The East Vs. The West Racism Essays - Discrimination, Hatred

The East Vs. The West: Racism The Asia/Pacific War proved to be a war that went far beyond that of defending the ideals of humanity or even trying to suppress or augment ones power by means of territory. This definitive outbreak and ongoing military rampage dove to the most critical and hateful ideals of our time: racism. Beliefs discerning the fundamental differences between the "East" vs. the "West" fueled a time and place of misconceptions, blind followings and mass race hatred. The stereotypes developed from the study of the respective histories of the other were only augmented by the immense propaganda war that was waged. This mass serge of propaganda resulted in raising racial hatred among not only those fighting the war, but the civilian population as well. The eruption that would ensue, as well as the subsequent inflation of racial hate, produced one of the most brutal wars in history that would result in a political conclusion, but neglect the racial tones are still prevalent today. Ever since the early years of Japanese history, the Japanese always felt it necessary to distinguish themselves from other states in Asia- especially with China. Although Japan constantly borrowed many aspects of their culture and ideals from China, time and again the leaders would defend the belief that Japan was both independent and able, as well as ready for the subsequent responsibilities of holding that stance of individuality. During the years following the conquering of both China and Russia, Japan's racial superiority over the other Asians became a fundamental base for the upcoming practices during the Asia/Pacific war. In the book entitled War Without Mercy, the Japanese "invaded colonial outposts [whom] the Westerners had dominated for generations, taking absolutely for granted their racial and cultural superiority over their Asian subjects." (pg.5). Thus the Japanese took it upon themselves to be the prominent power in the East during this time. This racial superiority com plex though would be extended to n even higher plain- superiority of the world. In order to nationalize Japan into one smooth mechanism, the Japanese elite would rely upon the teaching of having "one blood" and thus one country descended from the divine lineage of the Sun-Goddess Amaterasu. From this divine lineage, the subjects of Japan supposedly bore a part of the Imperial jewel in their body. This ideal would prove to bring Japan even closer in their seemingly mutual nationalistic cause. It was believed that 100,000,000 people had this jewel and it was the responsibility of the people to help expand this number across to the eight corners of the world (Hakko Ichiu). In the words of President Roosevelt, the completion of nationalizing Japan as well as extending this reach outward would result in "1,100,000,000 potential enemies" (page 7). The Japanese knew that it would take the alliance of every "Asiatic" country to complete this war against the West. Japan therefore created the Greater East Asian Co-Prosperity Spear that ultimately put all of Asia under the control of Japanese. Once this was done and policies that cried out for the expulsion of the barbarians were put into full force, the Japanese- as well as the West- were ready for the real war: the Orient vs. the Occident. On both sides, conceptions of the "other" were distorted because of outrageous propaganda campaigns on the home front. Countless cartoons were being drawn up on a daily basis describing the enemy in terms that would result in furthering race hate. In Japan, the pictures showed Americans as demons and monsters, where in the United States, Japan was being portrayed as gutless monkeys who would drive their own civilians to suicide in the name of their beloved Emperor. These internally forced perceptions would ultimately bring the civilian populations surging to the support of the nationalistic frenzy. Not only were the civilians fed information designed to increase the hate of the other, but the military as well were given propaganda to be absorbed before and during the subsequent battles during the war. With the United States, videos were being made such as "Know Your Enemy" which were used to let "the enemy prove to our soldiers the enormity of his cause- and the justness of ours...[and to let] our boys hear the

Environmental Science And Human Populations Worksheet Essays

Environmental Science And Human Populations Worksheet Essays Environmental Science And Human Populations Worksheet Essay Environmental Science And Human Populations Worksheet Essay What would you include in a brief summary on the history of the modern environmental movement, from the 1 sass to the present? October 2, 1968 The Wild and Scenic Rivers Act, the National Trails System Act January 1, 1970 The National Environmental Policy Act (NEAP) April 22, 1970 The first national Earth Day February 17, 1981 President Reagan issues Executive Order; Office of Management and Budget (MOB) 20th anniversary of Earth Day 2. Explain the primary concern over exponential population growth. What promotes exponential population growth? What constrains exponential population growth? Population concern is about the balance between human needs and the resources available to meet those needs, now, and the future. Population has a constant birth rate through time and is never limited by food or disease, it as, exponential growth the birth rate alone controls how the population grows. 3. What is carrying capacity? Compare predictions for human population growth in developed countries versus developing countries. What will occur if carrying capacity is exceeded? The carrying capacity of a given ecosystem is the total number of organisms in a given species for which there are sufficient resources, so that they survive and reproduce. Developing countries have poor access to birth control, often reactive religions which prohibit birth control and value large families, and often have a lot of farmers, who benefit from having lots of children to help them work the land and take care of them in their old age. If carrying capacity exceeded warfare might occur. 4. How do individual choices affect natural ecosystem? Provide examples from your personal or community experience. Nearly every activity a person does affects the ecosystem, either positively or negatively. I live in the city, there are a lot of people, trash, buses, cars and transportation.

How to Paint Composite Materials

How to Paint Composite Materials Composite materials are mixtures of different fibers bound together by a hardening resin. Depending on the application, composite materials may or may not require painting. Painting is a good way to restore or change the color of the composite after the original finish has faded. The best methods of painting depend on the type of materials in the composite. Following are step-by-step instructions for painting some of the most common composites. You may also want to check with the manufacturers recommendations. Painting Fiber Cement Composites Use a pressure washer to clean. Wait two-four hours for the cement composite to dry.Apply a primer.Wait two hours or so for the primer to dry.Apply the paint same way you applied the primer. Wait about two hours for the paint to dry. Painting Wood Composites For exterior wood composites, use a pressure washer with a low-pressure tip to clean. Wait two hours for the composite to dry.For interior wood composites, dust with a broom.Using a roller, coat with an acrylic latex primer. Use a paintbrush for any areas you cant reach with a roller.Wait two hours or so for the primer to dry.Use satin or semi-gloss latex paint on interior wood composites. Use acrylic enamel on wood composites inside the house. Apply acrylic latex paint the same way you applied the primer. Wait four hours until dry. Painting Composite Decking Mix one part bleach with three parts water.Using rags, a roller, or a brush, apply the bleach solution liberally to all surfaces.After half an hour, scrub the surfaces.Rinse off the solution and residue.Using very fine sandpaper (220 grit) lightly sand all the surfaces.Wash off dust and dirt with a household detergent or commercial cleaner made for cleaning composite decks.Rinse thoroughly.If you are going to paint the deck, prime with an exterior latex stain-blocking primer made for plastic materials. Do not prime if you plan to stain the deck instead of painting it.For painting, use a high-quality latex floor and deck paint in a satin or semi-gloss finish. For staining, use a high-quality acrylic latex solid color deck stain recommended for composite decking. Painting Fiberglass Composites Fill holes or imperfections with fiberglass putty. Smooth out the putty with a putty knife. Let it cure completely.Sand with heavy sandpaper (100 grit) to remove excess putty or any paint. After the composite is fairly smooth, switch to 800 grit sandpaper and sand until the composite is very smooth. You can use an orbital sander or sand by hand.Use a dry rag and acetone to remove dust, grease, and debris.Apply a primer. Most primers work on fiberglass, but its a good idea to double check with the paint store on the best one to use. Wait two hours or so until the primer is dry.Spray or use a brush to apply the final coat of paint. Wait until the paint is dry.Apply another coat of paint or apply the clear coat. Always use a clear coat after the last coat of paint; it will seal the paint and help protect the paint from the elements. Final Words On Painting Composites As with any paint job, thorough preparation is the key to a good looking and long lasting paint job on composite materials. Follow recommended safety precautions on the products you use. For example, wear gloves when working with fiberglass. Wear liquid-resistant gloves using bleach. Wear eye protection when sanding, using bleach, and when working with fiberglass.

The Battle of 'Ayn Jalut (September 8, 1260) Essay

The Battle of 'Ayn Jalut (September 8, 1260) - Essay Example Jumi’u’t-Tawarikh put this battle into documentation presenting the struggles between the Mongols and the Mamluk. The events transpired in 1260, July, when both the Mamluk and the Mongol were encamped in Palestine. The author presents the Mongol as an army that considered itself unstoppable because it had conquered so many nations and territories including Damascus and Baghdad. This victory made Hulagu send envoys to Egypt to demand their surrender. Instead, Quduz responded by destroying the envoys. There were myriad assumptions as to what the Mongols could do to Egypt, but that turned the other way round and the battle led to the death of Ket Buqa Noyan, which saddened Hulagu greatly (Har-El 28). This document is a chronicle of the battle between Muslim nations that took place in the early ages. The author of the document is bringing forth the victory of the Egyptian army against the Mongols. The Mamluks of Egypt can secure themselves from the invading Mongols. The document, therefore, intends to reach the Egyptians and offer them a clear documentation of the events that took place in the struggle to defend themselves from invaders. The document also presented the prowess of the Mamluks to Halugu, who was devastated of hearing the death of his own general. The document presents various main points to its audience. The author begins by presenting the threat that was before Egypt. He proceeds to presenting the numerous conquests that the Mongols had managed to stage. The Egyptians are seen going round and round in reflection regarding the best thing to do: surrender, resist, or escape. After a lot of deliberations, they decide to face the attacks and are seen coming out strongly. The document, therefore, presents the fear before the battle and the role of courage in assisting the soldiers to conquer a much feared enemy. The society presented by the document is seen as one

Health care law Article Example | Topics and Well Written Essays - 250 words

Health care law - Article Example s capability to compensate injured patients equitably and quickly, in the process offering answerable mechanisms that focus on ensuring safe care instead of assigning individual blame. Disadvantages of the system include the perception that the systems method of compensation and treating patients excludes other illnesses (Paterson and Bismark, 2004). This is likely to generate tensions because the assistance given by ACC is higher compared to the treatments received from welfare systems and health. The same benefits and disadvantages are applicable in the Canadian context because the Canadian system addresses similar issues as the New Zealand system. In formulating policies on assisted suicide, it is essential to incorporate limits in these policies. These limits are crucial in ensuring effective decision making as people seek to obtain medical assistance in ending life. In this case, the decision for assisted suicide should involve the family and medical specialist. These individuals are crucial in ensuring that the patient makes the right decision. In addition, it is essential to outline conditions for euthanasia. This is crucial in guiding the healthcare provider in assisting in the suicide. In this case, only individuals with fatal illnesses are eligible for assisted suicide. This will eliminate other people who want to kill themselves without any medical motivations (Behuniak & Svenson, 2003). Paterson, R. and Bismark, M. (2004). No-Fault Compensation in New Zealand: Harmonizing Injury Compensation, Provider Accountability, and Patient Safety. Commonwealth Fund’s International Symposium on Health Care Policy.

School Uniforms Essay -- Education

Schools should have uniforms for students so they can be distinguished between grade levels and to have all students dress the same way and offer some protection. Students might be against it because they want to wear regular clothes to impress other students. School uniform should be allowed in private as well in public schools because it will help faculty distinguish students, people and prevent inappropriate dressing. â€Å"Having a uniform helps students and parents resist peer pressure. In schools with no uniform, children may feel the need to dress in certain ways in order to fit in. This can often mean buying a lot of expensive and fashionable clothes that families cannot really afford. It can also mean girls being pressured into wearing skimpy clothes to try and look sexy at a very young age. It could even include Muslim girls feeling that they must wear a headscarf even though they don’t want to† (Debate, 2011). Parents of the student won’t have to purchase expensive cloth wear for their kids. Uniform will help them save money by purchasing the same uniform for all kids. â€Å"School Uniform will save parents money. The Upfront cost of uniform would be much less than a new wardrobe of the new â€Å"coolest† styles† (Kelly, 2012). This will let parents spend less money on expensive cloth that students are not even going to take care of them. They dress just to feel richer than other students, but in reality they try present themselves as if they had a lot of money. Uniforms will be the same shirt, color and same tie if their permitted by the school. It will also help them if they are going to buy the same shoes for all the kid because they might find them on clearance or on half price. School clothing can be purchased even in the same... ...understand their parents when it comes to spending money to buy their own cloth. Students might be against it but it’s not they’re call anymore and they have to wear what the board members had strictly gave them in order to succeed in their school days. References Brooks, M. (n.d.). Pros and cons. Retrieved from http://www.proconlists.com/list/education/school-uniforms/35 Debate, J. (2011, May 29). Debate pedia. Retrieved from http://debatepedia.idebate.org/en/index.php/Debate:School_Uniform_(JUNIOR) Kelly , M. (2012, n.d.). School uniforms. Retrieved from http://712educators.about.com/cs/schoolviolence/a/uniforms.htm Wilde , M. (2012, n.d. n.d.). Do uniforms make school better?. Retrieved from http://www.greatschools.org/find-a-school/defining-your-ideal/121-school-uniforms.gs?page=3 (Brooks, n.d.) (Debate, 2011) (Kelly , 2012) (Wilde , 2012)

How the Environment Plays a Role in Learning? Essay

During the 1990s, considerable interest has been generated in the design of constructivist learning environments. The promise of these systems to leverage capabilities of technology, empower learners to pursue unique goals and needs, and re-conceptualize teaching-learning practices has sparked both provocative ideas as well as heated debate. Yet, problems in grounding designs within established theory and research are commonplace, as designers grapple with questions regarding epistemology, assumptions, and methods. Problems in implementation and practice are also commonplace, as pragmatic constraints surface and conflicting values emerge. We suggest three key issues that are likely to dominate the constructivist learning environment landscape. Inertia and the Tyranny of Tradition: Old Dogs, New Tricks? Although as educators we espouse support for constructivist approaches to teaching and learning, we continue to rely on familiar pedagogical approaches such as lectures, worksheets, and rote learning practices. At the moment, educators perceive such approaches as more compatible with traditional expectations and methods of student assessment and better supported by existing infrastructures. Stated differently, it is easier and more efficient to maintain current practices than to promulgate approaches for which significant shifts–epistemological, technological, and cultural–are required. (Swef, 2002) In truth, few designers have acknowledged, much less successfully negotiated, the hurdles associated with transforming a highly traditional community of educational practice. Yet, as constructivist learning environments are repurposed to fit traditional classroom practices, mismatched theoretical foundations, assumptions, or methods may result. Instructional methods or assessment practices are often added to (or taken away from) original designs to make them more compatible with classroom pragmatics and constraints. In essence, constructivist pedagogy is applied to attain traditional goals, and the environment becomes an instance of what Petraglia ( 1998) refers to as â€Å"domesticated constructivism† (cited in Karyn, 2003). For instance, a teacher may intend to use a constructivist environment within  a climatology unit to support hypothesis generation, prediction, data collection, and analysis. The environment may also employ powerful visualization tools and complex sets of meteorology databases and resources (perhaps from the WWW) in ways that are consistent with the environment’s constructivist foundations. (Swef, 2002) Yet, as pedagogical methods are considered, they may be tempered by the prevailing cultural values of high standardized test scores and mastery learning of basic skills. Consequently, rather than engage in prediction, interpretation, and data analysis, learners instead search databases to find specific answers to questions established in advance (e.g., find the temperature in San Diego; define the greenhouse effect; what is the coldest day on record in Los Angeles). Pragmatic influences may also intervene. (Karyn, 2003) Activity may be limited to the traditional two 50-minute class meetings per week and conventional tests and assessments of the unit’s meteorology content. Perhaps only a single computer is available, and consequently the teacher chooses to project and demonstrate the tools and resources rather than allow students to define, solve, and collaborate on weather prediction problems. (Zevenbergen, 2008)Learned Helplessness and Learner Compliance: â€Å"Will This Be on the Test?† In typical constructivist learning environments, students establish (or adopt) learning goals and needs, navigate through and evaluate a variety of potentially relevant resources, generate and test hypotheses, and so forth (Oliver, 1999). Teachers clarify rather than tell, guide rather than direct, and facilitate student effort rather than impose their own approaches. For both teachers and learners, these represent radical departures from conventional school-based learning activities. Teachers have traditionally possessed the required knowledge, determined what is correct and what is incorrect, and set and enforced grading standards. (Goodyear, 2001) Students are told what knowledge is required, which answers are correct and which are incorrect, and the standards that separate good from bad students, average from substandard performance, and robins from bluebirds. A pact between teacher and student is tacitly struck and enforced: Good teachers make the preceding explicit and direct student effort accordingly, while good students learn quickly to detect and comply with the standards. Research in the late 1990s on student engagement in constructivist learning environments has underscored several disturbing patterns. Land and Hannafin (1997), for instance, examined how seventh graders used the ErgoMotion (Karyn, 2003) roller coaster micro world to learn about force and motion concepts. Despite numerous and varied features and opportunities for learners to hypothesize, manipulate, and test predictions, many learners failed to either connect key concepts well or internalize their understanding. In lieu of the teacher, and perhaps in an attempt to identify what the system required of them, most relied exclusively on the explicit proxy structure provided by the system. They frequently queried the researchers as to whether or not responses were correct or whether they had â€Å"done enough yet.† Students were dependent on, and sought compliance with, external agents to tell them what, when, and in what order to respond, as well as to judge the quality, accuracy, and completion of their efforts–skills essential to constructivist learning environments. (Kember, 2007)Similarly, numerous compliant strategies in web-based, hypermedia environments were reported among middle school (Oliver, 1999) and adult students. Learners tended to use externally provided questions almost exclusively to navigate the system and find â€Å"answers† to open-ended problems (Kember, 2007). Similarly, Karyn (2003) reported that children attempted to apply traditional strategies to presumably web-based inquiry-oriented learning tasks. They tended to view the activity as finding the correct answer to their research question and â€Å"thus reduced the task to finding a single page, the perfect source, on which the answer could be found†. In these instances, learners invoked methods that do not typically support or promote open or inquiry-based learning–ironically the strategies required for successful performance in formal education. In the late 1990s, constructivists have emphasized the importance of scaffolding learner self regulation and strategic processes to help learners manage the complexity of the environment (Karyn, 2003). It is important to determine how learners use available scaffolds and to adapt accordingly. Without strategies appropriate to student-centered learning tasks, learners may fail to either invoke the affordances of the environment or to develop the strategies engendered by them. The Situated Learning Paradox. â€Å"I Know What I Know.† Although prior knowledge and situated contexts enhance transfer potential (Oliver, 1999), they also engender incomplete, naà ¯ve, and often inaccurate theories that interfere with rather than support learning. Paradoxically, these are precisely the types of thinking constructivist learning environments build upon. Most learners, for instance, believe that heavier objects sink and lighter objects float; their personal experiences confirm this intuitive theory. The resulting misconceptions, rooted in and strengthened by personal experience, are highly resilient and resistant to change. Although personal theories are considered critical to progressive understanding, they can become especially problematic when learners become entrenched in faulty theories to explain events that cannot be tested within the boundaries of a system or fail to recognize important contradictory evidence. (Cunningham, 2008)Learners referenced pri or knowledge and experiences that either contradicted or interfered with the environment’s treatment of the concepts of force and motion (Zevenbergen, 2008). In one case, theory preservation seriously limited the ability to learn from the system. One student failed to either detect system-provided information or seek confirmatory data due to the intractability of his beliefs; he was so entrenched in his beliefs that he failed to seek and repeatedly overlooked counterevidence (Karyn, 2003). In another case, a learner recalled an operator remarking that roller coaster brakes and clamps would terminate a problem run immediately. Consequently, she mistakenly perceived the coaster to be slowing down around curves, falsely confirming her belief that brakes were applied when they were not. Because they were strongly rooted in personal experience and could not is tested using the available tools, faulty conceptions endured. Thus, the completeness of a system’s representation of simulated phenomena is critical because learner’s access related prior knowledge and experiences that may contradict the environment’s treatment of th ose concepts. In sum, several perspectives regarding design of learning environments have emerged in response to interest in alternative epistemologies. Although considerable progress has been made to advance researchers’ understanding, many questions and issues remain. Whereas some studies have identified  problems and issues related to the design and implementation of constructivist learning environments, others have reported noteworthy benefits. It is imperative that efforts continue not only to ground design practices more completely but also to better understand the promise and limitations of constructivist learning environments. References Cunningham, Billie M. (2008) Using Action Research to Improve Learning and the Classroom Learning Environment. Issues in Accounting Education, Vol. 23 Issue 1, p1-30,Goodyear, P., Salmon, G., Spector, J. M., Steeples, C. & Tickner, S (2001) â€Å"Competences for Online Teaching: A Special Report†, Educational Technology, Research & Development, Proquest Education Journals, pp 65-72Karyn Wellhousen, Ingrid Crowther (2003) Creating Effective Learning Environments. Florence, KY: Delmar Cengage Learning. Kember, David; Leung, Doris Y. P.; Ma, Rosa S. F.. (2007) Characterizing Learning Environments Capable of Nurturing Generic Capabilities in Higher Education. Research in Higher Education. Oliver, R. (1999) Exploring strategies for online teaching and learning. Distance Education, 20, 2, Proquest Education Journals, pp 240-54Swef Chiew Goh, Myint Swe Khine. (2002) Studies in Educational Learning Environments: An International Perspective. New Jersey: World Scientific Publishing Company. Zevenbergen, Robyn; Lerman, Steve. (2008) Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? Mathematics Education Research Journal, Vol. 20 Issue 1, p107-125