4 What is the hardest part of being a teenager now? What’s the best part? What advice would you give a younger sibling or friend (assuming they would listen to you)? This essay prompt actually consists ofthree separate questions. In your essay, you're expected to elaborate on the following: What the hardest part of being a teenager now is What the best part of being a teenager now is What advice you would give to a younger sibling or friend regarding being a teenager Note that the focus of this prompt is the "now"- this era, this time in which teenagers live. Ask yourself: what do you know about "now" that you could write about? How does it relate to you or your life as a teenager? Tips for Answering This Prompt Focus on the concept of "now."The point of this essay is to explain what you feel teenagers (including yourself!) are dealing with. Ask yourself: what kinds of things are teens facing these days? Are there any common challenges or struggles today’s teens (and you) are facing? What about the advantages or benefits teens today have? Tie your essay back to you.You're not just writing about teenagers in general but about you as a teen and where you fit in today's world. Whatever you talk about, be sure it's something that you personally have experienced or witnessed, and that it plays a significant role in your life or has had a big impact on your perspective of yourself, your future, and others your age. Try to answer all three questions if you can- though it's perfectly fine to focus on one or two.This prompt can seem overwhelming since it’s asking so many questions at once, so make sure you’re finding some balance as you write. If you want to focus on a good point of being a teenager, for example, that’s fine- just see whether you can also comment on a bad point. When in doubt, answer the one question in which you're most invested. Don't cram in answers to all three questions if you can't or don't want to! Brainstorming Ideas Technology. Teenagers today have access to technology like never before. You could write about iPhones, texting, Snapchat, etc., and what kinds of effects (positive, negative, or both) this new technology-obsessed world is having on today’s youths and yourself. For example, do you find you can't communicate with others without texting them first or friending them on Facebook? What might this suggest about your future and that of other teens? Political or social issues. How do you and other teens feel about the Trump administration, immigration laws, women’s rallies, LGBTQ+ rights, etc.?Think about how you've reacted to these ideas and events, and try to consider the broader implications for teenagers today. Entertainment and media. How do movies, music, TV shows, and video games affect today’s teens? How have they affected you? For example, you could discuss how being able to stream TV shows allows you to more easily organize your schedule so you can get all your homework done without having to miss the newest episode of The Big Bang Theory. Pitfalls to Avoid Being too general. Don’t just say technology is great and you love smartphones- how has it affected teenagers and you specifically? What kinds of advantages does new technology give teens, and why do you think this is important or relevant to your own life? Not connecting your analysis back to yourself. Remember that even though you're talking about teens in general, you're also supposed to be clearly tying this idea back to your life as a teen today. Don't just talk about what's affecting teens- what's affecting you? Once you have identified something in your own life, you can bring this idea back to teens more generally. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Coalition Essay Prompt 5 Submit an essay on a topic of your choice. This topic is by far the broadest and most open ended of the five Coalition Application essay prompts. For this prompt, you can write about virtually anything you want to, so long as it reveals something unique about yourself that’ll make the admissions committee want to admit you. Tips for Answering This Prompt Be yourself. This prompt is your best chance to shine since it’s so open. If you feel as though the other Coalition Application essay prompts are restricting your personality and voice, take this as an opportunity to really showcase who you are. Write about something that’s important to you. No matter what kind of approach you use or topic you write about, try to focus on something that holds significance to you. Perhaps it’s a particular person, an activity, an event, an interest, or an ambition. It’s OK to reuse another essay you’ve written. If you already wrote a personal essay for the Common App, for example, it’s perfectly fine to use it again for the Coalition App. Just be sure to tweak any words or phrases that are specific to a school (in other words, you don't want to submit an essay that mentions how amazing Stanford is if you're applying to UT Austin!). Brainstorming Ideas You can write about pretty much anything for this prompt, so the choice is yours! Pitfalls to Avoid Not having a clear direction. The biggest con with a "choose your own topic" prompt is that you don't get clear instructions for how to structure your essay. Make sure to use an easy-to-follow organization that clearly expresses the main point of your essay, whether that’s how passionate you are about football or how your experience living in eight different states has influenced your professional goals. Restating your resume.The admissions committee already has access to your resume, so they don't need a rehash of the extracurriculars you've participated in or the part-time jobs you've held. Focus on something that hasn't been mentioned in your application or that you feel you haven't given enough attention to. Coalition Essay Prompts: Which One Should You Choose? Now that we’ve covered the five Coalition Application essay prompts, how can you figure out which prompt is best suited for you? Your answers to the following five questions should help give you a sense of which Coalition essay prompts might work better for you based on your experiences and interests: Can you easily think of a specific incident in your life that had a major (and positive) effect on you? If so, Prompt 1 would be a good fit for you. Are you committed to volunteering or helping others? If so, Prompt 2 sounds like a good choice. Did you recently change your mind about something, or are you currently questioning something you always used to believe? If so, Prompt 3 would work great for you. Do you have a lot to say about your life as a teenager and contemporary society as a whole? If so, Prompt 4 is your best bet. Do you hate feeling confined to specific prompts or already have an essay or topic idea you want to use for the Coalition App? If so, go with Prompt 5. These questions are just a quick way to help you decide which of the five Coalition essay prompts might work well for you. If you’re still struggling to decide, though, ask yourself:what do you want to write about most? What topic is calling to you? Is there something you just can’t seem to get out of your head? If so, write about this. You can then determine whether this topic you have in mind fits one of the prompts above. If not, you can just put it under Prompt 5 and make it an essay of your choice! Crafting a Great Coalition Application Essay: 4 General Tips To wrap up, here are four general tips to help you write a great Coalition Application essay, no matter which prompt you choose. #1: Use Specific Details In any college essay you write, whether it’s for the Coalition App or another application system, you want to ensure you’re being as specific as possible. Specificity is what will make an admissions committee remember you. It’s what'll make you stand apart from other applicants, and it’s what'll allow your essay to become a compelling story versus a boring, trite description. As you write your essay, try to include details that lend a sense of realism to your story. Don’t shy away from imagery and metaphors.Go ahead and mention that tiny dimple that always forms by your little sister’s mouth when she’s excited about something. Write about the smell of the lake where you used to spend your summers as a kid. Give detail wherever it'll enhance your story. Your goal is for your essay to be memorable. If it’s overly general with very few details the reader can pinpoint, it won’t leave a lasting impression- and that's not a good thing! #2: Be Yourself The point of the Coalition Application essay is to show the admissions committee a side of yourself that you feel isn’t represented (either enough or at all) in the rest of your application. Take this essay as an opportunity to really channel your inner self. Don’t feel as though you need to write in a stiff, formal, scholarly voice. Write how you want to write. Perhaps you’re a fan of flowery metaphors. Or maybe you prefer short, choppy sentences. Do what comes most natural to you. Remember that you’re not writing an academic essay but a personal essay after all! It’s OK to throw in a joke or two, or to write about something that you find really interesting or important but that others might not think the same way of. Don’t be afraid to be honest about what you want and who you are. Nevertheless, you should always be both humble and polite in your essay, too. The key to being humble: picture the admissions committee as a bunch of beautiful mountains. #3: Focus On Significance Regardless of the topic you choose for your Coalition Application essay, make sure you’re writing about something important to you. It doesn’t need to be something that holds significance for everyone- maybe you love playing the cello or you can’t stop coming up with ideas for new toys- but it should be something that means a lot to you specifically. This will give the admissions committee a much better sense of what kind of person you are, what motivates and inspires you, and how this particular thing has affected you as a person. #4: Proofread! Our final tip is to spend a lot of time editing and proofreading your Coalition Application essay! Once you’ve completed a rough draft of your essay, put it away for a few days. Don't look at during this time. When you take it out again, read it through and note any typos, technical errors, and awkward or irrelevant areas. After you’ve done this a few times and tweaked your essay as needed, give the draft to someone you trust, such asa parent, a guidance counselor, a teacher, or an older sibling. Have that person offer you comments on anything that’s unclear or that could be improved in your essay. What’s Next? How does the Coalition Application essay differ from the Common App essay?Our guide will give you the rundown of the major differences between the Coalition and Common App. What schools accept the Coalition App? It might be more than you think! Check out the full list in our expert guide. Also writing the Common App essay? Then you'll need to learnhow to approach the different essay promptsas well as how to find the best prompt for you. Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Grapes of WrathMovie vs Book essays

Grapes of WrathMovie vs Book essays In John Ford's film The Grapes of Wrath, the audience travels along with an Oklahoma family that has set out to find wealth and privileges in California during the Great Depression. The film was taken from John Steinbeck's classic novel The Grapes of Wrath. The filmakers intentions in putting this novel to screen was to show how the impact of the Great Depression effected the families of that time. The film was taped in a journalistic, documentary-style black and white texture which helped create a strong feeling of poverty and realism to the audience. The filmakers did a good job at recreating scenery to make the plot as real as possible. The use of actual dialect of the Okies, was helpful to make the dialogue as realistic as possible. Throughout the movie the family's clothing, possessions and even the car added to the effect that Steinbeck had created when he wrote his novel long ago. As the movie progresses, there is actually two stories, one of the individual journey of the Joad family, and one for telling the general plight of the migrants. The director shows the individual family to show that the migrants are really people and to bring their plight home to the audience. The general story is told to show how it is affecting large numbers of people. Throughout the movie, we watch the Joads progress from a concern only for themselves and their own personal welfare to a concern for all the people in the world. This shift from individual thinking to wide spread thinking is most directly seen in the actions of Tom Joad. When we first see him at the beginning of the film he is mainly concerned for his own welfare. He wants to make up for all the things he missed when in prison. Later on in the film he is more concerned with the welfare of the family. When we last see him he has shifted to trying to do what is best for all the migrant people by trying to organize them into striking. He tells his ...

The Successes And Failures Of The League Of Nation Essays

The Successes And Failures Of The League Of Nation Essays The Successes And Failures Of The League Of Nations In The 1920S This isn't really an essay, its just a summary of the actions of the League of Nations that might come in handy if you have no notes. The Successes and Failures of the League of Nations in the 1920s Extracts from the Covenant of the League: To promote international co-operation and to achieved international peace and security: -by the acceptance of obligations not to resort to war -by the prescription of open, just and honourable relations between nations. -by the firm establishment of international law as the rule of conduct between governments. -by the maintenance of justice and a scrupulous respect for all treaty obligations in the dealings of organised people with one another. Successes and Failures of the League Vilna (1920)- Both Lithuania and Poland claimed Vilna, but it was given to Lithuania even though it had a majority Polish population. In 1920, Poland occupied Vilna, and refused to leave. This was definitely one league member showing aggression against another, the League didnt want to get involved. The League wanted to leave Poland alone as it was a strong barrier between Germany and communist Russia. In 1923, the League of Nations confirmed Polands occupation of Vilna Verdict on the League: Weak and useless. The Aaland Islands (1921)- These islands are situated about halfway between Norway and Sweden. Both had made a claim for tem and were ready to fight, but they invited the League to make a judgement on the dispute. The League decided that the islands should go to Finland, and Sweden accepted this. Verdict on the League: A satisfactory outcome, but only because the nations in the dispute were willing to accept the Leagues authority. Upper Silesia (1921)- This was a plebiscite area defined by the League. Germany and Poland were both determined to get it as it was very important for industry. In the plebiscite people voted in favour of Germany 700,000 to 480,000. The League partitioned the area, the Germans got over half the land and population, where Poland got most of the industry. Germany was not pleased with this, but both countries accepted. Verdict on the League: A messy compromise, but whatever the League decided would have displeased someone. In difficult circumstances, it did as well as it could. Economic collapse in Austria and Hungary (1922-3)- After the war, Austria and Hungarys economies were in crisis, and with the burden of reparations it seemed they would simply collapse. The League arranged loans for the two countries and in effect, took over the economic management of the two countries. With this help, both Austria and Hungary were able to begin economic recovery. Verdict on the League: The Leagues action was prompt and effective. Corfu (1923)- In August 1923, five Italian surveyors mapping the Greek-Albanian frontier were shot dead on the Greek side of the border. When Greece didnt pay compensation, Mussolini invaded Corfu, an island off the Greek coast. This was completely against the principles of the League, of which it the Italians were a big part. The Council wanted to condemn Italy, but the great powers would not allow it, instead, pressure was put on Greece to apologise and pay up. Verdict on the League: A disaster confronted by a great power willing to use force, the league backed down. The Greek-Bulgarian dispute (1925)- After the Treaty of Neuilly, the border between Greece and Bulgaria remained a source of tension. After a number of violent incidents, Greece invaded Bulgaria in October 1925. The League condemned the Greek action and pressurised them to withdraw, which they did. Verdict on the League: Successful action brought a return to peace exactly what the League was for. But cynics suggested that the League was only willing to take firm action when no great powers were involved.

Programming SQLite in C Tutorial Two

Programming SQLite in C Tutorial Two This tutorial is the second in a series on programming SQLite in C. SQLite stores a collection of tables in a single file database, usually ending in .db. Each table is like a spreadsheet, it consists of a number of columns and each row has values. If it helps, think of each row as being a struct, with the columns in the table corresponding to the  fields in the struct. A table can have as many rows as will fit on a disk. There is an upper limit but its huge 18,446,744,073,709,551,616 to be precise. A table can have up to 2,000 columns or if you recompile the source, you can max it to an awesome 32,767 columns. The SQLite API To use SQLite, we need to make calls to the API. You can find an introduction to this API on the official Introduction to SQLite C/C Interface web page. Its a collection of functions and easy to use. First, we need a handle to the database. This is of type sqlite3 and is returned by a call to sqlite3_open( filename, **ppDB). After that, we execute the SQL. Lets have a slight digression first though and create a usable database and some tables using SQLiteSpy. (See the previous tutorial for links to that and the SQLite Database Browser). Events and Venues The database about.DB will hold three tables to manage events at several venues. These events will be parties, discos, and concerts and will take place at five venues (alpha, beta, charlie, delta, and echo). When you are modeling something like this, it often helps to start with a spreadsheet. For simplicities sake, Ill just store a date not a time. The spreadsheet has three columns: Dates, Venue, Event Type and about ten events like this. Dates run from 21st to 30th of June 2013. Now SQLite has no explicit date type, so its easier and faster to store it as an int and the same way that Excel uses dates (days since Jan 1, 1900) have int values 41446 to 41455. If you put the dates in a spreadsheet then format the date column as a number with 0 decimal places, it looks something like this: Now we could store this data in one table and for such a simple example, it would probably be acceptable. However good database design practice requires some normalization. Unique data items like venue type should be in its own table and the event types (party etc) should also be in one. Finally, as we can have multiple event types at multiple venues, ( a many to many relationship) we need a third table to hold these. The three tables are: venues - holds all five venueseventtypes - holds all three event typesevents - holds the date plus venue id plus event type id. I also added a description field for this event eg Jims Birthday. The first two tables hold the data types so venues have names alpha to echo. Ive added an integer id as well and created an index for that. With the small numbers of venues (5) and event types (3), it could be done without an index, but with larger tables, it will get very slow. So any column that is likely to be searched on, add an index, preferably integer The SQL to create this is: The index on the events table has date, id-event, the event type, and venue. That means we can query the event table for all events on a date, all events at a venue,all parties etc and combinations of those such as all parties at a venue etc. After running the SQL create table queries, the three tables are created. Note Ive put all that sql in the text file create.sql and it includes data for populating some of the three tables. If you put ; on the end of the lines as Ive done in create.sql then you can batch and execute all the commands in one go. Without the ; you have to run each one by itself. In SQLiteSpy, just click F9 to run everything. Ive also included sql to drop all three tables inside multi-line comments using /* .. */ same as in C. Just select the three lines and do ctrl F9 to execute the selected text. These commands insert  the five venues: Again Ive included commented out text to empty tables, with the delete from lines. Theres no undo so be careful with these! Amazingly, with all the data loaded (admittedly not much) the entire database file on disk is only 7KB. Event Data Rather than build up a bunch of ten insert statements, I used Excel to create a .csv file for the event data and then used the SQLite3 command line utility (that comes with SQLite) and the following commands to import it. Note: Any line with a period (.) prefix is a command. Use .help to view all commands. To run SQL just type it in with no period prefix. You have to use double blackslashes \\ in the import path for each folder. Only do the last line after the .import has succeeded. When SQLite3 runs the default separator is a : so it has to be changed to a comma before the import. Back to the Code Now we have a fully populated database, lets write the C code to run this SQL query which returns a list of parties, with description, dates and venues. New to SQL? Read What is SQL? This does a join using the idvenue column between the events and venues table so we get the name of the venue not its int idvenue value. SQLite C API Functions There are many functions but we only need a handful. The order of processing is: Open database with sqlite3_open(), exit if have error opening it.Prepare the SQL with sqlite3_prepare()Loop using slqite3_step() until no more records(In the loop) process each column with sqlite3_column...Finally call sqlite3_close(db) Theres an optional step after calling sqlite3_prepare where any passed in parameters are bound but well save that for a future tutorial. So in the program listed below the pseudo code for the major steps are: The sql returns three values so if sqlite3.step() SQLITE_ROW then the values are copied from the appropriate column types. Ive used int and text. I display the date as a number but feel free to convert it to a date.​ Listing of Example Code

Causes for World War 1 Term Paper Example | Topics and Well Written Essays - 750 words

Causes for World War 1 - Term Paper Example Accordingly, the increased tensions led to the formation of alliances such as the Triple alliance (1882) that was formed among Austria-Hungary, Italy and Germany for the sole purposes of defending each other in case of attacks. In response, Britain, Russia and France formed the Triple Entente alliance (1907) thus encircling Germany and Austria-Hungary. In addition, Germany started competing with Britain in building modern battleships and with Russia and France in terms of expansion of the armies (Duiker and Spielvogel 666). One of the long range immediate causes of WWI was imperialism since European countries had divided Asia and African countries in to territories with the aim of strengthening their economic and political influence in European continent. Such countries believe that they could be superior by conquering the others. Britain conquered Africa from north in Cairo while France tried to conquer Africa from the Western Atlantic Sea. The two countries almost went in to War af ter meeting at Fashoda in Sudan thus prompting Germany to demand a share of colonies too. Austria desired to dominate Balkans in order to control Serbia propaganda and German supported Austria in exploiting rich resources of Asia Minor through Balkans policy (Duiker and Spielvogel 667). ... Nationalism led races ruled by Turkey such as Bulgarians and races ruled by Austria-Hungary such as Serbs to demand their won freedom. Nationalism led to disintegration of Austria-Hungary but subsequently resulted to unification of Germany and Italy. Nationalism weakened the existing empires such as Ottoman Empire and Slavic people in Balkan region started demanding for freedom from the authoritarian Ottoman control. Serbia finally declared its independence and allied itself with Russia thus increasing the tensions with Austria-Hungary (Duiker and Spielvogel 661). Another long range immediate cause of the War was increased militarism by the main powers. The countries perceived war as a means of entrenching foreign policy and started building large armies and battleships. For instance, Germany had 2,200,000 soldiers and about 100 warships in 1914 while Great Britain had about 711,000 soldiers and about 200 warships. Other countries like Austria-Hungary, France, Italy and Russia starte d strengthening their military in preparedness of any eventuality (Duiker and Spielvogel 668). Another factor that can be attributed to the War was alliances that were formed between nations in order to protect the territories and ensure economic stability of the alliance members. Germany kept close ties with Russia in 1894 while Britain entered in to a friendly relationship with France in 1904. In 1907, Britain entered in to Triple Entente alliance that comprised Russia, Great Britain and France. In addition, Britain had a naval alliance with Japan that had been formed in 1902. The Triple Entente threatened the superiority of Germany thus leading to aggressive military posturing against the neighboring countries (Duiker and Spielvogel 665). The assassination of