Doc on Terra - 626 Words

Running head: DOCUMENTARIES ON TERRORISM Documentaries on Terrorism by Donna Browne A Paper Submitted in partial fulfillment of the requirements for CJ 212 Heroism Saint Thomas Aquinas Collage Fall 2011 How is Terrorism Financed Introduction As we live is this world we are faced with all types of diversities. However the main diversity that the world has been facing is terrorism. Within the last decade, terrorism has hit the United States hard. Before the last ten years, The United States have seen signs and acts of terrorism. Before September 11, The United States law enforcements and security forces where not on the same sheet of music of getting information or sharing†¦show more content†¦At least, that was the impression it gave, even if it was illegal and causes the braking of some laws. This documentary clearly shows that the amendments rights where broken. This was done by tapping into phone calls and getting access to everyone’s personal life. There were a lot of civilians where not in agreement with being spied on by the Government. The president at the time, made it seem like he was doing his job and that was what he needed to do to protect the citizens of United States. The documentary showed proof that the CIA was using cell phones companies to tap into citizen’s phones lines and getting banking information from casino’s when people are on vacation such as Vegas. This was not only illegal, but was not constitutional. Laws were broken and no agency wanted to take responsibility for their actions. Conclusion A lot has changed over the past years when it comes to the government agencies. The governments are working together, sharing critical information, not worried about the fame and are more concern about the welfare of the citizens. However, terrorism well never stop because someone will always have motives as long as The United States are a super power country. The US will always have enemies and the world does not need to be that way, but itShow MoreRelatedThe Role of Government in Policy-Making781 Words   |  4 PagesThe Role of Government in Policy-Making Holly Regan HSM/240 January 26, 2014 Terra Harris The Role of Government in Policy-Making There are three branches of government established by the U.S. Constitution which are: the legislative branch, executive branch, and the judicial branch. The purpose for these three branches of government is to establish the individual and combined powers of each branch, while reserving the rights of each individual state in the union, (Buzzle, 2014. The outlineRead MoreDesigning For A Suitable Rubric1713 Words   |  7 Pagescreation in the form of a drawing. Like Michelle, her rubric was used in previous years in her math classroom for 7th graders. 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The decision in Mabo and Others v Queensland (No. 2, 1992), the High Court rejected the doctrine that Australia was ‘terra nullius’, which asserted that the land belonged to no-one at the time of European Colonisation and held that the common law of Australia recognises a form of native title. The notion that no rights existed in land except those granted by the ‘Crown’Read MoreItalian Wine Industry7343 Words   |  30 Pagesbe used and their blend, the grape/vineyard and wine/grape yields, the alcoholic content, several production and aging methods, and regulate also the information be printed on the bottle’s label. Denominations were initially grouped in two classes, DOC (Denominazione di Origine Controllata) and DOCG (Denominazione di Origine Controllata e Garantita). The second group collects denominations of higher quality wines. 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Shiva (2001) draws a comparison between this exploitation and that of the European colonial powers, when the earth was seen as empty - terra nullis - and any land was free for conquest. Shiva argues that now this empty earth has been replaced by ‘empty vegetation’, ‘empty life’ and rather than the conquest of territories as it was then, she sees the Northern Elite as trying to conquer

Analytical Study Of Tribal Behavior And Body Ritual Among...

In this week’s assignment, we will discuss Horace Miner’s analytical study of tribal behavior and Body Ritual among the Nacirema tribe by answering the following questions. First was I surprised when the true identity of the Nacirema tribe was revealed? Then how does Body Ritual among the Nacirema help us understand our own view of other cultures and how we are viewed by other cultures? Next why do some of the practices and rituals of other cultures seem odd or foreign to us? Finally, how do our own cultural norms affect our understanding and perception of other cultures? The Identity of the Nacirema Tribe To start off we were assigned to read the research paper written by Horace Miner Nacirema tribe and the first question to answer is was I as the author of this paper surprised by the true identity of the tribe? The answer to that question is no I was not surprised by the tribe’s true identity. I do not consider myself a super smart person or really knowledgeable in the field of sociology but I believe I have a good knowledge of basic American history. With this background I was able to decipher the clues that Horace Miner put in his paper about the true identity of the Tribe. Some of these clues included the location of the tribe being in North America between Canada and Mexico (Miner, 1956). Another clue was the description of one of the tribe’s heroes that in his lifetime chopped down a cherry tree of truth and crossed a great river (Miner, 1956). For me both of these

Code-switching The Effects for Students and Teachers Free Essays

Introduction In the current global economic climate, the ability to speak English has become an important business tool. English has essentially become the â€Å"universal second language† of the international labour market, and the socio-economic significance of this cannot be overstated (Light, 2007: 9). It is now commonplace for many universities across the world to teach courses in English as well the native language of their country. We will write a custom essay sample on Code-switching: The Effects for Students and Teachers or any similar topic only for you Order Now One of the most apparent consequences of this has been the widespread use of code-switching, where multiple languages are spoken in everyday communication. As such, code-switching is often seen as a social as well as a linguistic medium. This paper will attempt to demonstrate the causes and effects of code-switching in bilingual classes. The Definition of Code-switching Code-switching involves the use of multiple languages, where speakers of additional languages incorporate alternate linguistic elements into their source language. As such, two or more languages may be spoken alternately during a conversation. Chan et al (2009) usefully describe code-switching as â€Å"the intra-sentential switching of two different languages in a spoken utterance† (Chan et al, 2009: 281). The Causes and Effects of Using of Code-switching in an Academic Context The academic use of code-switching involves a more complex and random effect than can be fully explained by a students ability to speak in a certain language. Recent (debatable) research has identified reasons behind the occurrence of code-switching and the extent to which the process of learning has been affected. A large number of situations are considered to be causes of code-switching, one of which is linked to gaps in students’ linguistic ability. As a result, students may engage in code-switching in order to overcome linguistic shortcomings; however this cause may be considered a weak justification. In other cases, a lack of one or more words in either language may lead to code-switching. That is to say, bilinguals make clear that they code-switch when they cannot find the correct expression or term. Often the target language simply does not have the exact word needed in order to maintain a discussion smoothly, and code-switching is necessary. In addition, code-switching can have a positive impact in an academic context. An important teaching skill is the ability to transfer knowledge to students in a clear and efficient manner, and so code-switching can be a useful tool in the classroom for both teachers and students (Bista, 2010: 1). Code-switching may also be used to emphasize a point, or to add more force to a phrase. On a psychological level, learners often code-switch when they feel tired or angry. For example when the speaker is in a good mood, the appropriate word or expression in their second language is easily identified. However if the speaker is distracted in any way, they may find it difficult to grasp the correct word. In a purely linguistic capacity, code-switching may be used to compliment a statement, where it can particularly reinforce an intention or meaning of the speaker. Although sometimes viewed as linguistic incompetence this is not always the case. Code-switching will often occur when the speaker wishes to compensate for a lack of a verbal equivalent in the second language. Baker (2007) describes this well: â€Å"Words or phrases in two languages may not correspond exactly, and the bilingual may switch to one language to express a concept that has no equivalent in the culture of the other language† (Baker, 2007:108). There are also personal and social reasons for code-switching in that one’s choice of words can represent an expression of their personality. Allatson (2007) suggests factors that can lead to code-switching as location, class, gender and age. In addition the relationship between the speakers; the formal or informal nature of the conversation and the social status of the speakers can also be factors (Allatson, 2007: 73). Another social explanation is that speakers tend to code switch to attract attention. In Saudi Arabia, for example, code-switching is often used among teenagers to draw the attention of their colleagues. Furthermore they switch from Arabic to English to show that they are confident about themselves. In general, code-switching effects are widely perceived as negative. Namely, there is a tendency to view code-switching as barrier to learning and as being disruptive to the learning environment. Accordingly, the practice has been considered as a sign of linguistic deficiency. Li (2008) notes that despite code-switching being commonplace in both the speech and writing of multilingual societies (often with English as the second language), it is usually frowned upon by multilingual speakers within these societies. (Li, 2008: 76). In an academic context, studies by Arrifin and Husin (2011) have observed that learners with a greater linguistic ability often see code-switching as and obstacle to becoming fluent in a second language. Their findings indicated that students with a degree of competence in English found it difficult to make progress in an environment of code-switching (Arrifin et al, 2011: 221). Other studies have reached similar conclusions. Bista (2010) conducted a study in the US which found that code-switching not only had a negative impact on the linguistic learning ability of students, but also highlighted lack of ability in the second language as a primary cause of code-switching (Bista, 2010: 1). Others have a different view however, in particular that code-switching may be perceived as ‘linguistic resourcefulness’. Baker (2007) argues that users of code-switching show impressive cognitive, linguistic, and social skills. In his view code-switchers may be preserving the meaning of their original statement by overcoming the lack of a suitable word in the second language (Baker, 2007: 56-57). Surveys of a number of English language students have reported that they view code-switching as having a considerable influence on the learning process. From their perspective, code-switching assists in understanding the more complex linguistic elements of the second language. It may also help in the translation from their first language to the target one. Conclusion It may apparently be concluded that the impression of code-switching as a barrier to learning seems to be the prevalent view amongst both learners and teachers, and that any positive effects of code-switching are not yet widely recognised. As a consequence of this, it would be reasonable to assume that the attitude of both teachers and students towards code-switching may have been somewhat influenced by this common viewpoint. In the near future however, signs are that code-switching may possibly be seen as a tool for learning. In that event, some restrictions on the use of code-switching must be established by teachers in the classroom, and learners should code-switch only when there is an in urgent case. Eventually, it might yet become a beneficial tool for both learners and teachers. References Allatson, P., 2007. Key terms in Latino/a cultural and literary studies, Oxford: Blackwell. Baker, C., 2007. A Parents’ and Teachers’ Guide to Bilingualism, Clevedon: MPG Books. Light, I., 2007. ‘Global Entrepreneurship and Transnationalism’. In Ed. L. Paul Dana. Handbook of Research on Ethnic Minority Entrepreneurship: a Co-evolutionary View on Resource Management, Cheltenham: Edward Elgar Publishing. pp.3-15. Arrifin, K. and M. Susanti Husin, 2011. ‘Code-switching and Code-mixing of English and Bahasa Malaysia in Content-Based Classrooms: Frequency and Attitudes’. The Linguistics Journal, June, pp.220-47. Bista, K., 2010. ‘Factors of Code Switching among Bilingual English Students In the University Classroom: A Survey’. English for Specific Purposes World, Volume 9, pp.1-19. Chan, J. Y. C., H. Cao, P. C. Ching, T. Lee, 2009. ‘Automatic Recognition of Cantonese-English Code-Mixing Speech’. Computational Linguistics and Chinese Language Processes, September, pp.281-304. Li, D. C. S., 2008. ‘Understanding Mixed Code and Classroom Code-Switching: Myths and Realities’. New Horizons in Education, December, pp.75-87. 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