Civic Education In The Uk And The Record Education Essay

This essay will try to specify an ideal citizen. The essay will sketch the worsening engagement of young person and other inspirations for the application of civic instruction into the compulsory course of study within the Untied Kingdom. The course of study of civic instruction across the United Kingdom will be briefly outlined, taking into history the differences between England, Northern Ireland, Scotland and Wales. Some of the jobs with learning methods will be addressed and alternate signifiers of acquisition will be outlined, with focal point on experiential acquisition. The failure of civic instruction to prosecute young person in the political procedure will be addressed, this essay will nevertheless foreground the ways in which young person appear to going engaged in the local and planetary community. Adult civic instruction will be briefly discussed, with peculiar focal point on its importance in increasing the battle of young person and political pattern in the hereafter, some troubles with insulating the success or failure from a range of influences will besides be discussed. This essay will be focused on civic instruction for immature people. This essay will reason that the failure to actuate young person and prosecute them in the political procedure, which is important in make fulling the function of a ‘good ‘ and ‘active ‘ citizen, reflects a failure of the nature of civic instruction in the United Kingdom.Specifying an ideal citizenThe constructs of a ‘good ‘ or ‘active ‘ citizen are interpretative, changing throughout many demographics within the United Kingdom. The diverse population of the UK, within societal category systems, cultural groups and spiritual groups for illustration, mean that many constructs of what constitutes citizenship exist within its population. We must understand the impression of a ‘good ‘ or ‘active ‘ citizen in order to mensurate the success or fa ilure of Civic instruction in the United Kingdom. Although there may be fluctuation within these categorizations, an ‘active ‘ citizen is one who engages in the political procedure and engages in broader society. An ideal active citizen will take part in society in a assortment ways. Norris ( 2002, p216 ) identifies voting as one of the most common signifiers of political engagement. Turn out for elections is a cardinal component of civic battle within modern-day representative democracies. Franklin and Van Der Eijk ( 2009, p1 ) note that elections allow citizens who vote an chance to show their political penchants, which have deductions for the behavior of a authorities and the policies that a authorities will peruse. If a society is to stay democratic, citizens must hold an input within this procedure. An active citizen may besides partake in party rank. Norris ( 2002, p218 ) states that parties serve multiple maps: Simplifying and structuring electoral picks ; organizing and call uping runs ; jointing and aggregating disparate involvements ; imparting communicating, audience, and argument ; preparation, recruiting, and choosing campaigners ; structuring parliamentary divisions ; moving as policy think armored combat vehicles ; and organising authorities. An active citizen would utilize their cognition of political relations and the political system in choosing a party that best represented the involvements of themselves and their sensed impression of a wider benefit. Equally good as engagement in the political procedure citizens must work towards accomplishing societal capital. This can be understood as the creative activity of community within society. At its most simple degree societal capital should be produced through administrations of household, friends, vicinities and schools. Putnam ( 2000, p19 ) defines the construct of societal capital as ; Connections among persons societal webs and the norms of reciprocality and trustiness that arise from them. In that sense societal capital is closely related to what some have called â€Å" civic virtuousness. † The difference is that â€Å" societal capital † calls attending to the fact that civic virtuousness is most powerful when embedded in a sense web of mutual societal dealingss. A society of many virtuous but stray persons is non needfully rich in societal capital. In order to accomplish an ideal vision of citizenship, persons must go involved within the community, every bit good as within the political procedure. Norris ( 2002, p220 ) claims that Putnam ‘s thesis possibly realised by citizens belonging to environmental groups, athleticss nines, volunteering, spiritual administrations and civic groups such as the parent- instructor association. Putnam ( 1995, p68 ) claims that civic battle leads to swear within society and the realization of democracy. Civic instruction purposes to make good rounded citizens, the success or failure of such instruction should be based on these results. Does civic instruction green goods such citizens? Are persons politically engaged? Do persons partake in civic activity?Worsening engagement in immature peopleThe average immature individual does non vote and does n't belong to a political party and has really small trust in political establishments. Harmonizing to Kisby et. EL. ( 2009, p2 ) turnout for the 2005 general election historic low of 37 % . Merely 10 % of immature people are said to ‘trust ‘ politicians and merely 6 % trust political parties. This is perceived by Kisby to be due to the progressively irrelevancy of political parties for immature people. Mair and Van Biezen ( 2001, p7 ) suggests that such detachment may besides be due to the limited chance for immature people to show their sentiments, or party schemes to maximize ballots that rationally disregards marginalised groups that are less likely to vote, such as young person, and, the weakening of immature people ‘s place in relation to the labor market and the public assistance province. Figure one: Voter Turnout By Age ( IDEA, 2005 ) The figures within this tabular array highlight the statement that the sum of engagement in voting from young person has decreased over the past two UK elections. These issues have been lending drivers for advancing civic instruction in schools. Signs of young person detachment have made civic instruction high in the docket for national authoritiess and supranational administrations such as the council of Europe and the European committee. Harmonizing to Kerr ( 2009, p18 ) within a paper by the Institute of Global Ethics other factors include ; Concern about weakening political and civic battle in society or detachment, peculiarly among the immature ; Increased motion of peoples within and across states and the force per unit areas on community coherence and inter-cultural dealingss ; The expansion of supra-national entities such as the European Union ( EU ) ; The impact of planetary events, peculiarly 9/11 and the London, Madrid and Mumbai onslaughts, and concerns about battling terrorist act and extremism ; Issues around the direction and hereafter of the planet refering planetary citizenship, the environment and the universe economic system. And eventually the deficiency of trust for politicians and political parties. Implementing civic instruction theoretically provides a measure towards get the better ofing these obstructions of modern society in the UK.The civic instruction course of study for stripling civic instruction in schools within the United KingdomCitizenship instruction became a compulsory topic in the national course of study for secondary schools in August 2002 across the United Kingdom. September 2007 ‘local and planetary citizenship became a statutory constituent of the revised Northern Ireland course of study. Andrews et. EL. ( 2005, p4 ) suggests that the civic instruction course of study in Northern Ireland reflects the concern with human rights and internationalism, whilst understating counter issues associating to national individuality. In Scotland, Values and Citizenship is one of the five National Priorities in Education. Harmonizing to Andrews et. EL. ( 2007, p4 ) states that the The Education for Citizenship in Scotland study published in 2002 encouraged a citizens hip programme that focused on the rights, duties and regard of immature people within Scots communities. Therefore more accent is placed on national cultural individuality so within the English course of study. In Wales, Citizenship is portion of the statutory proviso for Personal and Social Education and Education for Sustainable Development and Global Citizenship. Andrews et. EL. ( 2007, p5 ) suggests that Citizenship instruction plays a cardinal function in bring forthing an inclusive sense of cultural and civic ‘Welshness ‘ , pulling on the freshly devolved national establishments, whilst staying rooted in familiar local concerns. When foremost introduced to England the citizenship instruction course of study had three strands: political literacy, societal and moral duty and community battle. Kisby et. EL. ( 2009, p2 ) province that the purposes of the class were to learn immature people to go good informed, responsible citizens engaged in mainstream political and civic activities, such as vote and engaging in voluntary work, in peculiar at a local community degree. Citizenship instruction screens: political relations and authorities, the legal system, equal chances and human rights issues. New citizenship instruction has included a Forth strand ‘identity and diverseness: life together in the UK ‘ which teaches kids about affairs at both a national and regional degree. These include ethic and spiritual civilizations and their connexions, kids are besides required to research the construct of community coherence. Kisby et. EL. ( 2009, p7 ) province that a full GCSE was to be made available from Sept ember 2009 and an A degree in citizenship instruction is besides being devised. Harmonizing to Kisby et. EL. ( 2009, p6 ) the purpose of citizenship and values instruction is no longer merely about promoting formal political engagement in civic society, but besides now about readying for informal engagement in civil society ; acquisition of a greater apprehension and grasp of issues of individuality and belonging, community coherence, diverseness and inclusion in society ; and development of a sense of citizenship in a planetary context, peculiarly around issues of sustainable development and besides the environment. Harmonizing to Andrews et. EL. ( 2007, p11 ) the school system frequently teaches pupils citizenship advancing ‘compliance ‘ and ‘authority ‘ alternatively of liberty. A job with the classs seem to be the descriptive nature, missing analytical and critical component, doing the content a shallow debut to the worlds of assorted political procedures.Alternate signifiers of civic instruction for young personCivic instruction is p ortion of the course of study, in which civic ideals are taught in a traditional format, nevertheless civic surveies may be received better by pupils if taught in alternate ways. Kisby et. EL. ( 2009, p6 ) suggest that schools can move as mini-polities. In this format pupils will larn to be effectual citizens if there is importance placed upon the democratic nature of, and chances for look in schools. Andrews et. EL. ( 2007, p11 ) claim that schools provide formative spheres for look and civic battle, for pattern in societal dealingss and in covering with authorization. This may be a more effectual format of citizenship as it is an synergistic experience that relates to pupils ain experiences, and allows them to take part in and reflect upon the broad spectrum of democratic political relations. This construct may be understood as experiential acquisition. Experiential acquisition is larning through contemplation of making, for illustration a kid may larn about animate beings better at a menagerie instead than reading about animate beings in a book. In making this the kid is doing their ain find and non larning 2nd manus. Kolb et. EL. ( 2005, p199 ) province that experiential acquisition requires no instructor it does nevertheless necessitate the scholar to be volitionally involved in the acquisition experiences, the scholar must be able to reflect on their experiences, must possess and utilize analytical accomplishments to hold on the experience and eventually the scholar must besides possess determination devising and job work outing accomplishments in order to utilize the new thoughts gained form the experience. Civic instruction is believed to be most efficaciously taught through such an synergistic attack. Kolb et. EL. ( 2005, p200 ) suggests that experiential acquisition connects larning to pupils past experiences and promotes the impression of pupils actively and collaboratively prosecuting in engagement activities that address issues relevant to their ain lives. This learning manner leads to the development of cognition and accomplishments facilitated through public presentation and games. Kolb et. EL. ( 2005, p199 ) claims that this engagement in work-based acquisition concerned with accomplishing public goods, and emphasises the importance of participants reflecting on and analyzing the activities undertaken. Citizenship lessons, through the ‘community engagement ‘ strand, encourage pupils to prosecute in participative activities. Harmonizing to Kisby et. EL. ( 2009, p7 ) research in the united provinces shows that ‘educating democracy ‘ can and should use a as sortment of educational patterns: acquisition through ‘discussion and deliberation ‘ , ‘political research and action undertakings ‘ , ‘speakers and wise mans ‘ , ‘placements, intern-ships and service larning ‘ and ‘structured contemplation ‘ . This is nevertheless believed to force immature people in the way of volunteering and non vote. However, cognition, engagement and deliberation are all vitally of import elements that must be linked together in citizenship lessons, if it is to be active citizenship instead than merely volunteering that pupils are engaged in.Youth battle in the political procedureYouth engagement and engagement refering political relations in the United Kingdom remains low, proposing a failure of citizenship surveies. This decision can be assessed in relation to the engagement of immature people in the political procedure after civic instruction was made compulsory in schools across the United Kingdom in 2002. Research conducted by the Hansard Society provides analysis of current political attitudes, gained from face-to-face study informations. The audit of political attitudes and engagement combines regular inquiries which measure underlying tendencies on public battle from twelvemonth to twelvemonth, every bit good as particular subdivisions concentrating on peculiar issues or subdivisions of the population. This research is funded by the House of Commons and the Ministry of Justice. From this information we are presented with inside informations of immature peoples attitudes towards the political procedure in 2009, long after the execution of civic instruction throughout schools in the United Kingdom. It appears that civic instruction in the United Kingdom has failed to prosecute young person in the political procedure. Interest in political relations remains low among young person. The Hansard Audit of Political Engagement 6 ( 2009, p48 ) displays that merely one 3rd ( 35 % ) of those elderly 18-24 say they are interested, compared to over half of people for all age groups above the age of 25. It can be assumed that without involvement in political relations, other signifiers of political engagement will, in bend, be low. Evidence of young person keeping political cognition appears low despite of civic instruction. Harmonizing to informations calculated by the Hansard Audit of Political Engagement 6 ( 2009, p50 ) perceived cognition appears to correlate with age, with 32 % of 18-24 twelvemonth olds stating they know at least ‘a just sum ‘ about political relations increasing steadily to 60 % of 65-74 twelvemonth olds, though merely 49 % of the 75+ age group say the same. As displayed in Figure one young person turnout appears to be worsening. Voting is seen as a cardinal factor of active citizenship, lending to a successful democracy. The Hansard Audit of Political Engagement 6 ( 2009, p48 ) shows that merely 24 % of young person ages between 18-24 claim they would vote in an immediate general election compared to the norm of 53 % . The ego proclaimed likelihood to vote in general elections appears to increase with age as displayed in the findings below.Figure 2Civic instruction purposes to learn pupils about ideal citizenship in a democratic society. However this deficiency of willingness to vote and miss of battle with the political procedure shows that civic and political theory taught with civic instruction may non be put into pattern after category. Within youth the apprehension of what constitutes a good citizen and implementing such beliefs are non linked. This is apparent in relation to civic engagement in political parties. The Hansard Audit of Political Engagement 6 ( 2009, p57 ) inside informations that fall ining a political party is seen by the smallest proportion of the populace as an of import behavior of a good citizen: about 63 % of those surveyed say it is ‘fairly unimportant ‘ or ‘not of import at all ‘ . However fall ining a political party is more likely to be seen as of import by the younger population. 42 % of surveyed 18-24 twelvemonth olds believe fall ining a political party is indispensable or of import in order to be a good citizen, compared to 34 % of the populace as a whole. Yet there is a contrast evident between the big figure of people who think something is of import and their willingness to really make it. Harmonizing to the audit of political engagement, merely 1 % of 18-24 twelvemonth olds have paid a rank fee or made a contribution to a political party in the last two or three old ages. Political engagement appears to be unchanged by the execution of compulsory civic instruction throughout the United Kingdom. However youth appear to going engaged in different ways.Engagement of immature people in civic activityCivicss instruction is seen to hold an impact on the engagement of young person in wider society. Harmonizing to Pattie et. EL. ( 2004, p173 ) through entree to civic instruction immature people are going progressively involved within the community, both locally and planetary in different ways. Kisby et. EL. ( 2009, p3 ) claim that while trust for politicians and political parties is seen to be diminishing around a 3rd of immature people trust certain non authorities administration ‘s like the amnesty International and Greenpeace. The information below, from the Hansard Audit of Political Engagement 6 ( 2009, p58 ) we can see that 24 % of young person aged between 18-24 donated to charity or candidacy administrations, compared to the really low 1 % of surveyed young person who contributed to political parties. By donating to Charity and non authorities administrations youth may believe that they are lending to breaking a state of affairs near to their bosom, in which their part will really do a difference. These issues, normally of planetary significance make young person subscribers to a wider, planetary society.Figure 3Is civic instruction holding a positive consequence on civic battle and political engagement for young person?Youth engagement should non be divorced from broader developments in society given that engagement depends every bit much on category, income, educational attainment and regional location as it does on age. citizenship instruction is merely one component of turn toing the demand side o f seeking to positively act upon immature people ‘s civic attitudes. It is difficult to insulate civic instruction as the exclusive subscriber to making active immature citizens. Other factors may prosecute immature citizens. Park et EL. ( 2004, p33 ) emphasise the function of socio-economic category in civic battle as they claim immature people from more advantaged backgrounds are significantly more likely than those from less advantaged house holds to prosecute in political relations. Motivation may besides originate for immature people from the political clime Kisby et. EL. ( 2009, p323 ) claim that this was seen to some extent with the success of Barack Obama in the US. Young peoples engagement in political relations and battle with the political procedure appears to be unaffected by civic instruction. However it is apparent that immature people are interested and engaged in alternate ways. From this observation it appears that while pupils are deriving an apprehension of what it means to be a good citizen, few are rehearsing many facets of it. Harmonizing to informations accessed from UCAS a figure of pupils taking A-levels and inscribing for political relations degree programmes has increased over the past decennary. There were a sum of 5239 appliers to political relations grades in 2008 harmonizing to the facts and figures of the UCAS, compared to 2692 in 1996 long earlier civic instruction was made compulsory.Figure 4This may foreground a success in the civics instruction plan. It seems that civic instruction surveies have motivated young person to derive farther instruction on political relations and the political procedure. This crisp slope of appliers to political relations plans across the United Kingdom may besides be the consequence of an inflow of appliers across all university classs. Harmonizing to Kisby et. EL. ( 2009, p6 ) citizenship lessons are likely to hold a positive impact on pupil battle in society in the longer term. However, contrary to this belief, Milner ( 2002, p118 ) suggests that it uncertain of whether or non kids retain the information received in civic instruction surveies at school throughout their grownup lives. Park et EL. ( 2004, p33 ) claim that immature people populating with grownups who show an involvement in political relations are more likely to go interested in political relations themselves, to place with a political party and believe and understand that it is everyone ‘s civic responsibility to vote. This suggests that an engaged grownup population who pattern political relations and contribute to society would ensue in a more occupied young person. Therefore some signifier of big instruction is required to continue an occupied people.Adult civic instructionSimilarly to civic instruction within schools, Boggs ( 1991, p81 ) de fines civic instruction for grownups as a purposeful and systematic attempt to develop within grownups the accomplishments and personal demands needed to map as citizens within their community. Adults have greater functions within the community so young person of school age, it is of import for them to understand the demands of a citizen within a democracy. Milner ( 2002, p117 ) suggests that there is good ground to believe that, when it comes to civic literacy, the content of what is learned as an grownup is more of import than that learned in schools during young person. Adults over the age of 18 are able to partake in elections, most have an income enabling them to lend to society, political determinations appear to impact them more straight so immature people. Adults need civic cognition to protect their involvements within elections and to lend to their community. It is for these grounds Milner ( 2002, p 119 ) believes that it is cardinal that civic instruction is reinforced th roughout the lives of grownups in order to bring forth citizens efficaciously engaged in society and the political procedure. Without reviewing political thoughts in grownup heads detachment will happen, as sentiments and values become out-of-date. Engaged grownups lead to greater battle within younger cohorts of the electorate, intending that an involvement in the political procedure and in activities associating to civic battle will be perpetuated. There does nevertheless look to be a deficiency of civic instruction classs for grownups in the United Kingdom. In order for the true potency of civic instruction to be realised, civic instruction must be aimed at both school aged young person and grownups likewise.troubles in measuring civic instruction ‘s success or failureThe success or failure of civic instruction can be assessed by the political and societal activities partaken in after prosecuting with survey. Therefore insulating the success or failure of civic instruction is hard. Other factors play a portion in the battle of citizens in the political procedure and in society more by and large. Engagement is marked by socio-economic position, ethnicity, age, gender and income every bit good as instruction. The function of instruction in making ‘good ‘ and ‘active ‘ citizens is difficult to measure when many facets play a portion in the result.DecisionCitizenship instruction became a compulsory topic in the national course of study for secondary schools in August 2002 across the United Kingdom. We must understand the impression of a ‘good ‘ or ‘active ‘ citizen in order to mensurate the success or failure of Civic instruction in the United Kingdom. Although there may be fluctuation within these categorizations, an ‘active ‘ citizen is one who engages in the political procedure and engages in broader society. The purpose of citizenship instruction about promoting formal political engagement in civic society, but besides now about readying for informal engagement in civil society. The average immature individual does non vote and does n't belong to a political party and has really small trust in political establishments. These marks of young person detachment have made civic instruction high in the docket for national authoritiess. Students are encouraged to get a greater apprehension and grasp of issues of individuality and belonging, community coherence, diverseness and inclusion in society. Citizenship instruction aims to develop of a sense of citizenship in a planetary context, peculiarly around issues of sustainable development and besides the environment. In order to accomplish an ideal vision of citizenship, persons must go involved within the community, every bit good as within the political procedure. Civic instruction purposes to make good rounded citizens, the success or failure of such instruction should be based on these results. Civic ideals are taught in a traditional format, nevertheless civic surveies may be received better by pupils if taught in alternate ways. Alternate signifiers of learning, such as those which encourage experiential acquisition, may be a more effectual format of citizenship instruction as it is provides an synergistic experience that relates to pupils ain experiences, and allows them to take part in and reflect upon the political procedure and political relations itself. Knowledge, engagement and deliberation are all vitally of import elements that must be linked together in citizenship lessons, if it is to be active citizenship instead than merely volunteering that pupils are engaged in. Youth engagement and engagement refering political relations in the United Kingdom remains low, proposing a failure of citizenship surveies. Young people fail to demo marks of battle with political relations or marks of political engagement even after the execution of civic instruction within school s. Young people do demo an apprehension of what constitutes a good citizen but fail to implementing these ideals, such as vote and belonging to a political party. However entree to civic instruction has engaged immature people in different ways. Young people are going progressively involved within the community, through activities such as volunteering or donating to charity administrations. This suggests that involvement and trust in political relations remain low. Over all it is hard to insulate the success or failure of civic instruction. Other factors play a portion in the battle of citizens within their communities and in the political procedure.

Alvar Alto Design Theory Paimio Sanatorium

The figurehead of modernism and leader of bringing architecture back to the human scale that once was, Alvar Aalto is now an architectural inspiration to us all. Aalto did not use his architecture as a learning tool but more as a gesture toward the emotional and physical needs of man. His architecture was meant to enrich the lives of those it served. Aalto focused on context in site in relation to the human body. Forms, light and shadow were inspired by the Finnish forests Aalto grew up near.When he was a child he made drawings of the landscape that influenced his later built projects in their relationships to horizons and vertical connections, sections and ground plan. He brought us buildings that involved form, light, and color, along with many other attributes all over the world including the Viipuri Library, the Paimio Sanatorium, and even Mt. Angel Library here in Oregon. Functional Room Functional Design The rooms in the patients' wing are arranged on the north side of the corr idor.By siting the rooms on one side only, Aalto was able to bring natural light into the corridor and give the patients the feeling that they were in control of the space. Aalto studied the angle of the sunlight in conjunction with the heating system. Sun blinds were fixed outside the windows to cut down solar gain. The whole building was designed in every aspect to make the patients confinement tolerable and to assist in their healing. Their room's were designed with a horizontal person in mind.The source of heat comes down from the ceiling, one wall was lined in absorbent insulation to make acoustics more restful, and the window frames in the rooms were timber to reduce condensation and be warmer to touch. the washbasins were designed to run silently and had to be hygienic and easy to clean (unsuccessfully in practice). The pipe work was concealed in the walls, whereas prior to this pipes were usually surface-fixed. Aalto had his own ideas about the ceilings for example. The ceil ing of the room should be the colour of the sky,† The lighting came from a wall mounted uplighter out of the patients sight where it was diffused throughout the room. Since the ceiling was painted in darker tones, the ceiling area reflecting the light had to be painted a lighter one. The door handles were created with as much methodical attention to detail. They were designed so coat sleeves or pockets couldn't get caught and they had rounded edges in case patients should happen to knock into them. Rose cellar In the Sanatorium death was an everyday reality, so naturally there was a mortuary on the site.The Rose Cellar, as the mortyary was called, disappeared into the terrain and took its name from the roses covering the mound of earth in front of it; only the holes drilled into the wooden door in the form of a cross gave a clue as to the use of the building. The mortuary is a light, whitewashed concrete vault lit by a roof light. A black-painted wooden catafalque rests on the brick-red floor and the partition that divides the curved vault has an abstract painting by Aalto and the Turku artist Eino Kauria. Viper hall The nurses' home, known as the ‘hall of vipers', was designed and built in 1060-63.It is a two-storey, four-part building, with each part joined to the next by an drawn-in linking element. It departs from Aalto's 1930s buildings mainly in that, instead of a flat roof, it has a pitched roof and the detailing does not focus nearly as much on metal. The name is derived from the fact that the building wriggles gently across the terrain. Stairs Tuberculosis was treated with fresh air, so that sun beds suitable for external use were needed. They emerged as the result of some specialist design work, as did the ‘winter sleeping bags' made of sheepskin that were part of the sun beds.The whole interior of the building is pervaded by health giving light, most powerfully in the stair cases, where sun spills down huge areas of glazing. Where the effort of climbing was incorporated as part of the healing process. Tree section Aalto believed that â€Å"the health of every person depends to a great extent on his submission to the conditions of nature† This came from the fact that medicine was not advanced enough to heal alone, so healing came from being take out of the crowded, disease infested cities where the sun, space and breeze of the country would help heal.The flat finnish landscape made a stepped section unsuitable, the roof terrace is then used for treatment for summer and winter alike stretching the entire length of the patient ward, where the healthier patients could go and take in the spectacular views across the vast forest, each sun-deck beneath was cantilevered to take in the sunshine, like the branches of a tree. Organism for Healing The health of every person depends a great extent on his submission to the condition of nature.The outer buildings are module starting with the head physicians house the y grow and multiply like they are a dividing organism until you get to the patients ward and the rooms are almost exponential in comparison. The building is designed to be a organism for healing, each room is catered to the patient with the use of sun, greenery, and space it helps them in their healing process. Forest The Patients rooms looked out over an unhabited forest which is visually brought into the building as posts, vertical lines, windows and columns.The pine forest was a powerful source of healing and hope for the finish patients, it is also therapeutic to the community who's collective soul deeply embraces the protective wood's and tree's. It is hard to imagine the impact the sanatorium must have had on patients. The dedication to serving their needs manifested in every detail and the optimistic uplifteing quality of it's light filled spaces. Symmetry as parts (medical and proper man) vs. Asymmetry as a whole (natural and living) The plan of the building is laid out in d ifferent sections.Each section is symmetric or on a central axis. The building as a whole does not have a central axis but is asymmetrically in balance. Sort of like a human body that is being treated for a certain condition. The focus is put on parts of the physical body, but as a whole the body makes up a person or a human being. Technology is manmade – human creating a function from natural sources Aalto liked to use materials in their natural state in his buildings. He also liked to take advantage of how modern technology could assist the daily needs of the people in his buildings.In the Sanitarium, he created manmade elements made from elements close to their natural state as a gesture towards to needs of the patients, doctors, and nurses using the spaces. Plasticity and Fluidity (like natures organic forms) Throughout the Paimio Sanitarium, certain spaces have a plastic form that is almost like a landmark in that area of the building. These forms seem to mimic the organ ic forms that can be found in nature like the curve of the terrain on the hill, or the edge of the tree creating a fluid line that separates its branches from the sky.They are found in the central stair of the tower and the overhang above the entrance to the building. Facing the Sun During this time there were not any antibiotics or specific medicines for the treatment of tuberculosis. The best treatment for the condition was dry climate, greenery, fresh, clean air, and a lot of sun. With having a south facing slope it makes sense to position the patients' rooms and the roof terrace to face the sun. A Landscape representing time – modern, ancient, and current. This picture really represents a lot of different times in the culture of the area.The pastures and fields in the foreground represent the current lives of the citizens of Paimio – they are healthy, providing resources and going about their daily lives. In the middle ground there is the forest- it is natural grow th and holds a sort of history in the culture of the people. Then, rising above it all is the Sanitarium – a modern piece of architecture at the time that still stands as a landmark. Architecturally, it was a glimpse into what would be in the future and functionally it was a humble reminder of the hard times.Conclusion. The solution Aalto created for solving the needs of people to fit in with their comfortable natural state while gaining the positive effects of the industrialization at the time was to give people the creative freedom to make their spaces unique to themselves and their needs. He wanted people to remember their individualism. Finding the potential value in humans and emphasizing their common needs became Aalto's main purpose in architecture in his later years. This can be seen in his public buildings as well as in his churches and houses.Aalto believed that people should live a democratic and individualistic lifestyle. He called for the humanization of all thin gs including his architecture. It was important to address how humans move and travel through space and also how they inhabit it. The needs of the user were considered. In all of his projects, Aalto stressed meaning of the project to the client as well as to himself. He looked at the perspectives of the users and found ways to enhance those perspectives, for example the chairs in the Sanatorium were designed to make it easier for the patients to breathe.His architecture was meant to enrich the lives of those it served. In the Paimio Sanitarium in particular, Aalto's attention to psychological spaces enhancing the quality of life for the users, relation to the other buildings in the area, having a form that follows the function, and specific detail in the technical equipment made it all come together to create a well designed approach to the site and the people that dwell within it in a beautiful piece of modern architecture.

Voluntary Euthanasia

St Peter’s Catholic College, Tuggerah Task: Catholic Ethical Teaching Ethan Fortis 1. Name the Issue (I mark) Euthanasia| 2. Outline the ethical issue (5 marks) Euthanasia, also sometimes known as mercy killing, is the act of painlessly allowing death. This is especially used to relieve the pain of an animal or person suffering incurable and/or severely painful disease. There are 4 different types of euthanasia; these include voluntary, non-voluntary, involuntary, and passive & active euthanasia.Voluntary euthanasia is conducted with the consent of the patient, non-voluntary occurs when the patient is unable to give or deny consent, and involuntary happens when euthanasia is performed without the patient’s consent. All of the above varieties of euthanasia can be divided into passive & active euthanasia. Passive euthanasia refers to the withdrawal of medical treatment with the deliberate intention of hurrying along a terminally ill patient. Active euthanasia occurs when a lethal dose of medication is given to the patient to deliberately take their life. | 3.Provide and briefly explain the main arguments for and against the issue (6marks) There are a number of arguments supporting the use of euthanasia in society. An example of these includes that euthanasia quickly and humanely ends a patient’s life who’s suffering severe and unbearable pain, allowing them to die in dignity. People that are terminally ill don’t deserve to endure the immense pain they go through if they have personally chose to undergo euthanasia. Another argument for euthanasia is the fact that it shortens the grief and suffering the patient’s loved ones go through day after day of the inevitable death dragging on.Loved ones and family of someone who is terminally ill go through a huge amount of psychological issues knowing they aren’t able do to anything about it while a person in their life is slowly and painfully dying. Euthanasia allows these people to rest easy, knowing that their loved one will leave them in a peaceful manor instead of suffering. Also, death is a very private matter and no one else should be allowed to stop you making decisions for yourself, as it is not their life but yours.Euthanasia should be a personal option that should be respected and in cases where the patient is incapable to make the decision for themselves and is suffering greatly, the option should be left to the spouse/close loved one to decide. Although the arguments supporting the act of euthanasia are strong, there are a number of reasons against the issue. An example of this is that allowing euthanasia will lead to less good care for the terminally ill that do not chose it. The Hippocratic Oath is an oath all physicians and other health care professionals swear upon to practise medicine ethically and honestly.Is allowing euthanasia violating this verbal contract? Doctors should do everything they can possibly do to keep patients alive a nd practising euthanasia is going against this. Allowing euthanasia may lead to doctors and nurses becoming less determined to save the lives of the terminally ill, thus disregarding the Hippocratic Oath completely. Also, some people think that implementing euthanasia may send the message across to society that it’s better to be dead than sick/disabled. This suggests that some lives aren’t worth living and this is wrong.Every life is equal, even if the life is of a person who is terminally ill or disabled, mentally or physically. Allowing euthanasia may weaken society’s respect for the value of life. All humans, whether they are disabled, terminally ill, or just different, should be valued no matter what. Human life is sacred and should be lived to the full potential until the natural end of someone’s life. It’s better to be alive than dead, right? | 4. Clearly outline and articulate Catholic Teaching on your issue (making sure you explain the Cath olic Church’s stance on the issue and reasons for its stance).Make sure you use at least one biblical reference and one reference from the Catechism of the Catholic Church. (10 marks) The Catholic Church believes that God gave us both death and life; in return for this we should respect these processes. Conflict arises when there are disagreements of the boundaries. In regards to the act of euthanasia, Pope John Paul II stated in 1995 ‘Euthanasia is a grave violation of the law of God, Since it is the deliberate and morally unacceptable killing of a human person. ’ The Catholic Church has always been strong in its teaching of euthanasia and how they view it as morally wrong.The Church believes that any law allowing euthanasia to be practiced is an intrinsically unjust law. Emphasis has been put on the absolute and unchanging value of the bible commandment ‘You shall not kill’. The Catholic Church does not accept the notion that people have the right to die and should be able to choose whether to accept death or to live, suffering or not. An excerpt from the Catechism of the Catholic Church 2277 reads ‘Whatever its motives and means, direct euthanasia consists in putting an end to the lives of handicapped, sick, or dying persons. It is morally unacceptable.Thus an act or omission which, of itself or by intention, causes death in order to eliminate suffering constitutes a murder gravely contrary to the dignity of the human person and to the respect due to the living God, his Creator. The error of judgment into which one can fall in good faith does not change the nature of this murderous act, which must always be forbidden and excluded’. A number of biblical verses can relate to the views on euthanasia. One of these includes 1 Corinthians 6:19-20 ‘Or do you not know that your body is a temple of the Holy Spirit within you, whom you have from God?You are not your own, for you were bought with a price. So glorify God in your body’. It is believed that each human life is a manifestation of God in the world, a sign of his presence, a trace of his glory. This in mind, a person whom is insisting on death is breaking their relationship with God. | 5. Clearly explain why your issue is an ethical issue for our society. (6 marks) Euthanasia is a debatable issue that questions the very core of morality. It can’t be dealt with by a simple answer, as ‘what is ethical’ is viewed in a variety of different views and opinions amongst society and law.More knowledge and resources are available today than there was back in biblical times. People are entitled to their own opinions and beliefs in the world today, so the issue can be discussed and voiced more regularly. Many questions are asked such as ‘is it wrong to kill? ’, ‘is killing the same as letting die? And the most important one, ‘do we have the right to die? ’ It all comes down to personal vi ews. An atheist’s views on whether we have the right to die or not will be different to a Roman Catholic’s views and vice versa.As there will be ethically right answer to any of these questions, the act of euthanasia should ultimately come down to the individual preference. If a atheist patient who is terminally ill with cancer would like euthanasia to be practised, what right does a Catholic doctor have to say no? | 6. Present an accurately constructed bibliography of all resources used (2 marks) http://en. wikipedia. org/wiki/Euthanasia 20/2/13 | http://www. ndtv. com/article/india/what-is-passive-euthanasia-89964 20/2/13| http://medical-dictionary. thefreedictionary. com/Active+Euthanasia 20/2/13| http://www. rsrevision. om/GCSE/christian_perspectives/life/euthanasia/for. htm 21/2/13| http://euthanasia. procon. org/view. answers. php? questionID=000198 22/2/13| http://www. catholicnewsagency. com/resources/life-and-family/euthanasia-and-assisted-suicide/euthanasia-c atechism-of-the-catholic-church/ 15/3/13| http://www. openbible. info/topics/euthanasia 15/3/13| http://www. bbc. co. uk/religion/religions/christianity/christianethics/euthanasia_1. shtml 15/3/13| http://www. bbc. co. uk/ethics/euthanasia/against/against_1. shtml#h3 16/3/13| http://www. rsrevision. com/Alevel/ethics/euthanasia/index. htm 17/3/13| | | | |

Supply chain management Case Study Example | Topics and Well Written Essays - 1000 words

Supply chain management - Case Study Example The marketing area of Chemtech is primarily concerned with taking orders from the customer for their next month’s requirement. It then makes forecast and relays the same to the purchase department for timely delivery of the same. The department feels that lack of effective planning by supply chain management is responsible for the problems in meeting the customers’ demands. Answer 2 Chemtech needs to streamline its coordination between the departments and ensure that the logistic planning for at least three months is made in advance. This would give the suppliers more time to make arrangements for slow moving products as well as ensure availability of inventory that is often required at short notice. The company should also show more confidence on its long term suppliers and help understand their problems. Logistics and supply chain is vital part of business strategy and therefore concerted efforts for efficient receipt and delivery of goods and services need to be impl emented. Effective computerization of its various in house operations and functions would ensure smooth flow of information leading to improved performance outcome. The computerization would also help to forecast the products requirement so that it can maintain the inventory and meet the requirements of the customers at short notice. Answer 3 The suppliers like Potash should seek trust and at least three months time from its customers like Chemtech for delivery of products which are slow moving. The repeated threats of change in the suppliers by Chemtech have also significantly lowered the morale of Potash. As a result, the company has also started looking for fresh long term customers who could give them realistic time margin to meet their demands. The three months advance order would also enable the company to increase its stock of products which could be required by customers at short notice. While suppliers maintain large stock of products that are in high demand, the short supp ly of slow moving products often becomes huge liability for them. Hence, longer lead time for such products would facilitate the suppliers to coordinate its own logistics and supply chain. The linkages with external agencies are important part of logistics and supply chain management. Thus companies that are able to develop trust and mutual understanding would greatly benefit from long term relationship. (words: 500) Case study 15.1 Answer 1 There general challenges and issues

Managing Organisations Business Assignment Example | Topics and Well Written Essays - 1000 words

Managing Organisations Business - Assignment Example This calls for very skilled managers that are well aware of their roles. The following is an account of my experience with a manger in a banking institution. The Experience (278 words) I was working with a bank in the UK. As a customer care officer, I had many experiences with the customers as well as the bank manager. Though this company was successful, I still believe that it could achieve even more success if the manager did not face the many difficulties that he was facing in his work. The company could hardly match its ideals with the realities of each day, meetings were poorly planned and recorded, decision making was arbitrarily done, there were inadequate control procedures instituted, and no clear ways of dealing with unsatisfactory behavior or work performance. However, the manager worked very hard to ensure that these problems were appropriately dealt with. Therefore, he started having trust and confidence in all those involved in the company. As Thomas, (1987, pp 729) sta tes about qualities of a good manager, I believe he was a good manager because he was good in both personal and interpersonal skills like communication with the staff. Other skills that he applied were people oriented roles like teamwork, resource investigation, and co-ordination. He observed action oriented roles like implementing the desired goals of the company. ... Integrating Theory with Experience (342 words) According to Mintzberg (1973, pp 2), a good manager observes the following managerial roles: information, decision and interpersonal roles. Information roles involve assimilation and dissemination of information as required, and when it is required. Therefore, a good manager in an organization should be very effective in monitoring and collecting information from inside and outside the organization, communicate information to organization’s members, and being a spokesman by representing the organization outside. In this case, I believe that the manger was playing a good role because he always engaged in interpersonal and personal communication with the staff. However, his representation of the organization outside, especially to potential customers, was very poor because he mainly relied on the salespersons. The theory of Mintzberg (1973, pp. 2) also states that a good manger should also play the role of decision making. In this a rea, he has to initiate new ideas that ill improve the performance of the organization, handle disturbances by taking corrective actions that aim at coping with adverse situations, be a resource allocator by effectively allocating monetary, physical, and human resources. Finally, he should also be a negotiator. This involves negotiating with other stake holders and trade unions. Though the manager was good at initiating new ideas, he failed on the part of handling disturbances because he always blamed others incase of a problem instead of effectively solving the problem. He rarely negotiated for the company with trade unions. Thus regular strikes were experienced that yielded heavy losses. However, he was a

Choosing Childs Sex Essay Example | Topics and Well Written Essays - 3000 words

Choosing Childs Sex - Essay Example In this research paper, I will try to give reason to the possible ethical issues that arise from the likelihood parents to be able to choose the sex of their children. The scope of this research paper will try to determine what is the ethical pros and cons in dealing with child sex selection. Whether desirable practice for medical, cultural, social or demographic reasons prohibiting or allowing it by law will likely result in producing harm for the given nation. There are ethical reasons that I will present in this paper - namely the genetic predisposition of female or male fetus to be born with anomalies. These arguments are plausible. The unethical ones go as far as altering the sex ration, further devaluing women and creating social imbalance. It will be further argued whether families having 2 or more children from the same sex will be permitted to keep the balance of their offspring by prenatal sex selection. It will be discussed whether couples have reproductive rights and how they can be infringed and violated. The consequences of forbidding or permitting child sex selection vary considerably from society to society and from individual to individual. Statistical data also varies between North America, Europe and Asian countries - India and China, in particular. Logically a comparison is impossible to be deduction about the child sex selection, because the social, cultural and economic factors that exist in India and Chine for a strong preference for son will be never prevalent and almost absent in Europe and North America. There are four major arguments which oppose sex selection methods: Such practices devaluate either one of the sexes; It reinforces the social attitudes and discriminate against girl/boy preferences; Women are struggling whether to choose abortion of the fetus if it is not from the desired sex or to give birth and kill it; It creates demographic imbalance in the sex ration. Since the introduction of the first sex selection clinic in Europe which happened around 1990, the interests, debates and even hostility surround these procedures. Often the hatred is generated and voiced by media and certain pressure groups, most likely religious organizations or professional bodies (Human Fertilisation and Embryology Authority (HFEA), 1993a). The public is struck by ethical and emotional concern and people have extremely polarized opinions - positive or negative. There are those who demand complete freedom to choose the sex of their children and those who express total disagreement and prohibition of prenatal sex selection which is not done in case of medical reasons. The main objections for sex selection come due to the demographic statistics in countries such as China, Korea and India, where the culture requires a sex preference due to the family policies restrictions. Population Reports (1994) shows that in some of the Asian countries as well as in the Middle East, boys are highly valued for religious, cultural, economic and hereditary purposes. The widespread practice of abortion or infanticide in case of female fetus suggests that the possibility to select the sex of the child in advance will further

Examining Emotions, Attitudes, and Job Satisfaction Case Study

Examining Emotions, Attitudes, and Job Satisfaction - Case Study Example Their effective leadership structure has been illustrated through providing employment opportunities to individuals who possess ambitious and adventurous skills. Moreover, the grocery store provides a cool atmosphere for both its employees and customers. The store hires its managers from within hence; leadership management is maximized since the managers have experience in effectively managing the store. Trader Joe’s ensures that it boosts and maintains its employees by providing them with higher pay rates compared to employees’ pay rates of the competing stores. Trader Joe is able to control successfully real estate costs through purchasing small stores and avoiding prime locations due to high competition. The store also controls products’ costs by implementing the â€Å"one in, one out† policies, which ensures that low-profit products are replaced by high selling products. The store maintains a good customer relationship by listening and acting according to the customers’ preferences. For instance, they remove a product from the shelves when customers give negative reviews concerning the product. The store also maintains a good employee-customer relationship to ensure that it holds a firm grip on its loyal and new customers. For instance, customers can be directed to employees to get their views concerning a certain product. Employees are encouraged to taste the store’s products in order to provide honest reviews concerning the products. Customers are more likely to make choices when provided with a limited number of options compared to a wider variety of option. Trader Joe’s, take advantage of this psychological behavior by controlling the stock of its products; it holds about 2000 products in its store compared to 25,000 to 45,000 products in neighboring supermarkets. The scarcity strategy benefits both the store and its customers since the store is able to make double products sales

Promtional Activities of Hobbs Essay Example | Topics and Well Written Essays - 1750 words

Promtional Activities of Hobbs - Essay Example ance of one to one marketing, more personal promotions, word of mouth and the emerging technologies like the internet and mobile based marketing that are less expensive to launch and more efficient when it comes to delivering results. The majority of the Hobbs customers are located in London as however the company has significant customers in Ireland and the rest of the UK as well. The marketing plan depicted below however is targeted towards the current and the prospective customers of the company in Birmingham. The Mosaic for Birmingham depicted that fashion consumers in the region are very versatile with people taking cues for their seasonal fashion trends from those generated by the Milan, Paris and the New York fashion weeks. The customers are highly influenced by the fashion trends generated from these fashion capitals of the world and seek to go to retailers that can provide such fashion to them in an accessible and more affordable manner. These target markets are dominated by the South Asian Families, settled Majorities, Upper Floor families and urban youth and professionals. The analysis of the various types of customers that tend to shop at Hobbs depicted that the customers consider store ambiance, its environment, theme and layout. The Hobbs retail company has realized this and an effort has been made by the management to change the look and the feel of the store by employing a walnut and white interior in their stores to make them more fashionable and trendy. â€Å"When retail organizations make a major shift from an old-fashioned merchandise management orientation to a strategic marketing orientation, the development of a functional marketing plan for the implementation of strategic plan gains in importance† (Samli, 1998, p2) Other retailers in their business have also taken to store management and the management of store ambiance to further foot traffic in their stores and increase profits through sales revenue. â€Å"Starbucks, Pottery Barn, Eddie

Finance and Accounting Math Problem on Cooperate Finance

Finance and Accounting on Cooperate Finance - Math Problem Example Contribution from the parents would be invested at 6% annually for a period of 3 years. However the remaining amount will be raised from Aunt Hilda’s gift. So, at the moment, the future value of the contribution from the parents would be calculated and then this future value from the parents would be deducted from $10,000 to find the future value of the amount that would be raised from the Aunt Hilda. Once this amount is identified, the present value of Aunt Hilda gift will be calculated to identify the amount required from her. Parents would contribute $5,000 and that will be invested for 3 years at 6%. Therefore the future value of $5000 after 3 years would be FV = $5000 (1+ 6%) ^ 3 FV = 5,955 As the total value after 3 years required would be $10,000. So, after three years amount required for the trip except from the contribution of the parents would be $10,000 - $5,955 = $4045 $4,045 would be the amount that would be needed after 3 years. So, this is the future value of th e gift of Aunt Hilda. As this amount would be invested for three years at 10% therefore the present value of this amount would be: PV = 4,045 / (1 + 10%) ^ 3 PV = $3,039 Therefore, $3,039 would be taken from Aunt Hilda as gift. Question #2 Quark industries has four potential projects and the summary and expected cash flows of these projects have been shown below: Project M Project N Project O Project P Year 0 -2,000,000 -2,000,000 -2,000,000 -2,000,000 Year 1 500,000 600,000 1,000,000 300,000 Year 2 500,000 600,000 800,000 300,000 Year 3 500,000 600,000 800,000 300,000 Year 4 500,000 600,000 400,000 300,000 Year 5 500,000 600,000 200,000 300,000 Rate 6% 9% 15% 22% The above table shows the cash flows of each of these projects. In order to determine which project should be accepted, Net Present Value will be used. Net Present value discounts the future cash flows of the project and identifies its work in present (McLaney, 2009). After using the NPV following values have been identifi ed of each of the project: Project M Project N Project O Project P Rate 6% 9% 15% 22% NPV $100,171.60 $306,230.05 $285,765.03 ($935,170.55) Ranking 3 1 2 The above table shows that the project N would be the most feasible one for Quark industries. Ranking has been made that is showing that the Quark industries should invest first in Project N and then in Project O and then in Project M. The company should not invest in Project P as it has a negative NPV. References McLaney, E. (2009). Business Finance: Theory and Practice, New Jersey, Pearson Education Ross, S., Westerfield, R. and Jordan, B. (2009). Fundamentals Of Corporate Finance Standard Edition, New York,

Business LAW Assignment Example | Topics and Well Written Essays - 2000 words

Business LAW - Assignment Example The main service offered by Acas is dispute resolution. Therefore, the organisation uses three main ways of resolving a disagreement between parties. The first one is conciliation. Conciliation occurs when the organisation tries to find out the issues that bring disputes between the parties. The reason for conciliation is to aid the parties to come to a mutual agreement in solving their differences. Therefore, conciliation seeks to give the parties in a dispute the room to evaluate their differing positions before coming to a conclusion. In conciliation, ACAS l meets both parties in private before bringing them together with an aim to rebuild the bruised relationship. In addition, any decision arrived at is legally binding upon the parties. In addition, ACAS uses arbitration. In arbitration, the parties in a dispute usually agree to involve a third party in case of a dispute arising to decide on the dispute and make any awards where applicable. ACAS is more informal in this, and it a voids formal processes that go on in courts such as formal pleadings and documentaries. Parties coming for arbitration in ACAS must first agree to take part (Gennard and Judge 2005). The agreement must be in writing outlining the issues to be negotiated. In addition, the terms of reference are determined by the disputing parties, and where they are not able, they are helped by an ACAS conciliator. The organisations are committed to good conduct and fairness with its decisions being final, and the awards given difficult to be challenged. Mediation is the third method used by ACAS, and it bears some similarities with arbitration. The major difference is that no awards can be got from mediation. The mediators usually take an active role in dispute resolution proceedings to help the disputing parties find solutions. After that, the mediators make recommendations to the parties, and it’s upon the parties to

5. Explain how the processes involved in meiosis lead to variation in Essay

5. Explain how the processes involved in meiosis lead to variation in the genetic material of the gamete cells compared to the parent cell - Essay Example The restoration of the somatic diploid chromosome number occurs in the resulting offspring. The restoration occurs through fusion of haploid sperm cell and a haploid oocyte at fertilization (Hultà ©n, 2002). The cell division takes place in two ways. These are meiosis I and meiosis II. Each division comprises of prophase, metaphase, anaphase and telophase (Hultà ©n, 2002). In meiosis I, there are key processes that take place. The processes include reduction of chromosome number by half, pairing and association of four chromatids of paternal and maternal homologues and crossing over (Hultà ©n, 2002). In Meiosis II, there is completion of the process initiated at Meiosis I (Hultà ©n, 2002). At this stage, the two daughter cells produce four products. The potential gametes at this stage contain a combination of variant genes from both parent homologues (Hultà ©n, 2002). The process leads to variation in the genetic material of the gamete cells compared to the parent cell (Hultà ©n, 2002). As shown through the two processes of meiosis, each chromosome in a gamete cells inherits from both maternal and paternal genetic material (Hultà ©n, 2002). The resultant progeny is hereditarily diverse from parents (Hultà ©n, 2002). The difference is the one that leads to variation in the genetic material of the gamete

Communication and Children Essay Example for Free

Communication and Children Essay Parents are among the earliest person that are in contact and always stay by the children’s side and thus there are many saying that parents are the first teacher of the children. Since children start from zero from the day they are born, they will start to learn something new by watching the adults and imitating them. Example that can be given is when a baby first learning to talk, they will imitate what the adults are saying. The first word that usually teaches by the parents is either papa or mama and the baby then will imitate the word. This is how the children first learn to talk and same goes when an adult is cursing others, they will also recording the words used. Next, children can be said as a mirror that will reflect back what they observed. This can be seen by the conduct of the adults that watched by the children. They will simply copying the conduct as children do not know to differentiate between right and wrong. Example that can be given is when a child observing his father acted violently towards his mother in their house and he will then do the same to others. Some cases reported saying that a violent man or woman usually had experienced those situation since their young age. People will normally hard to change their habits, especially one that they learned from their childhood. An example that can be given is when the adults around the children are smokers or alcoholics, these bad habits usually will be tried by the children when they have access to that stuff. Nowadays the stuffs can be easily be bought even by a minor from the convenience stores such as 7-eleven and other stores. Same goes to good habits such as reading, appreciating others and also helping those needed. When a child used to follow their parent doing charity work, they will never feel hard to help others. Thus it shows that children learn best by observing the adults. In the other aspects such as foods or fashion, and also in respect of their thinking, adult give many influence in these matters. The behavior of adults can give good and bad implication to the children. This is because children always observes what the adults are doing. When an adult wears sexy dress, they will do the same since they used  to see and did not know it is actually wrong. Same goes to the thinking, adult usually ask the children what to do and not to do but sometimes the adult will do to the contrary. This will make the children think whether to do something or to follow what the adults are doing. As the conclusion, it is strongly agreed that the children learn best by observing the behavior of the adult since th e children was born zero and the adults who are the nearest person in contact with the children are those who responsible to teach everything and shape the children. [ 500 words ] 2) What do schools need to do to prepare students for the 21st century? Discuss your opinions. Year 2000 to 2100 is known as 21st century where the society also describes the period as a modern era especially in technology. In order to make sure that the teaching and learning session in this modern era running smoothly as well as to make sure the student may adapt themselves with the era, there are a few steps that the schools need to do in order to prepare the students. The first thing that the school can do is by introducing the technology to the student. In the 21st century, almost all business in our daily life needs the application of technology. Thus in order to prepare the student with technology application, the teaching and learning process can be done using various gadgets such as computers, iPad, projector, netbooks and others. The use of textbook is no doubt still relevant but by using the modern gadgets, the session of teaching and learning will be more adventure and interesting. Next, the school may prepare the student in the aspect of creative thinking and problem solving. In the 21st century, there will be more competition in life thus person will need critical thinking and problem solving skills to survive and compete with others in all aspects. In order to ensure the students own this skill, the school may start by providing or training the students with problem based question. In this session, the students will need to creatively think for the solution to the situation, thus this exercise will boost or force their mind. In respect of communication, there are two kind of communication, either oral or written  communication. Both types are important of all time, including in 21st century, where the communication will be more fast and easy in this modern era. In the development of various types of gadgets, communication between people seems to be easy since we can contact people from all over the world. The school may train the students in both types of communication so that they will be ready to communicate with almost everyone. The students need m ore practice so that they can communicate confidently and perfect. Practice will make perfect. The other skill that the student will need in 21st century is the ability to work with others. This is because although there will be competition in getting something but there is still the need of cooperation to fulfill some task. Example that can be given is in an organization where teamwork is something necessary to fulfill the organization’s goal. Thus, the school may engage students in collaborative groups to conduct investigations, discuss and share learning, and create products that demonstrate what was learned. This will ensure that the students may cooperate with one another in order to produce what their group’s plan. There are many things that can be done by the school to prepare the students to go through 21st century other than discussed above. Students will easily adapt the 21st century with the help of the school’s programs, plans and exercises. [ 500 words ] 3) Technology is making communication easier in today’s world, but at the expense of personal contact as many people chose to work at home in front of a computer screen. What dangers are there for a society which depends on computer screens rather than face to face contact for its main means of communication? People nowadays prefer to communicate through technology more than face to face and this can be seen almost everywhere. People are busy with their smartphones gadgets although they are sitting together with their family members or friends. Everyone are busy texting, calling, updating their social account such as facebook, twitter, instagram, wechat, and may other modern applications. Although there are many benefits from these  applications but still there are bad effects to the communication. One of the effects is that people will have lack of communication skills where when they always communicate through online medium, they will have no ability or lack of skills to speak face to face with others. They will also will hard to differentiate on how to talk or handle different level of person such as in formal or informal occasion. Communication skill is one of the interpersonal skills of a person and this is one of the most important skills that one’s should have. Next, the person who always depends on online medium of communication will have the problem of lack of confident level. This is because in online medium communication, the person will not need to meet the person to communicate but face to face communication will need the person to meet with others. When someone who has no experience in face to face dealing with others, they will have the problem with their confident level especially someone who has the nervous attack problem. Thus when they need to communicate face to face, usually the deal will hard to be accomplished. The other effect is the technological communication is it may affect the ability to express someone’s ideas clearly. When someone are constantly using short forms and slang while texting or in others online medium communication, it is hard to remember to use proper grammar when they need to write formal emails, letters or papers. Technology may harm the communication skills at work and in school since it may degrading the ability to speak publicly and in writing formally. Sometimes the person will not realize that they are using short forms in their formal works. Technology may also harm our ability to deal with conflict. This can be seen from a situation where we have a fight with our friend, we can just send them a text message or Facebook message to tell what is wrong rather than confront them face to face. Sometime, a personal issue will become a big issue when the problem is posted through the social account with the interventions of others. Many people in society are beginning to take it as an easy way out when it comes to conflict. Although modern technology brings a lot of pleasure in our life but it also may bring harm to us. Instead of having a pleasant conversation with our family, friends or significant others, we are busy to focus on our computer screens. This will not only harm the skills but also will create a distance with our family and friends. [ 500 words ] 4) In your life experience, what is the best advice you have ever received? Advice is given to remind someone what they should do or what they should not do in their life. Usually an advice was given by someone to the person that they care such as by parents to their child, by friend to another friend, and by a teacher to the students. People may receive the advice and translate it according to their understanding. It may be used as guidelines in someone’s life. The best advice that I ever receive is from my parent where they remind me to never give up in whatever I am doing. In my understanding, the advice may be used in many situations. The first situation is during my study, where until now I am still struggle to get the highest education that I am capable to achieve. Although I admit that there are hard times during my study especially in dividing time between work, family, and study but the advice given by my parent are inspiring me to do my best. When I feel stressed during my revision or when I need to faced timeline to send my assignment, the advice keep on playing in my mind to make sure that I will always success in what I am doing. Next, the advice of never give up is also inspiring me in my marriage life, where as a wife and mother who is working and in the same time studying, I feel the pressure but when remembering the advice, I feel strong. I manage to fulfill my responsibility towards my husband and children. I will never give up in fulfilling my responsibility towards my family. I keep reminding myself to stay strong so that I can take care of my family members wherever they need me. In working, as one of the subordinates there will be a lot of pressure given by the employers or high ranking officers. Advice given by my parent is the inspiration for me to be one of the courage and highly motivated staff. I keep on reminding myself not to give up when given many task and always stay calm in facing the situation. In my work, I have to deal with the public, from various levels of life, attitude and race. Thus I have to always give my best to help them although sometime I have been cursed by them but it is my responsibility to give the best service to the public. The advice of never give up given is suitable to use in every single inch of life. It can be regarded as inspiration for us to always do our best in whatever we are doing in life. Giving up is not a mean of facing any difficulties in life since if we give up before giving our best, we will never know what we actually can do, our ability to face any conflict of life. Once we manage to settle any conflict rose in our life, we will feel the satisfaction and we will feel stronger. [ 500 words ] 5) Tourism is becoming increasingly important as a source of revenue for many countries but its disadvantages should not be overlooked. What are some of the disadvantages of tourism? Tourism in a country happens when the outsiders or people who live in other countries come to visit our country. In tourism, the people who come will be call as a tourist and they will usually visit interesting places in a country either because of the custom of the place visited such as village, beauty of that place such as island around Malaysia, or maybe because they like the weather or activities at that place. Although tourism is one of the source of revenue to our economy but it also may bring some disadvantages to us. One of the disadvantages that can be identified is from the aspect of criminal, where there are many criminals happen with the entrance of the tourist. Some of the tourist will come using the social visit pass into the country to do crime such as black money, drug trafficking, prostitution and some others. Many cases reported that all the crime was done by the outsiders who came as a tourist in Malaysia and this will ruin our Malaysian. The other disadvantage is the attire of the tourist that comes to Malaysia. In their country they are free to wear anything that they are comfortable with but in Malaysia there are many attire that they are wearing is not suitable and it can be regarded as not respecting the local’s tradition and customs. Further, there are Malaysian who already influenced by those attires and they start to wear just like the tourist. In Malaysia, there is ethnic’s sensitivity to be respect by the tourist especially Muslims citizen’s sensitivity. Next, in respect of social life, the tourist that come are from different type of religion, for them it will be not an  offence to mix between genders but in Malaysia it is indecent to do it especially in public. In some cases, there are tourists that invite the beach boys to their chalet to accompany them. For the villagers nearby it is wrong and may ruin Malaysian. It is not right for the tourist to do such things in other’s country. Further, since many places have been upgraded to be tourism spot, ma ny things are changes, including prices of goods and services. The local traders are increasing their goods and services price since the place is now full with the tourist and it is the time for them to get more profit in their business. This has led to the local to also suffer the expensive price of goods and services. In addition, the local needs to compete with the tourist to get a place in the public transport and also if they are going to a vacation with their family. The tourist are everywhere and usually in getting a place in the local chalet or hotel in the tourism spot, the tourist will booked months before their vacation but the local will only booked their place in less than a month. The local needs to compete with the tourist although this is their own country.

The Other Side Of The River, By Alex Kotlowitz

The Other Side Of The River, By Alex Kotlowitz The book, The Other Side of the River, by Alex Kotlowitz, investigates the relationship between two Michigan cities, as well as the death of Eric McGinnis. The two towns, St. Joseph and Benton Harbor, are called the twin cities, though they are anything but. For one, St. Joseph is predominantly white, while the majority of the population in Benton Harbor is African American. Throughout the novel Kotlowitz questions how people are affected by their environment. When interviewed about his book he said, your perspectiveall depends on which side of the river you live on. This statement is undoubtedly the backdrop for Kotlowitzs book. Erics death is just one of the many ways in which disagreement between the two cities took place. Another death that sparked a commotion between the two cities, and possibly more important, between the two races, was the death of Norris Maben. January 18, 1990, a year before Erics death was when Norris Maben was killed. Maben was shot by Marv Fiedler, a white cop. Fiedler thought Maben was the suspect he had been looking for and when it appeared that Maben was about to pull out a gun, Fiedler shot him. There was a logical explanation behind the shooting, but to the public this was just an unjust act of violence. To make matters worse, Maben was unarmed. The citizens of Benton Harbor saw this as a racial attack. Right before Fiedlers trial was when Erics dead body was found floating in the St. Joseph river. Immediately the residents of Benton Harbor thought he was murdered by a white citizen of St. Joseph. On the other hand, the citizens of St. Joseph thought it was possibly a suicide, or they didnt really care. One St. Joseph resident commented , That nigger came on the wrong side of the bridge. He Should have stayed on his side of the river. Erics untimely death stirred up stagnant feelings of the Maben shooting, as well as forming new a feud between the two cities. Residents of both St. Joseph and Benton Harbor grew up learning that the people on the other side of the river are corrupt. Chris Adams, the owner of a popular teen hangout, told Kotlowitz during an interview, You grow up around here learning that bad things happen in Benton Harbor. You grow up afraid to go across the river. This fear of venturing to the other side of the river was true for adults as well as teens. The author, Alex Kotlowitz, recounts how black teens asked cops for rides back to Benton Harbor because they were so afraid of being left alone in St. Joseph, but more importantly, they were afraid of the whites. Situations such as these bring into question whether this fear of the opposite race is a learned behavior as suggested by Chris Adams, or if prejudice is a behavior you are born with. This idea of behaviors being learned, or being born with the behaviors, is referred to Nature vs. Nurture. Nature refers to ones instinct and the concept that a persons behaviors can be traced back to their genetic makeup. On the contrary, nurture refers to the theory that people act a certain way because they learned so from their parents or peers. Growing knowledge of the human genome is helping scientists form theories in which both sides are partly right, but as of now the subject is still in debate amongst sociologists. In my opinion, I feel that a persons behaviors are learned by observing their parents or their peers. The characters from The Other Side of the River grew up learning that the other race is inferior and the other town across the river is corrupt. There are a few people, who are white, and live on the Benton Harbor side of the river. These people often interact with both races. It is people like this who learned growing up that neither race is superior. Furthermore, there are also a few characters, such as Ruth McGinnis, who are sociable and cordial with whites, and many other inhabitants of St. Joseph. As I began to read this book I expected a story about the death of Eric McGinnis, but as I read more and more I realized that this book was about much more. It told the underlying story of the two Michigan towns, St. Joseph and Benton Harbor. It also told of various other controversies that helped me, as the reader, to identify why the townspeople felt the way they did about Erics death. This book also left me feeling unsettled. Living in a country that takes such pride in its diversity, it makes me wonder how two towns such as Benton Harbor and St. Joseph can exist. There are hundreds of towns just like these two, and if people will cease to be ignorant than they will be able to see each other for who they are, and no longer define each other according to their race.

Bosnian War Exploring Motives And Behaviour Of Perpetrators Criminology Essay

Bosnian War Exploring Motives And Behaviour Of Perpetrators Criminology Essay The main aim of this essay is to explore the motive, behaviour and policy of the perpetrators towards civilians and their enemy in the Bosnian Civil War from 1992 until 1995. The essay emphasizes common traits, behaviours of the perpetrators and identifies factors and elements that relate to their motives and aggression to commit mass killing and crimes against humanity. This essay will also explain the factors that drive people, who formerly co-habited harmoniously, to committing brutal acts of violence against their friends, neighbours and compatriots. The primary focus will be on three different ethnic groups in Bosnia during the conflict; the Serbs, the Bosnian Muslims and the Croats and the essay will focus more on the conflict between Serbs and Muslims. It will also focus upon violent acts committed by Serbs against Muslims; although as the war developed, Serbs also became victims of specific kinds of Croat and Muslim violence. Sometimes, it is difficult for scholars to determine the real reasons or motives that make ordinary people with no previous criminal record commit sudden brutal acts of violence. Focusing on the particular case of the ethnic conflict in Bosnia, this essay aims to demonstrate why behaviour and demeanour of the perpetrators of genocide and war crimes is important. This will help to highlight the personality of perpetrators and to illustrate the complexity of perpetrators behaviour and way of thinking. The perpetrator-focused research in Bosnia can be justified on a combination of moral, cognitive and practical grounds; it emphasizes the importance of circumstances as an explanation for perpetrator conduct; and suggests that Erwin Staubs concept of a continuum of destruction  [1]  reflecting the fact that a perpetrators behaviour can rapidly fluctuate between acts of cruelty and kindness.  [2]   The Bosnian Civil War was very complex and full of tragic events including the forced migration and killings of inhabitants based on their ethnicity, also known as ethnic cleansing. To achieve the objective on controlling territories, the perpetrators, usually with the full support from the largest ethnic group, violently displaced or killed members of other ethnic groups who stood in their way  [3]  . In all cases, assault on civilian populations was both an aim and instrument of war. The perpetrators included regular military, paramilitaries, militias, reservists, police, internal security forces or armed civilian group. The war in Bosnia was waged by ultranationalists who targeted civilians because they stood in the way of the idea of their national interest. This was achieved by ethnic cleansing, using violence and deportations of other ethnic communities who had previously lived together peacefully in Bosnia. For example, the Srebrenica massacre, the most infamous violent ac t by the perpetrators during the war, was described as the worst atrocity witnessed in the history of modern European world after the World War II  [4]  and the largest single war crime in Europe.  [5]   By demography, Bosnia is a multiethnic nation, in which there was no majority ethnic group. Out of the population of 4.4 million, Bosnian Muslims constituted 43.7 percent, Serbs constituted 31.4 percent, while Croats constituted 17.3 percent. Before the conflict erupted in 1992, Bosnia was an example of a harmonious society where Muslims, Serbs and Croats lived side by side, free of social subordination.  [6]  There had not been serious ethnic conflict after the World War II, and even though after the election in 1990 have made the ethnic relationship became more salient, the groups tried to resolve any conflict without any element of violence.  [7]  As a result, the vast majority of people in Yugoslavia co-existed in peace regardless of their ethnic or religious group. From one perspective, the war in Bosnia could be viewed as a clear-cut case of civil war which is an internal war among ethnic groups unable to agree on arrangements for sharing power. Similar to other civil wars, different parties who fought in this war had enjoyed substantial political and military backing from neighbouring states. The Serb and Croat paramilitaries involved volunteers from Serbia and Croatia, and were supported by nationalist political parties in those countries.  [8]  Although Bosnian independence was fully recognized by the United Nation, neither Serbia nor Croatia accepted the resolution. A further case could be made that the Bosnian Serb army was under the de facto control of the Yugoslav Army and Belgrade and was therefore an instrument of external aggression. A key factor to the conflict in Bosnia is the role of leaders as voices of extremism or nationalism. The attitude of Serbian leaders in Serbia and Bosnia played a crucial role in channelling the behaviour of ordinary Serbs against the Muslims and Croats. Shortly after the break-up of Yugoslavia, they led a nationalist movement, shape the progressions of events and made the decisions to lead the aggression against other ethnic groups. As an authority in the highest position, leaders could command the trust and obedience of their fellow ethnic, while the ordinary man could claim that there were just following orders from the authority.  [9]   Leaders in both Serbia and Croatia, sometimes aided by journalist, academics, and military organization, deliberately revived and exploited painful memories of the history of the former Yugoslavia in spreading the propaganda to create fear and hatred between ethnic groups. They exploited the brutality and atrocities among each other in the past especially in the Second World War and inflamed national sentiments between ethnic groups.  [10]  The Serb nationalist revival also led to intense public discussion of World War II about the atrocities of the Ustasha against Serbs. During 1980s, when tension among ethnic groups started to escalate, Serbs were often reminded about the massacres, betrayal, and continued hostility between Serbs, Croats and Muslims. In order to plant the seed of nationalism among fellow Serbs, Ustasha killings has been portrayed frequently in mass media, memoirs, plays, and history, and it became obvious when Milosevic ignited the fire of the Serbian nationali sm in everyday life especially on television.  [11]  Each side fears that they will be the victim of genocide if others gain political and military power in Bosnia and this reason has been justified by Serbian and Croatian nationalists to push their people into wars of self-defence.  [12]  Leaders of ethnic groups such as Franco Tudjman of Croatia, Alija Izetbegovic of Muslims, and Slobodan Milosevic and Radovan Karadzic of Serbia inflamed the sentiments on their people by taking several actions and implementing some policies which favoured on their side.  [13]  For example, Radovan Karadzic had warned the Bosnian government that if they choose independent, They will disappear. That people will disappear from the face of the earth.  [14]   In general, perpetrators are those who initiate, facilitate, or carry out acts of genocide or crimes against humanity. During the Bosnian conflict, the motive of the perpetrators could be classified into various categories. In order to eliminate what the respective perpetrators believed as a real or potential threat, as well as to spread terror among real or potential foes, mass killing and other atrocities were used.  [15]  It is quite difficult to fully understand the motives of the perpetrators because the individual and group changes that lead to increasingly vicious acts may become not only more comprehensible, but even seemingly natural. Perpetrators make many small and great decisions as they progress along the continuum of destruction. They choose leaders, adopt ideologies, create policies and plans, and engage in harmful and violent acts and their circumstances and characteristics move them in certain directions.  [16]   In order to facilitate the intention of expulsion or killing of other ethnic groups, military and paramilitary organizations were used as a common institutional structures. Such organizations enforce obedience, encourage conformity, provide training, desensitize their members responses to killing, and planted the ideology of the struggle to all member of the organization. All parties to the conflict in Bosnia are actually guilty of perpetrating abuse and violence, although to varying degrees. The main perpetrators of the abuses may vary from certain circumstances depending on which forces are in control in the particular territories. On the whole, however, the main aggressors have been the Serbian military and paramilitary forces. As the main offenders, they are in a position to inflict great damage and their policy of ethnic cleansing with the intention to dominate the whole Bosnia. For example, the infamous Arkans Tiger, one of the most ferocious Serbian paramilitary organizations which responsible for crimes committed to Muslims and Croats all across Bosnia, is a Belgrade-backed paramilitary organization where soldiers under his command brutally imprisoned, beat, raped, and executed non-Serb persons.  [17]  During the war, majority of the territory in Bosnia forcibly came under Serb domination and large segments of the Muslim population were either killed or expelled by paramilitary which actively participated in these operations in order to secure Serb control over territories.  [18]   While most of the Serbian perpetrators were conducted by a larger groups which is paramilitary or militia, the abuses attributable to Croats and Muslims were usually perpetrated by individual and do not associated with certain groups. Bosnian Croat and Muslims also found guilty of serious abuse of human right and crime against humanity. The destruction of Serbian property, removal by force, the detention and killing of the inhabitant in many cases appear to be known but little had been done to prove it. For example, by committing the crime against Serbs in Kravica and for other atrocities committed around the region, Naser Oric, a Bosnian Muslims, was convicted by the International Court Tribunal for failing to take measures to prevent the murder and cruel treatment of Serb prisoners.  [19]  As for the Croat atrocities, the terrifying violence perpetrated against the Serbian populations in Krajina after its recapture by the Croatian HVO organization led by Mladen Markac in August 1995 will not be easily forgotten.  [20]   Many of the abuses attributed to Serbian perpetrators have long followed a recognizable pattern that has come to be known as ethnic cleansing.  [21]  The primary aim of Serbian forces is to capture or gaining complete control of the whole territory and forcibly removing or killing non-Serbs the area. In most Serbian-held territories of Bosnia, pattern of abuses against non-Serbs were very clear and the method of abuses including rounding up the inhabitant, detaining in the concentration camp or just simply killing the civilian taken. Even though much of the abuses committed by the Serbs were done in group, there were such abuses were been done by individual soldiers or single military, policemen and home guard  [22]  . The nature of the abuses, and the pattern and frequency which take place indicates that there was no command from the superior to stop the abuses. The patterns of behaviour of the perpetrators during the conflict were obvious when the tension escalated during the war. During the conflict, behavioural patterns among ordinary soldiers indicated patterns of racial hatred and prejudiced, manifested both in their actions against their victims and their feelings towards each other. The decision to utilize a large number of perpetrators may also be influenced by certain political objectives. Those who initiate genocide may seek to gain support for their actions by allowing elements of society to satisfy their passions and greed at the expense of the victims.  [23]  By plunging large numbers of the population into murder, the forces encouraging the mass killing may more tightly bind the perpetrators to the regime. The perpetrators have emphasised on collectivistic value that make group membership central to personal identity. Such regimes have been particularly adept at using such collectivistic values to highlight boundaries between in-groups and out-groups by making extreme categorical judgements based on the polar opposites of good us versus bad them.  [24]  They have set in their mind that their cause is sacred; while the enemies are evil, they themselves as righteous, innocent or victimized; and others are wicked, guilty, and the victimisers. It is clear in this conflict that the Serbs always portrayed themselves as the victim of the evil regime of Ustasha that murdered hundreds of thousands of Serbs during World War II.  [25]   There were varieties of practices used by the perpetrators to make their reprehensible conducts acceptable and to distance them from the moral implications of their actions. For instance, there is a moral justification in which mass murder is made personally and socially acceptable by portraying it as serving socially worthy or moral purposes. Perpetrators may believe this rationalisation to such an extent that their evil is not only morally justifiable, but became a moral one.  [26]  Perpetrators can then justify their evil as essential to their own self-defence, in order to protect the cherished values of their community, fight ruthless oppressors, preserve peace and stability, save humanity from subjugation, or honour their national commitments. Moral disengagement is also facilitated by the dehumanisation of the victims.  [27]  By doing this, perpetrators categorized a group as inhuman when the target group can be readily identified as a separate category of people belonging to a different race, ethnic, religious or political group that the perpetrators regard as inferior or threatening. These isolated groups are stigmatised as subhuman and memories of their past misdeeds, real or imaginary, are activated by the dominant group. The dehumanisation of victims helps perpetrators to justify their aggressive, sadist and brutal behaviour. A common form of dehumanisation is the use of language to redefine the victims so they will be seen as warranting the aggression. The moral disengagement of the perpetrators is complemented by a vulgarity of language that dehumanises the victims. Consistently, perpetrators dehumanised their victims that the words themselves become substitutes for perceiving human beings. For example, in most cases, Serbs described the Muslims in derogatory term as Balijas'(dirty), Turkish yoke, uncultivated and wild dog.  [28]   One of the shocking elements in this conflict was that many of the violence and abuses were perpetrated by their own neighbours. Violence against neighbour emerges as a major theme in numerous accounts of war and ethnic cleansing in Bosnia, amidst cordial and amicable relations between Bosnian Muslims, Serbs and Croats. Before the conflict, ethnic relations in Yugoslavia is at satisfactory level, and many recall friendly and warm relations between neighbours, colleagues, or acquaintances of different ethnic or religious identities. Even once war began, many recognized that people of different ethnic or religious identity were not necessarily their enemies, and they believe that they can still get along together throughout the war.  [29]   At a glance, Serbs, Croats and Muslims saw each other as acquaintances, colleagues, neighbours, friends, and sometimes even relatives. However, deep in reality, they identified others as members of groups marked by history as enemies. These groups did not intend to make war, but there was an underlying latent and long lasting anger. This deep hatred were told by a Serb employee in the American Consulate to the American diplomat about his real feeling on Croat sometimes when he looked into their eyes, he could not help recalling the blood that stained the hands of those responsible for the slaughter of Serbs during the Second World War  [30]  . The War in Bosnia developed into a nightmare for the different ethnic groups, which had lived there in relative peace since the end of the Second World War. The peace was not meant for last forever, as ethnic leaders had created an atmosphere of mutual fear and hatred that led to three and a half years of conflict and terror  [31]  . Many survivors of ethnic cleansing during the conflict have told a series of attacks by their former neighbours. Rezak Huzanovic, a former detainee in Omarska camp, writes in his memoir about his Serbian neighbour who joined in the killing and torture. They were our neighbours and then they burnt our houses. At Prijedor, local Serbs joined in murders and ethnic cleansing.  [32]  Refugees repeatedly told about series of attacks by friends or neighbours they knew well. In Foca in Southern Bosnia, one woman told about her Serbian neighbour showed up in her family home late night with machine gun and detained his husband. In fact, we had coffee with him a day before.  [33]   Multiple similar accounts both at the time of ethnic cleansing and afterwards make clear the strong grassroots element to ethnic cleansing and violence which were carried out in various parts of Bosnia. It is true that neighbours did not carry out ethnic cleansing alone. Witnesses, reporters, and investigators working for human rights group also made clear how paramilitary forces and militia swept through many Bosnian communities, carrying out violent act and killing, and the fighters in these forces included teenagers, peasants, locals who had also grown up in this multiethnic Yugoslavia pledged to the concept of brotherhood and unity.  [34]   A point to note that the same neighbour of everyday life can mutate into an enemy when seen as a figure in a long-term historical narrative of nationalist struggle. Accounts of close relations between neighbours typically recall scenes of everyday life, of individuals as friends, classmates, and colleagues. Stories of ethnic rivalry, on the other hand, present narratives in which the same individuals function as members of enemy nations. This same paradox of a friendly neighbour who kills can be described with the concept of cognitive frames or a mental structure which situates and connects events, people and groups into a meaningful narrative.  [35]   Apart from that, a particular structure of nationalism plays a key role in generating ethnic cleansing in Bosnia. As an ideology of ethnic cleansing, nationalism is more a story than simply a form of identity. Within national narratives, the nation as an entity is viewed as the real protagonist. National narratives tend to be similar in their structure; they present their hero, the nation, as unique in suffering; and they depict the national narratives of rival nations as valid.  [36]   Concerning the perpetrators motives, they emphasized of betrayal and victimization that links to national narratives. Stories of national struggle recount attacks and even treason by other nations. These stories display hatred of the enemies of the ethnic groups, and for this reason they can be described as national hate narratives.  [37]  The nations enemies are inherently and irredeemably bad, and for this reason the problems created by the hated group can be resolved by its removal, disappearance, or destruction. For Serbs, they were being indoctrinated as the victims of the Ustasha and Muslim atrocities during the Second World War. They saw other ethnic groups as a real threat, and in order to ensure that the history would not happened again, and to ensure their own survival, they collectively eliminate the threat by killing others  [38]  . The Bosnian conflict brought the practice of killing based on ethnicity suggests that these violations were not random acts carried out by a few dissident soldiers. This policy has been masterminded by Serbian political and military leaders which is being systematically planned and strategically executed with the support of the Serbian and Bosnian Serb armies and paramilitary groups to create a Greater Serbia which will resulted in a religiously, culturally, and linguistically homogenous Serbian nation.  [39]   Some scholars, politician and commentators were quick to point out that the war was caused by the ancient hatreds that the various ethnic groups bore toward one another.  [40]  This is inaccurate, because the multi ethnic groups of former Yugoslavia did not coexist in ancient times at all; they were only joined together after the creation of the Yugoslav in 1918. Contrary to some world leaders, commentators and scholars claims that this ancient hatreds stemming from a long history of conflict and ethnic cleansing in the Balkans were responsible for the conflict  [41]  , the reality, however was different. Rather than ancient hatreds, the conflict in Bosnia reflected a combination of various factors. The term ancient ethnic hatreds were manipulated by opportunist during the break-up of Yugoslavia, exploited and revitalized by ethnic group leaders such as Slobodan Milosevic in Serbia, Radovan Karadzic in Bosnia and Franjo Tudjman in Croatia as their hold on power slipped. Each of them felt that the idea of establishing an ethnically pure state would contribute of the expansion of their political power and to strengthen their position as a leader of each nation.  [42]   A generation of historians and social scientists has come out with the idea that the factors of ancient hatreds had broken apart Yugoslavia. In some cases, the discussions of ancient hatred made actual violence inevitable, but the key episodes in narratives of national victimization were already well known before the Titos death, and these episodes came from many periods and places rather from any one region such as Bosnia. For Serbs, the key events of ancient hatred depicted in a narrative of national struggle and victimization included the Battle of Kosovo of 1389, the First World War, and Serbs mass killing by Usthasa and the Partisan in the Second World War in Bosnia. The war in Bosnia cannot be explained by theories of inevitable ethnic hatreds, even when such explanations conveniently excuse outsiders from the responsibilities of intervening. Previously, there were several racial and historical disputes in the former Yugoslavia but it was put down wisely by Tito. The rhetoric of national interest became increasingly nationalist in the sense of defining one group and its goals in opposition to another.  [43]   The sentiment of being oppressed where clearly documented in Memorandum of the Serbian Academy Arts and Sciences which was a draft published by Serbian intellectual and scholars in 1986. This memorandum became controversial because it underlined the discrimination of the Serbs in Yugoslavia and had claim that Serbs were inferior to other ethnic groups in the Republic of Yugoslavia. This seventy four page memorandum, which became a bible for Serb nationalist, incited nationalism among Serbs in Yugoslavia. Serbs claimed that Titos policies had discriminated Serbia and also weakened Serbia politically and economically in the Republic. Serbs, especially nationalists, inspired by the memorandum, argued that the time had come for all Serbs to restore their national pride by becoming the dominant ethnic groups in Yugoslavia.  [44]   Apart from eliminating the real threat of the enemy, the perpetrators also wanted to spread terror among the enemies in order to show their dominance and authorization. To show their supremacy, mass rape and other forms of sexual violence were conducted as an act of dehumanizing the ethnic rivals.   When committed on a mass scale and in certain patterns, such as in front of family members or in public, sexual violence can communicate an intent to destroy the group, or the very foundation of a particular group, and this is particularly true perhaps in social, cultural and religious communities where acts of sexual violence not only shame and humiliate the victim, but also tear the core foundation of that community.  [45]  It appears that when committed on a mass scale and in certain patterns, sexual and gender-based violence may have communicative value and as such may have something to say about the intention of the perpetrator. The systematic rape of women from other ethnic gr oups was purposely designed to reach the very foundations of the group.   The main motive of systematic rape is to show the more powerful ethnic groups to demoralize the others through terror and humiliation. Rape and sexual assault on women were common during all stages of the conflict and occurred on all sides, but a lengthy report compiled by United Nation Commission of Experts had found extensive evidence of Bosnian Serbs sexual assault on Muslim women. Mass and systematic rape took place often in a detention camp and in all, UN Commission compiled reports of mass rape cases from fifty seven different location in Bosnia.  [46]   Sexual violence perpetrated against Bosnian Muslim and Bosnian Croat women during the Bosnian conflict was intimately tied to the process of destruction of their ethnic group. The mass scale, the extremely public and humiliating nature of the rapes and the systematic nature in which they were committed, clearly shows the violation of the core foundation of the group. This systematic rape were not only destroying womens capacity to reproduce, but some rapes also resulted in what both victim and perpetrator considered to be children of a new ethnicity.   In patriarchal societies such as in the Balkans, the perpetrators of rape knew that the victim and her community would experience forced pregnancy as a way to transmit a new ethnic identity to the child.   Perpetrated on a systematic scale, this pattern provides persuasive evidence of intent to violate the very foundation of the group.  [47]   However, most above all, the motive of the perpetrators to commit such violent act was based on a belief or an ideology. Inflamed by the rhetoric of nationalism sentiment of their leaders, the perpetrators of such violence are usually clear about their objectives to established a pure single ethnic nation and anxious to exclude non-nationals and potentially disloyal minorities. The intention of the force removal of different ethnic population is very clear, which is to benefit the more powerful groups or ethnic in order to establish a single ethnic nation. Despite removing others from their existing place, the roots of practice are more closely tied to ideology.  [