U.S Involvement in Bosnia essays

U.S Involvement in Bosnia essays The United States Involvement in Bosnia; is it positive or negative. After a lifetime of war in Bosnia, can the United States really offer positive change? To truly get a feel for the conflict in this region we must first look at the long-standing hatred between the occupying ethnic groups: Serbs, Muslims, and Croats. From 1481 to 1903 the Ottoman Empire was the ruling body over the entire Balkan region. By the early nineteen hundreds the Ottoman Empire had collapsed. In 1918, at the end of World War One, Russia annexed the Balkan region renaming it Yugoslavia. In 1919 Joseph Stalin, Communist ruler of Russia and its satellite states (i.e. Yugoslavia), appointed Tito to be the head of Yugoslavia. Tito quickly became an iron fisted and ruthless dictator. The Machiavellian characteristics exhibited by Tito have given all Serbs a reputation as being strong armed and merciless. With Titos death in 1991, Yugoslavia collapsed and split into 3 independent states: Bosnia, Herzegovina, and Croatia. In 1994 Slovadon Malosovitch was elected ruler of the Serbian state. Incidents of mass genocide and several other war crimes became regular occurrences under his rule. The Bosnian crisis has shown the world the worst of human nature. On behalf of the United Nations, in an effort to settle the unrest in the Balk an region, The United States became involved in 1995. The United States involvement includes: the commitment of twenty thousand troops, the troop support of legions of tanks and other vehicles, and the full support of the United States Government. Unfortunately this upset the native Bosnian people. So, although the United States feels obligated to help the Bosnian Cause, they may be worsening the situation with their involvement, both there and in the U.S There are two sides to this story. The first is the opinion that the United States should completely withdraw from Bosnia. The other opinion is that the United St...

Forest Succession Stages and Maturity

Forest Succession Stages and Maturity Successional changes in plant communities were recognized and described well before the 20th century. Frederick E. Clements observations were developed into theory while he created the original vocabulary and published the first scientific explanation for the process of succession in his book, Plant Succession: An Analysis of the Development of Vegetation. It is very interesting to note that sixty years earlier, Henry David Thoreau described forest succession for the first time in his book, The Succession of Forest Trees. Plant Succession Trees play a major role in creating terrestrial plant cover when conditions develop to the point where some bare-ground and soil is present. Trees grow alongside grasses, herbs, ferns, and shrubs and compete with these species for future plant community replacement and their own survival as a species. The process of that race toward a stable, mature, climax plant community is called succession which follows a successional pathway and each major step reached along the way is called a new seral stage. Primary succession typically occurs very slowly when site conditions are unfriendly to most plants but where a few unique plant species can catch, hold, and thrive. Trees are not often present under these initial harsh conditions. Plants and animals resilient enough to first colonize such sites are the base community that kick starts the complex development of soil and refines the local climate. Site examples of this would be rocks and cliffs, dunes, glacial till, and volcanic ash. Both primary and secondary sites in initial succession are characterized by full exposure to the sun, violent fluctuations in temperatures, and rapid changes in moisture conditions. Only the hardiest of organisms can adapt at first. Secondary succession tends to happen most often on abandoned fields, dirt, and gravel fills, roadside cuts, and after poor logging practices where disturbance has occurred. It can also start very rapidly where the existing community is completely destroyed by fire, flood, wind, or destructive pests. Clements defines the succession mechanism as a process involving several phases when on completion is called a sere. These phases are: 1.) Development of a bare site called Nudism; 2.) Introduction of living regenerative plant material called Migration; 3.) Establishment of vegetative growth called Ecesis; 4.) Plant competition for space, light, and nutrients called Competition; 5.) Plant community changes that affect the habitat called Reaction; 6.) Final development of a climax community called Stabilization. Forest Succession in More Detail Forest succession is considered a secondary succession in most field biology and forest ecology texts but also has its own particular vocabulary. The forest process follows a timeline of tree species replacement and in this order: from pioneer seedlings and saplings to transition forest to young growth forest to mature forest to old growth forest. Foresters generally manage stands of trees that are developing as part of a secondary succession. The most important tree species in terms of economic value are a part of one of several serial stages below the climax. It is, therefore, important that a forester manage his forest by controlling the tendency of that community to move toward a climax species forest. As presented in the forestry text, Principles of Silviculture, Second Edition, foresters use silvicultural practices to maintain the stands in the seral stage that meets societys objectives most closely.

Hewlett-Packard Essay Example | Topics and Well Written Essays - 500 words

Hewlett-Packard - Essay Example At the present moment, the company enjoys a strong brand, but the loyalty of the customers is decreasing since they are switching to other products for various reasons. In spite of the fact that one it used to be the leader of innovation, nowadays, HP is not known to have produced anything groundbreaking. The major problems that the company in question is facing today include bad acquisitions, lack of innovation and outsourcing (Mourdoukoutas, 2014). For example, it acquired the company called Autonomy for a considerable amount of money, but the purchase appeared to be not useful at all, resulting in heavy financial losses. The similar can be witnessed when one analyzes sales as well. As for the issues that the company is facing, one should note lack of certainty in the future. In the middle of the previous century the organization could boast a widely developed culture, but now it is torn apart. Therefore, with the lack of proper leadership and innovations, it is highly unlikely tha t there will be bright future for it. There are many threats that HP recognizes. First of all, it is increased competition from another brand. For example, Lenovo is known to have taken over many areas that HP used to dominate, including server production. In addition to that, the major players in the market like Google and Apple are known for their innovation which is surely not a characteristic feature of the contemporary HP. That is why is nothing changed the company will be pushed off the market.

Open Japan to the World Essay Example | Topics and Well Written Essays - 1000 words

Open Japan to the World - Essay Example Japan opened its ports and the Western countries slowly expanded their influence to trade and settlement in the treaty ports, The Japanese government underlines that the opening of the country did not mean any change in its policy and strategic goals. Japan was opened for contact with the rest of the world, including Christianity; missionary work was started in the open ports; but Christianity was still proscribed as an evil religion. As Japan emerged from more than two centuries of seclusion, feelings of past interactions with the West mingled with new information and feelings (Konishi 2007). For Japan, the past proposed a unique model for interpreting what was happening with the nation, and new developments to a certain extent changed traditional values. In 1856 Consul-General Townsend Harris was sent to Japan to negotiate a treaty of commerce, which was signed two years later (Miyoshi 82). In 1860 a Bakufu envoy was despatched to America to exchange ratifications of the treaty. It was the first time that a Japanese ship crossed the Pacific. At the same time with the conclusion of a treaty with the United States, Japan negotiated commercial treaties of commerce with Holland, Russia, England and France. Japan's trade with the West was officially started. It is possible to sayt hat the Bakufu was forced to open the state to foreign intercourse signified, in the eyes of the people in general, a lowering of its prestige. As a result anti-foreign movements were launched here and there, movements which finally came to be seen on as a means of attacking the Bakufu. The Bakufu was no longer powerful enough to rise the state out of the collapse into which it had fallen; all it could do was to make the best of the bad bargain by taking makeshift measures. This helped to speed up the downfall of the Bakufu. "To return to the initial question, the Embassy men were all too eager to accept the American welcome as genuine. As they once wanted to believe that Japan was China 's equal, so they now wanted to regard Japan and the United States as on a similar footing" (Miyoshi 64). For more than two decades the centralized power of the Tokugawa shogunate tied to establish and maintain an unprecedented political and social stability in the country. In order to maintain political stability a policy of social stability was introduced. All aspects of social life were managed, even minute details concerning food and clothing. As the Western countries began to search for new contact with Japan in the early nineteenth century, the great danger of trade and Christian propagation was again used as a powerful tool against such transformations. Considering that the Western nations in the mid- nineteenth century were quickly expanding their impact in the Far East through military force, trade, colonization, and Christian propagation, the Japanese doubt was reasonable. For instance, the Opium War in 1842 and the forced opening of China especially alarmed the shogunate and stimulated the improvement of military defense in Japan (Murase 273). In spite of this basic principle of noninterference, which was officially adopted in the following period if time, the presence of the Western countries in Japan was accompanied by consistent and even embarrassing demonstrations of their concern for the cause of Christianity (Konishi 2007). The following description of

A Permanent Death - Capital Punishment :: essays research papers

There are five basic reasons that society uses when imposing "punishment" that I've been able to conclude from my readings. I will discuss these societal concepts and show that the death penalty does not serve to further them. As a result William Smith should not be subject to the death penalty and in fact the same should be abolished from our system of "punishment". Deterrence Deterrence is basically defined as "the punishment should fit the crime." Under this concept, the individual committing the crime and society are prevented from committing this action again. In the case of the death penalty, an individual kills another human and he is "punished" for it by death. Punishment is supposed to be a temporary penalization for a wrongful action. Death is far from temporary. One is to learn from one's mistakes. How can the person learn if they are paying for their mistake with their life? In Ernest van den Haag's article, "The Ultimate Punishment: A Defense" he states, "The death penalty is our harshest punishment. It is irrevocable: it ends the existence of those punished, instead of temporarily imprisoning them." (Haag, 251). By imposing the death penalty the individual does not learn from their mistakes and neither does society. Economy Under this concept, punishment should be economical. As Haag points out, "...the monetary cost of appealing a capital sentence is excessive." (Haag, 253). Further, "...actual monetary costs are trumped by the importance of doing justice." (Haag, 253). Additionally there are specific costs associated with keeping an inmate on death row, (i.e. the cost of the specially built prison blocks, the need for maximum security, etc.) and more. These costs clearly out weigh the regular costs incurred to house a regular inmate. Deterrence is clearly not served by imposing the death penalty and society aims for justice are thwarted. Restitution Society demands that the punishment should fix the harm it has done. By sentencing a person to death no harm has been fixed. You can not bring the murdered person back by taking the prisoner's life. "Punishment-regardless of the motivation is not intended to revenge, offset, or compensate for the victims suffering or to be measured by it." (Haag, 253). Retribution The community demands that justice be served. Would justice not equally be served and in fact may be better served by life imprisonment? I believe it would be a worse punishment to endure a life sentence in prison.

Analysis of Sojourner Truth

â€Å"In some cases, campuswide averages have crept up from a C just 10 years to B-plus today† (411). In Brent Staples essay â€Å"Why Colleges Shower Their Students with A’s† he makes many issues and arguments on the subject. Many college level institutions are faced with demanding consumers and competition from other universities over grade issues. The colleges have simply started just handing out more and more A’s to their students to better their satisfaction. This action taken by the colleges is having many repercussions on grade inflation and making the value of degrees meaningless worldwide. With this alarming statistic about the campus wide averages and the universities resorting to giving the consumers what they want is creating a terrible storm about to bring in serious problems. In Staple’s essay, he points out many valid reasons why several college level intuitions are just handing out A’s to their students left and right. Although he makes good arguments for his reasons, I have to question that not all his reasons are truly valid. I believe that colleges are giving into the demanding students and parents because they want to save their reputation and status in society. Colleges are more willing to give out better grades to students when their jobs are on the line. Staples explains that â€Å"professors at every level inflate to escape negative evaluations by students whose opinions now figure in tenure and promotion decisions† (411). Professors have to remember that every grade they give to a student may be questioned and have serious consequences concerning better job opportunities. Students want to get the grade they think they deserve and they will go as far as to complain and place the blame on a certain professor. I think that it is ridiculous those students figure in part in a professor’s promotion decisions. I also strongly believe that whatever grade a student receives on any paper is their final grade and they should have no room to question the professor’s reasons. Staples also suggested that â€Å"some departments shower students with A’s to fill poorly attended courses that might be canceled† (411). Colleges have to give out the grades the students are begging for so they can keep their classes from getting canceled thus saving their own jobs. Again, he is emphasizing that if teachers want to keep their steady jobs they have to motivate the students in some way to stay enrolled in the classes. This strategy seems like just a form of bribery the teachers have to offer to the deceptive students to keep their jobs afloat. Colleges these days have to grade carefully and be aware of the consequences that students do in some form determine their career movements. The consumers, the students and also the parents believe they should get out as much as they put into their college educational life by exercising their right to question and inquire about their grades. Today, colleges of every stature permit [students] to appeal low grades through deans or permanent boards of inquiry† (411). Unlike high school where you had to accept the grade you received on a paper, on the other hand colleges permit students to present their graded work to a higher power if they believe it was wrongly evaluated. I believe this rule is giving students and parents too much power over the professors who have been through many years of extensive education and know what elements make up a whole hearted A paper. Enforcing this assumption again â€Å"the evidence suggests that students and parents are demanding– and getting– what they think of as their money’s worth† (411). Students and parents are getting more and more demanding as the years go by. The way they perceive things is that either the student is paying their own way through college or the parents are putting their money into their child’s education and they expect to get every dime out of it. If they are going to use their own money they are expecting to get the best grades possible—no exceptions. These blood sucking animals will not back down without a fight. They will stand, they will protest, they will argue. The students and parents have a right to question grades, but to an extent. Their arguments should not be so demanding and they should be happy they are getting a voice to express their side of the story. Students and parents are becoming very demanding concerning grades and will go as far as they can to get what they think they deserve. Some universities wanted to use the Johnson plan of calculating grade point average differently than before, but this plan would make student’s academic careers much more complicated. Staples exclaims â€Å"Valen Johnson, a Duke University statistics professor, came under heavy fire when he proposed recalculating the grade point average to give rigorously graded courses greater weight† (412). Johnson proposed this plan thinking that it would help students be more successful, but all it would do was make everything very worse. Under this plan all courses would be given the same equal weight, but this plan would have many drawbacks. Depending on what major a student had, that student would be required to take certain courses that pertained to their desired degree. By making all courses equal weight, students would have to do very well even in the classes not associated with their major causing many academic problems. I strongly believe this proposed plan of recalculating grade point average is a very horrible idea. Johnson certainly did not put into perspective that making every course the same weight, would make the lives of the students much more difficult. He simply made the students have to do well in every class they took on no matter if it the class seemed easy or hard. The student government beat back the plan with the help of teachers in humanities, who worried that students might abandon them for other courses that they currently avoided† (412). Again, most college professors and members of education boards objected to adopting the Johnson plan because of the major repercussions it would bestow on students. I believe students would get overwhelmed with having to make sure they did exceptionally good in all their classes even tho se not required for their major. These students would have to make sure not let their grades slip because no matter the course the grade point average would be worth the same. To some people this plan may seem in genius; however the Johnson plan is not an ideal plan to better educational movements. Adopting the Johnson plan to colleges would be disastrous and also very stressful to the college students, so keeping the grade point average as it is calculated is the most logical choice to make.

Volunteering and Adult Learning Essay - 1801 Words

Volunteering and Adult Learning The history of adult education has been a history of voluntary activity and voluntary association (Ilsley 1989, p. 100). Today, volunteerism, and the growing field of volunteer management, continue to reflect close associations with adult education. Research and practice in adult education can inform the development of learning opportunities for volunteers. With this in mind, this Digest describes some of the similarities between the fields of volunteer management and adult education and examines some of the types and methods of learning that occur in the context of volunteering. Volunteer Management and Adult Education Like adult education, the field of volunteer management shows increasing†¦show more content†¦The establishment of standards--both for the profession of volunteer management and for volunteer service itself--is generating debates similar to those among adult educators over purposes and objectives. Ilsley (1989) suggests that professionalization is making the volunteer field more technical and market oriented, similar to the way business language and methods are being borrowed in adult education. The agenda of volunteer organizations, especially those focused on social change, is in danger of being coopted as government and corporations formalize what may have been more grassroots, nonformal efforts (ibid.). Elsey (1993) identifies a similar debate in both the volunteer field and adult education over focus on individuals or society. He envisions the two fields forming a third way between government and the free market in the formation of civil society. For Elsdon (1995), volu ntary activity is about both individuation and good citizenship, for it is through individual empowerment, achieved by participating and learning from that experience, that service is rendered. Learning through Volunteering Learning is part of the contract between the organization and the volunteer (McCabe 1997, p. 18). Volunteering is a powerful source of learning (Ross-Gordon and Dowling 1995, p. 307). Altruism may be the most obvious reason behind volunteering, but there are many other motivational factors that have an explicit or implicit link to learning. ForShow MoreRelatedBuilding Effective Service Learning Programs in Local Communities1387 Words   |  6 Pagesa bad rap. Adults who don’t regularly interact with high school students may only see the negative side of the adolescents in their community. In fact, â€Å"sixty-one percent of American adults are convinced that today’s youth face a crisis in their values and morals, look at teenagers with misgiving and view them as undisciplined, disrespectful, and unfriendly† (Latham, 2003). 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