Iraq War Essay Example | Topics and Well Written Essays - 1250 words

Iraq War - Essay Example charter. As U.S.A and its coalition governments are signatory's to the UN Charter, this move led to the 'Prohibition of Aggression' and hence is considered illegal. By performing such action, the U.S.A totally stained the credibility of the U.N. by diverting from its resolutions. One major concern of the U.S.A and its allies was that Iraq possessed 'weapons of mass destruction' (WMD). This worry was due to Iraq's refusal to allow a UN inspection on its WMD facilities in 1998, in spite of the fact that this was an obligation under the 1991 armistice. This was proved to be wrong much later when enough damage was done. According to a report carried out by the International Atomic Energy Agency (IAEA), it was categorically stated that Iraq did not possess any nuclear weapons. However, just the fact that the U.S.A were wrong in believing that Iraq did indeed possess WMDs which could be a potential threat to them shows that why preventative wars are immoral. Another justification for invading Iraq was based on its alleged links with terrorism and Al-Qaeda. This too was an assumption not based on any solid evidence. According to a CIA report it was indicated that the Iraqis had been deliberately avoiding any actions against the U.S. Also, in spite of the then U.S. Defense Secretary, Donald Rumsfeld believed that Iraq was backing international terrorism, according to the State Department's annual study report, there were no serious threats of terrorism by the government of Iraq. If this was the real cause, then countries like Iran and Syria are suspected of doing the same, but they are not the objects of U.S.A.'s invasion threats. The question here is not whether Iraq is directly linked to terrorism or not, but to find out to what extent is it linked to terrorism if at all. The belief that Iraq posed a military threat to U.S had been proved wrong much long ago when it was reported that Iraq neither possessed the launchers for their missiles nor the engine to power them (UNSCOM, 1992). There was absolutely no evidence if Iraq possessed Scud missiles and launchers after the Gulf War. With its neighboring countries like Israel having a much sophisticated defense system in place, Iraq was in no way a military threat. It is also believed that the use of force must have high prospects of success. USA's motive to invade Iraq also aimed at establishing peace in the Middle East. Bush administration on April 9, 2003 stated that there were 30,000 Iraqi casualties, though according to a national survey by The Lancet, there are about 654,965 Iraqi deaths from March 2003 to July 2006. A storm was provoked by the shocking admittance by British Prime Minister Tony Blair that the Iraq war caused by U.S.A was a 'disaster'. Though he said that this disaster was not a cause of some accident in the planning, but due to existence of a deliberate strategy to create a situation in which the minority that supports war overpowers the majority that presses for peace. He went on to say that the violence in Iraq was continually on the rise and led to a disturbed Middle East. According to the former SAS officer Peter Tinley, who played an active role in the devising and execution of the Iraq war plan for Australia publicly stated that the 'nation's involvement had been a strategic and moral blunder.' He went on to say

Behaviour for Learning

Behaviour for Learning The need to manage behaviour has long been an issue within schools. With the push on raising attainment, the development of SEN provision and the increase in policy, to be inclusive of all learners irrespective of their academic level or their social behaviour, as identified that 20% of all SEN learners have SEBD. Current policy has adapted towards a positive approach focusing on the ability of teachers to create a positive learning environment developing positive relationships in order to promote a positive attitude towards learning, steering away from the once punitive approach and not being re-active to negative behaviour but more pro-active as supported by (EPPI) Behaviour management is often flagged as an area that ITE students feel they would benefit from having greater support in when entering the profession of teaching (Buell et al., 1999 cited in EPPI). This has been met by the expectations set by the TTA via the Qualifying to teach, the new standards and requirements for Qualified Teacher Status (QTS) (TTA,2002). B4L is a concept that has been developed through a review of effective behaviour management strategies. It has been identified that B4L is a result of multitude of influences and not merely the desire of a learner to misbehave and unwillingness to learn. It is important to identify the theoretical principles behind the way in which learners manifest themselves in terms of behaviour, as identified in the rationale for the EPPI systemic review of how theories explain learning behaviour in school context. Behaviour for learning (B4L) identifies the link between students social conduct and behaviour and the way in which they learn. The schools policy clearly states high expectations of students, We expect students to reflect this in their appearance, attitudes and behaviour. We know we are moulding the citizens of the future and will encourage them to care for one another, be open, fair, honest and just. We want them to have a sense of pride in being part of our school community. (School Aims, Staff handbook). Further to this the school s vision is to raise achievement by developing a culture where learning is at the heart of the school community. To achieve this vision the school identifies whole school priorities for 2010/2011 including improving behaviour and attendance. It also stated that the school will focus on incorporating SEAL practice in the classroom, which has been identified as an important key in developing learners emotional intelligence (Coleman, 1996) providing learners with the skill set to monitor and improve their behaviour independently. It was clearly identified in the School Development Plan that Behaviour for learning needed to be addressed (appendix 1). This was further reinforced as a high priority area during staff meetings and subsequent correspondence from the Head Teacher (Appendix 1a), which focused on current issues in lessons and the need to improve B4L. Two key issues that arose were the use of mobile phones within lessons and consistency of sanctions (Appendix 1a). It is interesting to note that these both encompass the teacher and the learner. It is concerning to note that use of mobile phones within lessons is being flagged as a B4L issue and not a sign of disengagement. Understandably there is a close link between the quality of learning, teaching and behaviour, and therefore raises the question can behaviour be improved through improving the quality of learning teaching? The school clearly identifies that there is a need to reinforce their school policies on behaviour for learning. Through initial observation it was interesting to note the level of behavioural issues occurring both in and out of lessons. It poses the question is this a school being pro-active in managing behaviour for learning or re-active to behaviour that had not been managed consistently? This study will focus on the schools current policy on behaviour for learning and how this is implemented on a daily basis. Through a review of the schools current policy and issues this study will hope to suggest future recommendations to improve behaviour for learning. Recent national policy has moved away from a punitive system where students were punished for doing something wrong reactive and are now working towards understanding what causes learners to be off task and display undesirable behaviour pro-active. With the recent development of special educational needs identification and provision it is no longer acceptable to respond in a punitive way. National policy now promotes the inclusion of a greater diversity of learners in schools irrespective of level of achievement or social behaviour (Department for Education Employment (DfEE), 1999). It is important for schools to recognise this and develop strategies to promote B4L as over 20% of SEN provision are learners with social emotional and behavioural disorder (SEBD) (Department for Children, Schools Families, 2008). SEBD learners by nature can display undesirable behaviour unless managed in a positive way, and would it not be deemed unacceptable from an education professionals view for a learner predisposed to display poor behaviour as the result of a recognised disorder, to fall victim to punitive actions. It is therefore important for schools to have a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN department and the rest of the school is also essential. (back up with research) too many lessons lack challenge and do not take sufficient account of students individual capabilities or encourage independent learning. Also, quality of marking and feedback generally varies considerably across the school. However, a small minority of parents expressed views that the schools communication with parents could be better, and also that students behaviour was not always as good as it should be. Inspectors found behaviour to be satisfactory overall, but variable. In general, students have a high regard for their school, enjoy their education and appreciate the variety of opportunities on offer to them, both within the curriculum and beyond. They are developing a good range of personal skills that are preparing them well for their education and employment after school. Ensure that lesson activities consistently challenge students of all ability groups to make better progress and develop their independent learning skills, especially at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of pupils being too boisterous were seen during the inspection. However, there is generally not enough really challenging teaching across the school to ensure that students make consistently good progress in their learning and therefore develop the confidence and ability to work independently. Where teaching is less effective, planning does not take sufficient account of students different capabilities and starting points, and is too teacher-directed. Teachers do provide some clear, detailed and useful written feedback, but this is inconsistent across the school and does not always give specific advice about what students need to do to improve their work a problem which persists since the last inspection.

Frank and Ritas Relationship Essay -- Educating Rita Relationships Es

Frank and Rita's Relationship At the start of the play, Frank and Rita can be seen as opposites; Frank is a middle aged academic, whilst Rita is a young, female hairdresser. Any friendship between the two seems unlikely, but they quickly warm to one another as first appearances show. They are both involved in unsatisfactory relationships, and they both want more from life than it seems to offer. The main difference between the characters are that, whereas Rita has recognised her unhappiness and is determined to change it through becoming educated, Frank is more negative and prefers to drown his sorrows in alcohol. Frank and Rita become friends because she needs him to teach her, and he needs the vitality and freshness that she brings to his life. Willy Russell presents Frank and Rita’s relationship, and the changes it goes through, in a variety of ways. The relationship starts off well when they meet each other in scene one and the contrast of personalities is shown very well, Frank leads the boring lifestyle, whereas Rita bursts in and is full of life- their personalities and characters are totally opposite. Frank could do with a bit of something different in his life and this is why he takes to her so warmly. I think that the reader comes under the impression that Frank may want something out of this relationship other than teaching his literary knowledge. RITA: This Forster, honest to God he doesn’t half get on my tits. FRANK: Good. You must show me the evidence. This quote shows that Frank likes to flirt with Rita and shows that literary knowledge is not all that is on his mind. Rita, however, just wants to learn and be good friends with Frank but nothing more. From Rita’s perspective fra... ... goes on to tell Rita how he has changed her and that he doesn’t like the change he sees. Frank in his own words then says that he can’t bare Rita anymore. Through the last few scenes both of them have changed considerably and Frank especially does not like the change that he sees in Rita and due to this he continues to argue with her. The most important thing is that education has given Rita choice. She now has a lot more freedom to what she wants, as she is educated, she can choose form a number of jobs, she can choose which type of people she wishes to socialise with an so on. I think that overall both of them have learned that sometimes times change and people change and In the end I think they both accept this as they get on good ground with each other. At the very end Rita gives Frank a hair cut that she has promised him since Act one scene one. Frank and Rita's Relationship Essay -- Educating Rita Relationships Es Frank and Rita's Relationship At the start of the play, Frank and Rita can be seen as opposites; Frank is a middle aged academic, whilst Rita is a young, female hairdresser. Any friendship between the two seems unlikely, but they quickly warm to one another as first appearances show. They are both involved in unsatisfactory relationships, and they both want more from life than it seems to offer. The main difference between the characters are that, whereas Rita has recognised her unhappiness and is determined to change it through becoming educated, Frank is more negative and prefers to drown his sorrows in alcohol. Frank and Rita become friends because she needs him to teach her, and he needs the vitality and freshness that she brings to his life. Willy Russell presents Frank and Rita’s relationship, and the changes it goes through, in a variety of ways. The relationship starts off well when they meet each other in scene one and the contrast of personalities is shown very well, Frank leads the boring lifestyle, whereas Rita bursts in and is full of life- their personalities and characters are totally opposite. Frank could do with a bit of something different in his life and this is why he takes to her so warmly. I think that the reader comes under the impression that Frank may want something out of this relationship other than teaching his literary knowledge. RITA: This Forster, honest to God he doesn’t half get on my tits. FRANK: Good. You must show me the evidence. This quote shows that Frank likes to flirt with Rita and shows that literary knowledge is not all that is on his mind. Rita, however, just wants to learn and be good friends with Frank but nothing more. From Rita’s perspective fra... ... goes on to tell Rita how he has changed her and that he doesn’t like the change he sees. Frank in his own words then says that he can’t bare Rita anymore. Through the last few scenes both of them have changed considerably and Frank especially does not like the change that he sees in Rita and due to this he continues to argue with her. The most important thing is that education has given Rita choice. She now has a lot more freedom to what she wants, as she is educated, she can choose form a number of jobs, she can choose which type of people she wishes to socialise with an so on. I think that overall both of them have learned that sometimes times change and people change and In the end I think they both accept this as they get on good ground with each other. At the very end Rita gives Frank a hair cut that she has promised him since Act one scene one.

Rocket Boys Memoir Passage Analysis

Rocket Boys Throughout the memoir about his youth, Homer Hickam in Rocket Boys demonstrates excellence in prose. Hickam, a former aerospace engineer from NASA, credibly and masterfully crafts his memoir so as to bring the reader into his mindset. His insightful descriptions of action enable the reader to experience the moment firsthand with him through their imagination. He carefully selects his words in order to create an image in the mind of the reader through his deliberate syntax, powerful diction, literary devices, and imagery. The following passage is an example of his powerful prose: Sherman wanted to light the fuse, but I worried whether he could get away from it fast enough. ‘Don’t you worry about me,’ he said with such intensity that I instantly gave in. In a lot of ways, Sherman was the least handicapped person I’d known. He lit the fuse and ran back to a rock. Flames burst from Auk II. It sat for a moment spewing smoke and sparks and rocking on its fins. Then it jumped ten feet into the air, turned and zipped into the woods behind us, ricocheted off an oak tree, rebounded back to the slack, twisted around once, twanged into the boulder Quentin and I were hiding behind, jerked twenty feet into the air, coughed once, and dropped like a dead bird. (Hickam 91) This passage is excellent because it displays literary excellence while also revealing a moment of self awareness in Hickam’s thoughts. There are two key portions to this quotation. The first is the momentary reflection that Hickam had concerning his friend, and the second being the description of Auk II’s flight. In the first half of the passage Hickam displays a moment of self awareness. Sherman Siers, a member of Hickam’s BCMA, had a left leg that had been damaged due to polio. Hickam states that at first he worried that Sherman that Sherman might not be able to retreat quickly enough after lighting the fuse to Auk II, but he gave in due to the confidence and zeal that Sherman possessed. In retrospect he writes â€Å"In a lot of ways, Sherman was the least handicapped person I’d known. † (91) Here Hickam realizes that what many people label as handicaps may be in fact the opposite. Sherman’s handicap caused him to rise to the challenge and in doing so he gained a confidence that empowered him through other challenges that everyone in life may face; to Sherman handicaps were merely a state of mind. The second half of the portion, which describes the flight of the rocket, is teeming with literary goodies; the first of which being the syntax of the sentences. The first of the goodies is the sentence syntax. In the sentences leading up to the rockets takeoff, you can see the sentence lengths are short and excited. Then it changes when it reaches the sentence: â€Å"It sat for a moment spewing smoke and sparks and rocking on its fins† (91). Just as the rocket is delayed sitting for a moment on the ground, the sentence length increases from that of the past sentences to show the delay through syntax. The final sentence is lengthy and jumbled with verbs all throughout it. The constant usage of verbs each following the other gives a very staccato rhythm making the sentence very quick paced and full of action. This final sentence has a whopping total of ten verbs that show the actions and path of the rocket. By looking at the structure of the sentence, one can almost see the rocket flying all over the place jerking this way and that and finally hitting the ground with a thud at the period. Other goodies in the later portion of the passage include the strong choice in diction and literary devices he employs. Hickam superior choice in diction is evident in the final two sentences. Hickam carefully chose each word according to its sound and meaning. He did not try to sophisticate his word choices to make himself seem intelligent. Instead he searched carefully for words that though simple to understand, create just the description for the rocket’s action. Some of the words like â€Å"twanged† (91) and â€Å"zipped† (91) are even examples of onomatopoeia; that is the words sound like what they mean. At the end of the final sentence Homer employs the simile â€Å"dropped like a dead bird† (91). This simile has a dual purpose as both a simile and a pun. This sentence brings an abrupt end to the crazy flight path of the rocket and creates a visual of the rocket plummeting to ground in the minds of the readers, yet at the same time it is a play on words. A pun is the usage of a word which has two meanings to invoke humor. In this case the word which has two meanings is the word â€Å"bird† (91). The name of the rocket, the Auk II, is an allusion to the Great Auk which is an extinct, flightless seabird. When Hickam used the phrase â€Å"dropped like a dead bird† (91), he meant to show the rocket’s rapid descent while also humorously referring back to the origin of he rocket’s name. The last sentence from the passage is an excellent example of imagery. Instead of merely telling the readers about the rocket’s launch, Hickam shows the rocket’s launch to his readers. Using phrases like â€Å"twanged into the boulder† (91) and â€Å"jerked twenty feet into the air† (91), Hickam invokes the senses of seeing and hearing to bring the reader firsthand into the action. Overall I really enjoyed reading Rocket Boys. The passages really brought me into Hickam’s mindset and I was able to see the world from his point of view. The frequent literary devices entertained my mind, while my imagination was absorbed in the imagery in the book. I was inspired by Sonny’s determination to succeed and make something of himself. I did not find any truly weak parts of this memoir as I personally was absorbed in every moment in it. However I can understand if some people were to find it dull or boring at times due to lack of action. Unfortunately many readers today read only for action and violence, so due to a general lack of these in Rocket Boys, many people might find it unentertaining. I would only recommend this to a person who reads to be inspired and not merely to be entertained. Personally I found myself captivated by the book’s imagery and unknowingly I found myself on a mission to find every little literary device possible. Throughout my reading I always viewed the book positively and eagerly read ahead to find out what would happen next. Rocket Boys is an excellent book that I found to be truly inspirational and has positively impacted on my view on my own life. Now I truly believe that if I work hard enough, I can achieve just about anything.

The Relationships Between the Father and the Son

The writer used many ways to show the relatioships between charcters in the stories we have studies one of them is Anil. in Anil the writer presents confilct in relationship between the father, Appa, and the son, Anil. Anil is very uncomfortable and scared with his father, we know this because in the story it says † his father was a burly man, a bully to his family† this explains that the relationship between the father and the son is unsual and unsafe. the word â€Å"Bully† is used to show negativity and the harmful relationship between Anil and Father.Through the description the relationship between the characters, presents Anil’s father, Appa, as an abusive bully in his domestic environment, but a coward in the presence of the headman. â€Å"a timid mouse to the headman† – this presents a different relationship in the story where Appa is weaker in front of the head man. but becomes abuser and dangerous man in his family specailly with his wi fe, we know this because in the story it says † Anil saw the bruise on her shoulder, where Appa, returning home drunk last night, had hit her†. his shows the violence relationship between the mother and the father, which totally shows no love and no respect. However, Anil's father shows lot of love and care for Anil at the end of the story, he say â€Å"you will study hard and be an engineer, or a doctor, or a lawyer. make this father proud of you† this shows that his father is very serious about Anil's future. he wants him to be educated and knolodgeable he cares about him. the word † proud† shows the postivity and a feeling of self-respect and personal worth.He want to take pride in his son's success. The writer also used many ways to show the relationships between the characters in the stories we have studied one of them is The Compass and Torch cleverly incorporates many different aspects of family relationships into the story from the very beginni ng. The layout of the first three paragraphs and its content show how much the boy is in awe of the father. The second paragraph consists of four extremely short sentences, each one describing how the boy watches his father. ‘Drinking it in: the essence of Dadness’.This metaphor shows just how much the son idolises and loves his father, implying that he wants to absorb as much as possible of him, perhaps due to lack of contact in previous years. From the phrase; ‘essence of Dadness’, we are presented with a feeling that the boy probably has missed having a fatherly figure next to him, displaying their strange and alien relationship through the story. Further into the story, we realise the importance of the torch for the family, especially the boy, in emitting hope that somehow they might rebuild their broken relationship.The boy treasures the symbolic possession, stating it is for ‘lighting up the expedition of father and son’. This hopeful sen tence evokes sympathy in the reader at how he is desperately trying to convince himself that all is well in their relationship. The sentence could either literally mean that he values the use of a torch, or when looking deeper, we see the boy hopes it might magically rebuild bonds with his father and guide his way. Elizabeth Baines uses character gestures to show the tense relationship felt between the boy’s mother and father.After describing the man’s uselessness in being a good father, we are told the mum has ‘a choke in her voice’ and ‘a kind of snarl’ suggesting his actions have made her emotional with anger and worry. From this description, we get the idea that their relationship did not end on a good note and she is now left to deal with the consequences of constantly worrying about her son’s safety. In addition to this, the word ‘snarl’ suggests it is almost a primal instinct leading her to dislike her sons father, a nd the referring her to an animal shows the raw emotion inside of her.The story uses foreshadowing within the horses on the moor to present how the father and sons relationship is destined to be broken, and is unfixable. The contrasting descriptions of the horse show how the story may turn out badly towards the end. At first, we are told the horse is ‘softly curious’; displaying the innocence of the pairs expedition and intentions. However, we are soon told that the horse ‘looks through dark, deep fringed eyes’, suggesting an almost evil malicious intention despite its innocent appearance at first.This change in character foreshadows the events to come as, despite both father and son wanting the expedition to go well, deep down they both know that their broken relationship is far beyond repair. http://www. northleamingtonschool. warwickshire. sch. uk/attachments/article/138/Miss%20F's%20Compass%20and%20Torch%20guide. pdf themes for Anil: Themes Dreams of th e future Relationships/ Family – the role of each member of the family Culture Childhood Violence Guilt Repression Fear Love Shame Superstitions: Lack of Education? Morality – what is right/wrong Treatment of women Justice themes for compass and torch: Themes:Relationships (between father & son) Growing up/ Childhood Hopes/Dreams Communication themes are very important in the story because Amma, Anil and Appa are very close to each other in the main story part, where the themes begins. the main themes are love, culture, guilt, fear and most important part is justic and shame. some people think that the main part of the story is where the secret of murder coulaps and no one knows about it this shows that there is so much to tell to the reader and the writer compares to village resources i know this because in the story it says: the main highlighted things in the story like . a timid mouse to the headman† and † proud â€Å", because there is some much more i n the story colaptes in the to the characters who deals with nature and sympathy quotes for example,: † burly â€Å", â€Å"bully†, compares to other people no one liked him ( Appa ), because no one could ever imagine how hard is for him to deal with his children to emitt another people to help his son when he was injured and ery fraustrated, because no one did believe him in other socity nationality coraposes, and edmit that there is no one to help around him to keep him healthy and successful, we know this because in the story it says, â€Å"lighting up the expedition of father and son†. this shows that there is no lighten shown up to his father towards an emotive communication deals and suspects, which shows no related emotions and consepts effort that helps him to deal with his son alone and with very corapted situations that he would see him as a â€Å"unfixable† situation.This extremely explains that there is no more evidence than this that can give an example to the audience that he would be in a horrible and motivated situation comparing to his life in hard legall house (where he live). the writer presents so much things to deal with, after the second report of his son's controubution. However, legally no one tried to change the atmosphere so much within the legal documents and false/fake report, because he couldnt show the other documents in the future as if he was the right father to him in many ways like dealing with forgiveness, food, shelter, love, respect, and many other.None of the son's family tried their best in persuasing him to deal with this hard situation and contraboute to other nonesense language that have been used in the text. there is many example for this reason, for example, â€Å"choke†,†snarl†, â€Å"fringed eyes†, and â€Å"bruise†. this shows that the writer used so much negative words with funny language, that the reader could not notice whats going. So the main point is that the writer confuses the reader within the text he wrote, this called â€Å"malicious intention†. he writer is so much clever in so many ways to write so much things it always communicate the themes in the story that deals with the audience cleverlness and emotions. however, no one tried to deal with so many things like love, relationships, trust, loss, emotions, arguments, honesty, sadness, rejections, fear, shame, guilt, feelings, struggles, separations, curious, proud, separations, anger, attachements.