Evolution of the Chilean Government after the Ruthless Regime of Augusto Pinochet

Introduction Augusto Pinochet was a Chilean president. He got into power by overthrowing a democratically elected government in the year 1973 and exercised a dictatorial rule until the year 1989. This paper seeks to discuss the evolution of the Chilean government after Augusto. The paper will discuss Augusto Pinochet and his rule, the politics of the Chilean government after Augusto with specifications on the presidents and their political parties.Advertising We will write a custom research paper sample on Evolution of the Chilean Government after the Ruthless Regime of Augusto Pinochet specifically for you for only $16.05 $11/page Learn More Augusto Pinochet Pinochet was born in November 1915 to a civil servant father who was a customs office. The father was therefore able to afford a private school for Pinochet though he (Pinochet) never performed well academically. Childress (2008) recounted that Augusto always failed in majority of subjects in his cl asses. In school, the later to be president and army commander preferred classes that were related to fencing. He also had great interest in boxing. His involvement in politics started early in life as he attended political rallies in his teenage life. As a young man, Augusto was persuaded by his father to study a medical course while his mother wanted him to be a soldier. Following his mother’s interest, Augusto tried to apply into military school but was only successful on his third attempt in the year 1933. His first two failures to join the military are claimed to have been due to his poor grades from school though he is reported to have given different explanations to the failures. In the military, Augusto was very committed to his call. His first posting was to San Bernardo infantry school where he was later reposted in the year 1940. He got married to Lucia in the year 1943.[1] Augusto slowly rose through the ranks of service and was made a prison commander by the year 1948. He then proceeded to lecturing a military school before being offered the post of director of the institution. In the year 1970, the then Chilean chief of general staff was shot and succumbed to the injuries in what appeared to be an assassination. Augusto was then appointed by the then president, Salvador, to fill the vacancy of the chief of general staff. With the help of the CIA, Augusto planned and successfully led a military coup that killed Salvador and he became the president. The reign of Augusto was characterized by massive murders which were believed to be assassinations of personalities who were former allies of Salvador. The murders included the deaths of former vice president and former foreign minister of Chile. Pinochet also ensured the collapse of the national trade union by using international trade to weaken the local industries and the country’s agricultural sector.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Pinochet’s government was highly criticized for poor economic policies that marginalized income among people and human rights violation that led into mass protests in the year 1983. He however tried to cling to power in the 1989 elections which he lost to Patricio Aylwin. Despite losing the elections, he retained his position as the commander in chief of the armed forces until in 1994 when he resigned and got a position in the senate. He was arrested in Britain while on official visit and further judicial proceedings were initiated against him on his return to Chile. The administration of Pinochet was marred with high level dictatorship that ensured assassinations of people who were a threat to the administration.[2] The Chilean Politics After 1990 The political system in Chile has experienced significant developments since the end of its dictatorial regime in the year 1989. In its response to reclaim democracy, a nota ble transition has over the years developed with regard to the nominations to political offices right from political parties’ posts. One of the developments in the Chilean politics is the transition from reserved politics in which people were seemingly handpicked into positions rather than being selected based on the democratic support that they received from their parties supporters. Following the change from the dictatorial rule of Pinochet, party politics has democratically evolved to yield political leaders with grassroots support from their political parties and coalitions.[3] The system of electing a president was one of the areas in the Chilean politics to experience reforms. There was a change from a previous simple majority presidential elections system to a condition of at least more than fifty percent of the casted votes in a presidential election. Prior to this reform, there was a provision that the Chilean legislature would choose from among the first two candida tes in cases where the fifty percent majority was not realized. The legislature would however occasionally choose the leader in the held elections to hold the presidency. On the contrary, the current provisions outlines for re-run elections between the first two contenders in a general election if no candidate manages to get more that fifty percent of votes. Party nominations have also been democratized, especially among parties or coalitions in government prior to elections. The nomination processes are conducted through open grass root processes. Opposition parties and coalitions have also been democratic, though a bit inclined to partisan attitudes. The general development however is the fact that the ability of an incumbent to cling to power was checked by the constitutional provision that a president can only be elected into office for a single term.[4]Advertising We will write a custom research paper sample on Evolution of the Chilean Government after the Ruthless Regime of Augusto Pinochet specifically for you for only $16.05 $11/page Learn More Candidates and Political Campaigns after 1990 Political involvements in Chile have been dependent on a number of factors. Political â€Å"status is obtained from kinship ties, education, networks and marriages†.[5] Education status has for example been identified as a critical element in the presidential elections. A past survey on legislators indicated that a majority of them were well educated with at least an undergraduate degree and a significant number had post graduate degrees. A person’s relation and position in a party has also been identified as influential in party nominations. However democratic the nominations are, popularity and loyalty to party seems to play an important role in delegates decision making when they go for party primaries. The presidential election held in the year 1989 was worn by a coalition movement. Though the country was seen to be in a transformational state, its leaders were more or less the same old politicians, and this called for political tactics in the general election. Aylwin, who won the election, decided to depersonalize his campaigns in order to broaden his support and to distance himself from his past. Consolidation of his coalition and being liberal to the electorates’ views also played a critical role in the campaigns. Developments and transformations in the political atmosphere however ensured the political detachment from personalities who were closely related to the former regimes of Salvador and Pinochet. This transition signified change from the dictatorships of the two regimes to a new dawn of democratic establishments. Governments have also been formed on the basis of political and regional balance. The system of balancing government positions has also transformed over time with a notable change from mere loyalty to political figures to real balance that included gender considerations. [6] General Changes realized after Pinochet At the end of Augusto’s rule as the president of Chile, the country got an opportunity for involvement with the international world. The post Augusto Chile moved to develop policies that were meant to â€Å"pursue regional cooperation, establishing peace and security along its borders and developing new trade opportunities†.[7] The military rule that had even engaged in assassination of foreign citizens had alienated Chile from global diplomatic ties. The transition from the Augusto’s military regime into democracy led to improved international relations between Chile and other countries. As a result, a number of international agreements have since been negotiated by Chile leading to its membership in â€Å"Asia pacific economic conference and the southern common market†.[8] Trade negotiations have since been made with Canada, the European Union and the United States. Political stability has also been realized in the region following resolution of border conflicts that existed between Chile and its neighboring countries. Following the democratization of the country, Chile has established itself as an influential country in the region. The political transformation reestablished diplomatic links with other nations allowing it to participate and realize benefits of globalization.[9] Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Chilean Governments after Pinochet The first administration after Pinochet was the government formed by Patricio Aylwin. Patricio was elected into presidency after Pinochet stepped down following a no vote that rejected his bid to stay in power. Patricio was born in the year 1918. He undertook his university studies at the University of Chile and graduated with a degree in â€Å"judicial, political and social sciences with the highest distinction†.[10] He then proceeded with education and later worked at Chile and Catholic universities before serving National institute of Santiago as a political economy professor. Patricio started his political engagement in the year 1945 before joining the Christian Democratic Party which he served as the party president from the year 1958 up to the year 1989. Under his presidency, Patricio is credited for â€Å"wisdom and compassion, guiding the reconstruction of Chile and reconciliation of its people†.[11] The presidency of Patricio was under a coalition of a number of parties. Inclusive in the coalition were the Christian Democratic Party which Patricio belonged to, socialist’s party and the radicals group among other small parties. While in power, the government headed by Patricio sought to improve welfare of the people of Chile through a variety of measures and policies. Establishment of â€Å"truth and reconciliation commission†[12] and policies that would improve the country’s economy became prime agendas of his government. He also made efforts to improve the living standards of the Chilean citizens who were languishing in poverty by establishing conditions that were favorable and attractive to investors. Increased investments created employment opportunities in the country. Being the first president after dictatorial regimes in Chile, president Patricio became the first Chilean president to visit the United States in a span of thirty years. The visit was in the steps of involvement of Chile into global community following its earlier isolation during the military governments who had cut links with other countries. In this particular meeting, the Chilean president stated, not only to the American government but the international fraternity, that Chile was seeking cooperation, and not helps in its transformational process and period. The government of Aylwin also established proceedings to ensure justice to killings that were committed under the military rule of Pinochet. Former key military figures who were accused of murders like the assassination of Orlando among others were put on trial. Although he made significant steps to pass legislation to liberalize the people of Chile and to improve their welfare, some of the initiatives by Patricio were unsuccessful due to the involvement of military personalities in his government. The then constitution provided for inclusion of the forces to the executive, a move that the military used to hinder reforms there by pr otecting their members who would be prosecuted. A constitutional provision that limited his presidency to four years saw the end of his power in the year 1994. He however made significant progress in the democratization of Chile.[13] President Patricio was succeeded in a peaceful transition by Eduardo Frey in a democratic process that took place in the year 1994. Like his predecessor, President Eduardo was a product of the Christian Democratic Party. He was a son to a former president and an engineer by profession. Under his leadership, the Chilean government shifted its attention to development of social amenities and infrastructure. Through the involvement of private sectors, the government of Frey succeeded in developing transport facilities and educational and reformatory institutions. The Christian Democratic Party however lost much of its popularity during the time of Eduardo as the party’s flag bearer. The Christian democrats lost the next election that was held in th e year 2000 to the socialist candidate, Ricardo Lagos.[14] In his reign, president Lagos integrated economic developments and judicial efficiency in his main agendas. He aspired to translate the economic development that had been realized to people’s domestic wellbeing in townships and provinces. The period of his reign witnessed improvements in welfare of Chilean people as his government established schemes to take care of its unemployed citizens. The Lagos government established compensation program for victims of torture under the former military regime. It also developed health care policy to ensure improved quality and accessibility to the services.[15] Lagos was succeeded by another socialist candidate called Michelle Bachelet. She was the first woman president and was widely criticized for a weak government. Her administration however picked up in the second half of her presidency and was recognized for effectiveness in agendas that related to economy and social welfar e. In her recognition in these areas, Michelle was honored in the year 2009 for her effort to ensure fast economic recovery of her country after the recession that occurred at that time.[16] Conclusion Augusto Pinochet became Chilean president in the year 1973 by overthrowing the then government. He was a military officer who had just been promoted to fill the vacancy left by assassination of his predecessor. Once in office as the president of Chile, Augusto Pinochet established a dictatorial rule which was characterized by gross violation of human rights. Augusto also destroyed diplomatic ties between Chile and international communities and even caused boarder conflicts with the country’s neighbors. His rule was however terminated when his campaign to continue as the country’s leader was defeated in the year 1989. He stepped down as the country’s president but retained his post of the commander in chief of the armed forces. He was however later arrested in Brit ain and also on his arrival back in Chile for human rights violation that occurred during his time. The post Augusto Chile has been under four presidents, the first two from the Christian Democratic Party and the latter two from social democratic party. The four presidents, who were democratically elected, have been credited for their steps that have established and developed democracy, economy and social welfare of the Chilean people. The governments have also strengthened foreign policies of the country to open Chile to the globalized world. Their administrations have moved Chile to better standards of democracy as well as in other aspects. Bibliography Altman, David. Political recruitment and candidate selection in Chile (1990-2003) The executive branch. Institutio de ciencia politica, n.d. Childress, Diana. Augusto Pinochet’s Chile. Minneapolis, MN: Twenty first century books, 2008. Demcoalition. Defending democracy: A global survey of foreign policy trends 1992-2002. Dem coalition, n.d. Encyclopedia. Patricio Aylwin Azocar. Encyclopedia of world biography. 2004. Kennedy. Patricio Aylwin Azocar. Fulbright association, 2011. Minnis, Natalie. Chile. New York, NY: Langenscheidt publishing group, 2002. Spartacus. Augusto Pinochet. Spartacus, n.d. Zissis, Carin. â€Å"President of Chile Michele Bachelet Honored at AS/COA†. American society website, 2009.  https://www.as-coa.org/articles/president-chile-michelle-bachelet-honored-ascoa . Footnotes Childress, Diana. Augusto Pinochet’s Chile. (Minneapolis, MN: Twenty first century books, 2008), p. 28-30 Spartacus. Augusto Pinochet. (Spratus, n.d.). Altman, David. Political recruitment and candidate selection in Chile (1990-2003): The executive branch. (Institutio de ciencia politica, n.d.) p. 3 Ibid, p. 3 Ibid, p. 15 Altman, David. Political recruitment and candidate selection in Chile (1990-2003): The executive branch. (Institutio de ciencia politica, n.d.) p. 15 Ibid, p. 5 Ibid, p. 1 Demcoa lition. Defending democracy: A global survey of foreign policy trends 1992-2002. (Demcoalition, n.d.) p. 1. Kennedy. Patricio Aylwin Azocar. (Fulbright association, 2011) p. 1. Ibid Encyclopedia. Patricio Aylwin Azocar. (encyclopedia world biography, 2004) p. 1 Encyclopedia. Patricio Aylwin Azocar. (encyclopedia world biography, 2004) p. 1 Minnis, Natalie. Chile. (New York, NY: Langenscheidt publishing group, 2002). P. 64 Ibid Zissis, Carin. President of Chile Michele Bachelet Honored at AS/COA. (American society website, 2009). P. 1 This research paper on Evolution of the Chilean Government after the Ruthless Regime of Augusto Pinochet was written and submitted by user Marvin Slater to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Rape Culture Oriented Feminism Sociology Essay Part of the current feminism strive is to raise awareness of what is known as rape culture. Rape culture is a socially constructed concept that depicts a culture in which sexual violence and rape are belittled, tolerated, and even justified in society. This concept is related to some specific behaviors such as womens causal role, rape stereotypes, sexual objectification, and trivialization of rape along with sexual discrimination. Legally, rape is defined as forced sexual intercourse between a man and a woman against the womans will (or the mans). In many states, the legal definition of rape does not include marital rape. In others terms, husbands which force their wives into sex are not punished by law, as rape is only seen as illegitimate sexual intercourse, i.e., the wifes exception implies that rape is rape if and only if the man commits the act on a woman other than his wife. 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Men are expected to have sexual dominance in the relationship whereas women are pictured as passive, subordinate creatures. The contrast between men and women in the socially constructed sexual culture can be seen in dating for instance. In a date, a man is expected to buy gifts, dinner, drive the date of/from location to location and shower the woman with attention. Society has accustomed men to expect sexual rewards for their actions. The man thinks he has a right to sexual favors because of what he did on the date. This reasoning puts women as legitimate for sexual aggressions, and gives justifications for men to reason what they might do. When society produces rapists by encouraging values such as domination, anger, aggression, violence and rejecting the idea of men expressing and sharing their feelings, it fosters a rape culture. The rapists are also victims in the sense that they are frustrated by not being able to nurture their need for love and affection through more normal, healthier ways; hence acting through violence. Social conditioning through media holds a huge part of responsibility in rape culture oriented societies. Men and women are made to behave and think in a very specific way from a very early age through school and popular culture. Women and girls should act properly and in a ladylike manner, men should be strong and unemotional. This socialization process, this distribution of roles and behaviors creates the imbalance of power between men and women, giving the floor to male domination over female subordination, and indirectly training women how to be raped, and men how to be rapists. Some rules which train women how to be ladies actually contribute to a lot of rape situations. For instance, a lady should not make a scene just because she is at discomfort. During a sexual assault, wouldnt this entitle that the woman should stay quiet, in order to preserve ladylike qualities? A lady should always trust and be kind to strangers which offer to help. This rule gives rapists plenty of situations where they can trick women into thinking that they are actually willing to help them whilst having planned the rape act. Another rule claims that a lady should always graciously smile when spoken to. A potential rapist might consider a woman acknowledging him with a smile as her being consenting to the situation. Social conditioning has also leaded us to deem as true a set of prejudicial beliefs, called rape myths. These stereotypes provide aggressors with justifications and legitimization for their acts of sexual violence. Feminists claim that rape myths are fundamental to the patriarchal society which supports control and domination relationships. Not only do those stereotypes and lies present assaulters with excuses for their acts, but they also move the responsibility of the act away from the aggressors and lay it on the victims. Some examples of rape myths include: Black men rape white women, Provocative female clothing is the cause of rape, its the victims fault, She was asking for it Even more dangerous is womens acceptance as the ones to blame for rape and the hostility some women show towards other women which were rape victims, by saying and believing in claims such as She provoked the rape, Men are unable to control themselves, rape is only perpetrated by sick men. The new trend nowadays, and from what I hear around me when I ask people about the causal role of women in a rape situation is to say that women should not dress in an alluring way then blame men for raping them. Society is full of sick men, and women should be prepared for this. Raped women actually had it coming. A study done in Germany where participants (students) were given a set of questions, tried to measure to which extent rape myths were accepted and it tried to study the correlation between the desire for sexual dominance and the inclination to accept rape and rape myths. The results of this study supported the feminist theory which claims that rape is much more linked to the desire for men to express their dominance and control over women than to simple sexual arousal. There are three main theories which suggest different factors as support for the proliferation of rape culture. The first theory, gender disparity, claims that rape is the main instrument for patriarchal societies to keep oppression and control. As discussed earlier, the imbalance of power in the relationship between men and women is a direct cause of the objectification and subordination of women versus the domination and demonstration of force of men, which encourages rapist behavior. The second theory, cultural overflow, claims that rape myths and gender socialization are not the only causes for sexual violence, as other components of culture might serve to justify and trivialize rape. An example would be the aspects of violence in our everyday life. Violence in schools, in media, and in governments can be generalized or extended to relationships, thus condoning rape acts. The third theory, social disturbance, suggests that elevated rates of rape might reflect disturbance in social lives such as divorce and relocation. A generalization of the theory would be that deviant acts in general mirror social disorganization which disturbs commonly agreed on social mores. Although I agree with the fact that feminists have done well in raising awareness against rape in societies, and (to some extent) to how society might have contributed to the increase of rape rates through popular culture and mass media, I think there are some issues with rape culture as an entity proposed by traditional feminists. Traditional feminists rape culture theory mainly insists on gender imbalance as being the cause of rape proliferation in society. However, and as the Cultural Spillover theory suggest, other factors and other components might cause increase in rapes rates. The war in Bosnia (92-95) was infamously known for wartime rape. Many Muslim women in Bosnia were raped by Serbs at the time. Rape becomes a weapon of war in this case. It is not intentionally or (at the least solely) directed towards the individual victim, but rather used as any other tool to hurt the enemy. The rape during the Yugoslav conflicts was consequently labeled as genocide rape or rape warfare. Many examples in India, South Asian, and Middle Eastern and South African countries show similar patterns where the culture of war and violence tends to lead to a tacit acceptance of rape in society. Rape as a war weapon can be much more effective than any other weapon as the lasting effects of such an act not only hurt the individual on the long term but the society as a whole. Through children born in time of rape warfare, the society is relentlessly reminded of the war and the enemy. It is one of the most degrading and brutal attacks that could be carried on the enemy. Victims of rape in war time live in isolation from their family and community, especially if they have a child born from the rape act. Another issue with the traditionalist feminist view on rape is the binary structure and the rather monolithic perspective on the matter. There is this tendency to represent men as evil animalistic rapist creatures and women as helpless submissive victims. The feminist cause is first and foremost a fight for equality. As a movement which condemns rape as a result of gender inequality, the irony here is the separation between genders which label the man as a rapist and the woman as a victim. The theory depicts all men as potential rapists and sex offenders, controlling and dominant. Across my research, I noticed that most of the literature on rape culture only highlights female oriented violence. Such discrepancy makes it appear as if male oriented violence does not exist, and that female victims are much more prevalent. Such unfairness in research contributes to the rigid binary representation of the matter. The danger in doing such propaganda (i.e. labeling all men are potential sexual aggressors) makes it sound as if being a man is enough to identify the person as someone likely to rape. Even the definitions I encountered on feminist blogs and journals define rape as the act of sexual violence towards a woman by a man without her consent, but not vice versa. A similar distortion can be seen when talking about domestic violence as it is now assumed and taken for granted that men are the wife beaters. While feminisms original strive is to gain and maintain equality between the genders, rape culture theories create a serious loophole as such distortions and discrepancies actually put women as the harmless gender on higher grounds for moral superiority in comparison with men as the harmful gender, which creates gender imbalance all over again. By acting as such, feminists negate their goal of gender equality. It is not anymore the battle for equal rights; it is the fight for moral superiority that is at stake here. Hence as much as rape culture following the feminist view trivialize and encourage rape, rape culture also benefit this feminist view of men being animalistic and unable to control their urges in comparison with women. A third issue with rape culture is the labeling itself of the entity. What does rape culture exactly encapsulates? I am concerned that the focus of feminists on rape culture might exclude other abused victims which were not subject to rape but other types of violence. For instance, domestic violence victims doesnt necessarily mean rape victims. Arent those women excluded from the movement because of the fact that they were not raped? Sexually harassed women are not necessarily raped too, where do they stand in the rape culture movement? By choosing a label and identifying an entity such as rape culture, Rape acquires a special place in the feminist movement, as women who were raped gain a unique status which makes them a priority over other women. The problem here is that, by giving rape this privileged status, by making the focus rape and rape culture, the feminist movement creates this gender-separatist, discriminatory entity which shadows other gender related issues. Other society problems are as important as the rape issue, yet we do not have a child molesting culture entity for instance. Furthermore, one can actually draw a pattern of similarities between the feminist rape culture movement and the traditional white feminist movement, because both are discriminatory in a way. The white feminist movement does not represent black and Latino women for instance. Similarly, rape culture feminists do not represent battered women or women who were not raped but were still victims of sexual harassment. Rape culture oriented feminism does have some good arguments as socially constructed behaviors and gender roles do impact on rape behaviors. However, and to draw the analogy with the white feminist movement, victimized women which were raped as a product of the imbalance of power between men and women in society represent only a small part of the rape victims and situations, as much as white desperate housewives with college degrees who are forced to stay at home only represent a small portion of oppressed women. Just as white feminism should evolve to include other women in the group, rape culture oriented feminism should also change by broadening its area of interest and not limiting itself only to first: physically raped victims and second : physically raped victims outside the sample society provided by rape culture oriented feminism. Wartime rape victims, which are ignored by this feminist movement currently should also be part of the strive. Furthermore, the movement should also reconsider the monolithic view it gives of society which separates men and women in a negative way. Rape culture oriented literature so far is very biased in terms of who does the aggressions. It should also recognize that not all men are aggressors, because of the unfairness and incorrectness of such accusation, and move towards a more cooperative image between the genders rather than the hatred one it currently gives. Work cited: Rape Myths. Research Advocacy Digest

Media and the People :: essays research papers

Many tragedies, deaths and other popular actions take place everyday around the world, and we the people, count on media to cover these accounts in full detail. News articles and the media are two topics that go hand-in-hand with each other when discussing the perception of a world topic. Giving the media this power to describe the account also gives them the power to one-side any particular story. Often false accusations are made and wrong people are blamed, for no other reason than the media pointing fingers in wrong directions. The media also has the power to confuse, for as one media program might cover an account to be the blame of one man and another media program to be blame of another. The media has been given too much power with influencing the thoughts of people across the world. Take in   Ã‚  Ã‚  Ã‚  Ã‚  The war with Iraq has sparked many different views and perspectives in the media world. Such popular topics of discussion with broadcasters and reports have been: Is Busch to blame? Is the War really necessary? Is the US sticking its nose where it shouldn’t be? And so the list goes on forever and ever. With such a popular international topic such as this, the media has the power to break it down to every little aspect as long as the viewer is interested. Who is the decision maker, who is the one that chooses who is truly at fault? How do we know the media doesn’t change views based on which country its news is broadcasting in? With America at war with Iraq, do American televisions say Iraq kills 10 U.S. soldiers, while an Iraqi one states that U.S. invades country to take over?   Ã‚  Ã‚  Ã‚  Ã‚  The heart of any media article or report is in the tone, perspective, and content. Although both of these articles are one two different specific sub-topics, they are both on the same topic; and with sharing the same topic they also both share the same tone. They both share the same perspective of a guilty Iraq. As for the content; they are mostly similar except that the second article, â€Å"Pentagon: 110 U.S. Troops Killed in Iraq†, is a little more enlightened towards the U.S. taking some blame. The two pieces of media material I have reviewed share many similarities yet many differences in tone, perspective and content. Both of these pieces cover basically the same topic of the war in Iraq. Media and the People :: essays research papers Many tragedies, deaths and other popular actions take place everyday around the world, and we the people, count on media to cover these accounts in full detail. News articles and the media are two topics that go hand-in-hand with each other when discussing the perception of a world topic. Giving the media this power to describe the account also gives them the power to one-side any particular story. Often false accusations are made and wrong people are blamed, for no other reason than the media pointing fingers in wrong directions. The media also has the power to confuse, for as one media program might cover an account to be the blame of one man and another media program to be blame of another. The media has been given too much power with influencing the thoughts of people across the world. Take in   Ã‚  Ã‚  Ã‚  Ã‚  The war with Iraq has sparked many different views and perspectives in the media world. Such popular topics of discussion with broadcasters and reports have been: Is Busch to blame? Is the War really necessary? Is the US sticking its nose where it shouldn’t be? And so the list goes on forever and ever. With such a popular international topic such as this, the media has the power to break it down to every little aspect as long as the viewer is interested. Who is the decision maker, who is the one that chooses who is truly at fault? How do we know the media doesn’t change views based on which country its news is broadcasting in? With America at war with Iraq, do American televisions say Iraq kills 10 U.S. soldiers, while an Iraqi one states that U.S. invades country to take over?   Ã‚  Ã‚  Ã‚  Ã‚  The heart of any media article or report is in the tone, perspective, and content. Although both of these articles are one two different specific sub-topics, they are both on the same topic; and with sharing the same topic they also both share the same tone. They both share the same perspective of a guilty Iraq. As for the content; they are mostly similar except that the second article, â€Å"Pentagon: 110 U.S. Troops Killed in Iraq†, is a little more enlightened towards the U.S. taking some blame. The two pieces of media material I have reviewed share many similarities yet many differences in tone, perspective and content. Both of these pieces cover basically the same topic of the war in Iraq.

Elementary School Students Essay

In learning a new language, students face a difficult transition and often times, frustration and pain (Ybarra and Green, 2003). To avoid this, English language learners must be provided with scaffold and a variety of flexible language learning experiences such as language hearing, writing, speaking, and reading. According to M. L. Liaw (1997), language teachers should provide language-rich environment to learners and actively involved them in every activities which involve language practices (cited in Ybarra and Green, 2003). These learning activities establish a good flow of communication among students through their interactions. Based on researches, individuals learn mostly through their own style of learning. Felder and Henriques (1995) defined learning style as the individual’s unique means of acquisition, retention, and retrieval of information. Different learning styles of students require teachers to tailor their way of instruction in such way that it meets the learners’ needs and preferences. For instance, teachers who are not fond of music, may not incorporate chants and songs in their instruction, thus, the learning preferences of musical learners are not given emphasis (Procter, n. d. ). Teachers, therefore, must be flexible enough in learning new strategies in order to bring the best out of their students. Learning Styles and Teaching Strategies Felder and Henriques (1995) stated that students may learn in a number of ways including seeing, hearing, reflecting and acting, logical and intuitively reasoning, and memorizing and visualizing. Teachers, on the other hand, typically employ demonstration, lecture or discussion in giving academic instruction. The students’ performance is affected by their adaptive ability, preparation, and their compatibility with the teacher’s style of giving instruction. A mismatch between learning style and teaching style, as foreseen, is a cause of poor academic performance. Butler (1988) classified learning styles into cognitive, affective, physiological, and psychological (cited in Lamboy, 2003). A student’s way of perceiving and ordering information or ideas belongs to the cognitive style while the affective domain speaks of social and personality traits in learning. The physiological dimension, on the other hand, refers to the senses which include auditory, visual, or kinaesthetic, and environmental factors such as light and temperature. Inner strengths and individuality pertains to the psychological aspect while auditory learners love to play with words and their sounds through listening and storytelling. For Procter (n. d. ), problem solving and numbers are very appealing to logical children. They enjoy puzzle, pattern, sequence, and card games activities. Intrapersonal learners, on the other hand, are generally shy but have a good sense of self. Learners of this type prefer personalization activities such as drawing and writing about one’s family and experiences. Drawing, painting, or coloring activities are often preferred by visual learners. Most of the time, they enjoy the teacher’s facial expression in storytelling and readily understand stories through pictures. Moreover, kinesthetic learners prefer learning through physical activities such as games and hands-on exercises while musical type of learners, learn best through chants and songs. Lastly, cooperative activities such as group works, interviews, projects, and surveys are best means of learning for interpersonal learners. Researches and Implications Ehrman and Oxford (1990) found the preferences of students in respective learning styles through an intensive language training (cited in Felder and Henriques, 1995). Sensing learners used a variety of memorization strategies like internal drills and flash cards; prefer practical materials and highly structured or well-organized classes. Intuitive learners, on the other hand, favor basic vocabulary and grammatical rules, linguistic concepts and translations. Visual learners like visual presentation of information through pictures, diagrams, flow charts, time lines, films, and demonstration while verbal learners are fond of spoken and written explanations. Also, active learners are inclined towards physical activities and experimentation as compared to passive roles of reflective learners such as listening, observing, and taking down notes. Further, sequential learners better absorb small and connected chunks of information as contrasted to the holistic preference of global learners. Felder and Henriques (1995) concluded that an effective language instruction then caters to the different learning styles of students. This means that language instruction must contain the elements that are appealing to all types of learning styles. It should be a concoction of concrete information such as definition and grammatical rules; and concepts like syntactical and semantic information, and linguistic and cultural background details. Conclusion In planning for a language instruction, educators must consider the heterogeneous learning styles of the students. In doing so, they may creatively select learning activities that are appealing to different types of learners. In addition, educators may properly guide and give necessary aid to students for learning strategies appropriate to their learning styles. Moreover, despite the amount of research that has been done with regards to learning styles over the last few years, there is no clear evidence proving that a particular learning style is generally better over the others. This is perhaps due to the human mind’s flexibility and individual differences. Thus, it is much better then, that learning strategies be given emphasis in every learning situation. References Felder, R. M. and Henriques, E. R. (1995). Learning and Teaching Styles In Foreign and Second Language Education. Retrieved November 5, 2008, from http://www4. ncsu. edu/unity/lockers/users/f/felder/public/Papers/FLAnnals. pdf Lamboy, C. L. (2003). Using Technology in an English as a Second Language Course to Accommodate Visual,Kinesthetic, and Auditory Learners to Affect Students’ Self-Efficacy About Learning the Language. Retrieved November 5, 2008, from http://www. des. emory. edu/mfp/DissertationLamboy. pdf Procter, S. (n. d. ). Gogo Loves English Fits Many Learning Styles. Retrieved November 5, 2008, from http://www. gogolovesenglish. com/Articles/Stanton1. asp Ybarra, R. and Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. Retrieved November 5, 2008, from http://iteslj. org/Articles/Ybarra-Technology. html

In Partial Fulfillment of the Requirements for Thesis Writing Essay

1.1 Background of the Study An elementary school or primary school is an institution where children receive the first stage of academic learning known as elementary or primary education. In most countries, it is compulsory for children to receive proper education although it is permissible for parents to provide it. The major goals of education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences. (http://en.wikipedia.org/wiki/Elementary_school) The education system of the Philippines includes formal and non-formal education. Compared to other Asian countries, the Philippine education system differs in a number of ways. Basic education in the Philippines is only 10 years as against 12 in other countries. The Philippine education system is closely related to the American system of formal education while other Asian countries are influenced by the English, French or Dutch system. The Philippines is using a bilingual medium of instruction. Certain subjects are taught in English and the rest in the national language which is Filipino. However, since June 4, 2012, DepEd started to implement the new K-12 educational system, which includes the new curricula for all schools. In this system, education is now compulsory. K-12 means â€Å"Kindergarten and the 12 years of elementary and secondary education.† Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6). Northside Christian Academy is one of the well-known Christian elementary schools in Bacolod City. It can be located at They provide good teaching aid and services for pupils in elementary. Through the dream and aspiration of the founders of the school, it became into existence. The researcher chose it as her course study because as an institution that offers needs for pupils, it should also provide an attractive, functional, stable and green environment for the children to learn and to be educated. The school had been there for almost 2 decades but the school hasn’t changed much since then. It needs proper planning of the spaces, ventilation and a stable design that would fit for an elementary school. As a student designer, working to aim this goal will achieve to answer the stated problems through gathering data, analyzing and planning. This proposed study does not only provide for their children’s care but also a workable environment for the teachers and also for other working facilities and parents. It could accommodate a space where in they can be comfortable and relaxed and a space where each unit has its function of its services. This would affect a better development of the school and also it will benefit to them to receive more credits and many visits from new visitors and enrollees. 1.2 Statement of the Problem Parents know what’s best for their children. They want their children to send them to school because it is their learning experience with teachers and having groups of friends. It’s an opportunity to learn to share, follow instructions and begin learning that will occur in a school. But sometimes parents have their common worries about the space being uncomfortable get intimidated by the institutional ambience of the schools which sometimes children would usually get scared of entering or left there. In creating an interior environment of the proposed, the researcher will aim for a functional, stable, attractive, and organized space for the parents to bring their children by seeking answers to the following questions during the course study: 1. Considering the design standards, what will be the appropriate interior design concept for the school? 2. What will be the color schemes that will give the school’s students and teachers a more effective and comfortable environment for education? 3. What will be the proper interior treatment and finishing material for the following? 3. a. Furniture 3. b. Floor 3. c. Ceiling 3. d. Walls 3. e. Lighting 4. What are the additional changes needed to pay attention as a researcher? 5. What is the proper lighting plan for the school offices and classrooms? 1.3 Theoretical Framework The concept planning for the improvement of the interior environment of Northside Christian Academy is to study the given spaces and conduct a research towards redesigning and improving the school’s interior by getting sources of inspiration out of other concepts and abiding to its design principles which can be suited. For the users’ benefit, the proponent is trying to create a design that considers, creative aesthetics, functional, stable and organized environment. This would enhance the school’s working environment for both students and teachers and staff. Before the proponent plans out the concept, she first gathered some of her sources. There is no perfect classroom design. However, Lippman (2002, 2003) in his study of schools mentions that providing a variety of spaces within a classroom supports student-teacher / child-adult relationships. With the understanding that schools are learning centers for development, and building on his research findings, Franklin (2008) recognized that non-traditional, modern learning environments could encourage students to fully participate in activities with others as they acquire knowledge for themselves. He then developed the following criteria for the modern classroom: †¢ The classroom layout should have the amount of space a child will need varies with the activity, such as reading, writing, working or simply listening. Therefore, the plan has to be able to accommodate instruction, experimentation, or group related activities. †¢ It has to accommodate the formation and functioning of small learning groups while providing a sense of separation, because groups working together will experience distractions and non-productive interaction. †¢ It has to be flexible enough to allow the continual reorganization of the whole class into various sizes and number of small learning groups. This means the space must be as free as possible of permanent obstructions. †¢ It has to be manageable by a single teacher who has command of the entire space. This means the space must be compact and open (Dyck 1994) In terms of school design, connection, on one hand, involves pathways between spaces within the school building. In this case, safe, easy movement and allowing surveillance are three basic requirements. On the other hand, connections also refer to the allowance of school and community functions to be integrated into a cohesive network of closely adjacent facilities, creating an involvement and awareness of the educational process. Circulation such as hallways and corridors are a costly percentage of a school building. The circulation provision has to create gentle transitions from different spaces, taking advantage of turns and bends to create unique areas of learning. Conversely, for issues of safety, circulation paths also need to ensure supervision by, not only administrators, but also students, teachers and parents. Poorly designed circulation can make movement around the building difficult and even facilitate bullying. It is not just a corridor. It is a critical dimension where good design can make a real difference to spatial quality. Lying behind the detail of design elements for general and particular needs there is also a recurrent theme around the general level of stimulation that is appropriate for given situations. In broad terms this may vary from buildings designed for relaxation, such as, homes, to those designed to stimulate, such as theatres, but also variation will be appropriate within buildings. So in a school, classrooms may need a different approach from assembly areas. Children of kindergarten through elementary-school ages are mostly extroverted by nature. A warm, bright color scheme complements this tendency, thereby re- ducing tension, nervousness, and anxiety; color may be light salmon, soft, warm yellow, pale yellow-orange, coral and peach. Colors of opposite temperature should also be introduced as accents. Under no circumstances should it be believed that by pinning drawings, cartoons or the like on the wall, the child’s need for changes in hue, color intensity, and lightness, is satisfied, or that it will reduce a monotonous room experience. 4. Significance of the Study A. To the Students This newly planned, functional and sustainable interior environment of Northside Christian Academy will be beneficial for the students. It presents that for a small institution; it will be a place of comfort and created to enrich their minds with the use of the interior design, conducive for effective learning. B. To the Parents This proposed interior space will be improved and at the same time will be the suitable design for their children’s environment. To create a second home for their children that will always bring them to comfort and safety. C. To the Principal, Teachers and Working personnel It will help the school’s interior to be improved and at the same time to present a good working environment for them. Creating a safe place will bring them to the warmth of home and belongingness. And also to which it will be beneficial for their interaction with the children. D. To the Proponent As the proponent, this study is significant for me to learn in enhancing my skills, to utilize my knowledge for research and to share my ideas to those who will benefit. And a stepping stone for me to achieve what I want by applying this project as my experience for me.

Free Essays on Wrinkle In Time

A WRINKLE IN TIME By Madeline LÂ ´ Engle In Willstead town, in North Carolina strange things are happening. Do you want to know more? Well in A Wrinkle in Time by Madeleine L’Engle a wonderful writer tells all the weird things that are happening. Madeleine LÂ ´Engle was born in 1918 and she is still alive, she was born in New York (USA) and she is famous for his fantastic novels and fiction books, and her familiar stories for children. After she graduated from the Smith University in 1941 she extended hers studies in the Social Investigations School (1941-1942) and in the University Of Columbia (1960-1961). Madeleine LÂ ´Engle worked during some years in the Theater and later as a teacher. The setting of this story is in North Carolina, in the town of Willstead in the year of 2005. One day Margaret was left by the Aliens when she was two- months old in the planet Earth, and was found by the Murries, a nice couple, that had one year of marriage. Several years had passed and Margaret grew up like a normal girl. Now she had twin brothers and a Collie dog. At school everybody thought that she is a freak, but she is a ten-year-old girl, with beautiful eyes and a lot of intelligence. She is an alien but no one knows not even she. Margaret came to Earth by a computer fraud that caused a wrinkle in time. An old woman called Mrs. Whatsit came to Earth with the job to take Margaret back. She visits Margaret and buys her nice things to win Margaret’s confidence. Mrs. Whatsit lived in the middle of the woods. One day a robbery had been reported to the police. It was a missing blanket and the thief was Mrs. Whatsit because she needed a lot of warmth because planet Earth was too cold for her. The Tesseract that is the name of the species that Margaret and Mrs. Whatsit belong to, they are from from other planet. At school some rare people that were of the same species as Margaret went to do a contest. Margaret won the contest but th... Free Essays on Wrinkle In Time Free Essays on Wrinkle In Time A WRINKLE IN TIME By Madeline LÂ ´ Engle In Willstead town, in North Carolina strange things are happening. Do you want to know more? Well in A Wrinkle in Time by Madeleine L’Engle a wonderful writer tells all the weird things that are happening. Madeleine LÂ ´Engle was born in 1918 and she is still alive, she was born in New York (USA) and she is famous for his fantastic novels and fiction books, and her familiar stories for children. After she graduated from the Smith University in 1941 she extended hers studies in the Social Investigations School (1941-1942) and in the University Of Columbia (1960-1961). Madeleine LÂ ´Engle worked during some years in the Theater and later as a teacher. The setting of this story is in North Carolina, in the town of Willstead in the year of 2005. One day Margaret was left by the Aliens when she was two- months old in the planet Earth, and was found by the Murries, a nice couple, that had one year of marriage. Several years had passed and Margaret grew up like a normal girl. Now she had twin brothers and a Collie dog. At school everybody thought that she is a freak, but she is a ten-year-old girl, with beautiful eyes and a lot of intelligence. She is an alien but no one knows not even she. Margaret came to Earth by a computer fraud that caused a wrinkle in time. An old woman called Mrs. Whatsit came to Earth with the job to take Margaret back. She visits Margaret and buys her nice things to win Margaret’s confidence. Mrs. Whatsit lived in the middle of the woods. One day a robbery had been reported to the police. It was a missing blanket and the thief was Mrs. Whatsit because she needed a lot of warmth because planet Earth was too cold for her. The Tesseract that is the name of the species that Margaret and Mrs. Whatsit belong to, they are from from other planet. At school some rare people that were of the same species as Margaret went to do a contest. Margaret won the contest but th...

Country differences in curriculum designs (something like that ) Research Paper - 1

Country differences in curriculum designs (something like that ) - Research Paper Example However, after 1988, the ministry of education allowed the schools to use textbooks from various sources. The education system in China emphasized in the preparation for examination as a way of evaluating the performance of the student in schools. However today China does not put more effort on the test; instead it put more emphasize on the reformation in the curriculum. The curriculum system of China dwells on eight spheres of learning unlike before where it dwelled on very many disciplines. These are Language and literature, mathematics, natural sciences, social sciences, technology, arts, physical education and practical. The average class size in China has 50 students depending on the location of the school. The teachers chiefly relied on the scheme of work. Moreover, there was consultation with the teacher. Learning was also expected to take place outside the class. Furthermore, students are expected to participate fully in class work through the engagement of the teacher. For the evaluation of performance, learners take an examination that will enable them to be promoted to the next level of learning. The teacher training institution in China at the secondary and higher education category is responsible for the delivery to the students in all the institution of learning that include over 200 million student without the preschool pupils. Conventionally, the teachers in China who handled the student at grades 1- 12 were supposed to teach students in the subjects that they were trained in the training colleges. In China, the class teacher is charged with the responsibility of teaching only a single subject to either one class or more while other teachers are handling other issues. Such a practice is common from grade 7- 12. The teacher who begins handling a particular subject to a class of student takes them through Grade 9 where they take Regional examination to decide their fate for example whether they are joining college or vocational

What is RFID technology In what ways can it improve supply chain Essay

What is RFID technology In what ways can it improve supply chain functioning - Essay Example This paper discusses one of the most efficient and trusted method of ensuring inventory efficiency is attained, the use of Radio Frequency Identification. The supply chain Radio Frequency Identification, abbreviated as RFID, is a technology used by some retailers and wholesalers to track goods along the supply chain (Millsap para. 4). This method employs the use of concealed RFID tags made by joining radio antennas with microchips. The tags can store up to two kilobytes of information. In the tag memory, information such as the product identification, price of the item, and its manufacture date is stored. The RFID tags are then attached on individual products or the packaging where they are read by a reader collecting information about the product and then transferring it to a computer system. With the use of RFID, companies can increase their efficiency of the global supply chain management through the visibility they devices offer on the demand of the products and ordering decision of customers. The RFID tags are effective in decreasing the Bullwhip effects. Since ordering and sales are closely related, companies can make proper decisions through Just in Time (JIT) information received from the tags and can, therefore, decrease effects of inefficient handling and making improper inventory decisions (Millsap para. 1). Although there have been ethical issues raised in regard to the tags, it is evident that they are very helpful in the supply