Reasons Why The Oslo Peace Process Of The 1990s Failed To Deliver The Essay

Reasons Why The Oslo Peace Process Of The 1990s Failed To Deliver The Promise Of A Lasting Peace Between Israel And The Palestinians - Essay Example However, the Oslo process collapsed unexpectedly resulting in extension of the Israeli-Palestinian conflict. The conflict between Israel and Palestine continues to draw more attention from different countries and international organizations. The conflict has been in existence for quite a long period irrespective of the many attempts to resolve the issue. As time goes, the situation becomes worse due to the increasing violence and despair. Moreover, international organizations appear to be despairing and hopes that peace will be restored in Middle East are fading. By the end of 19th century, two opposing nationalistic movements were born in Middle East. One movement was born amongst the Jews while the other movement was borne amongst the Arabs. Each of the two groups intended to attain sovereignty for their people. With time, the two groups started conflicting which initiated the Israeli Palestinian conflict, which is at times viewed as a conflict between Arabs and Israelites. The Osl o accords were officially signed on September 13, 1993 between the government of Israel and the PLO. The singing was done in Washington, DC following months of negotiations. This paper focuses on the reasons why the Oslo Peace Process of the 1990s failed to deliver the promise of a just and lasting peace between Israel and the Palestinians. Overview of the Israel-Palestinian Conflict It has been more than 50 years since the State of Israel was established. Ever since then, Israel and Palestine have been in recurring conflicts. The conflict between Israel and Palestine started in the 19th Century. In 1967, Israel occupied Gaza and West Bank, which resulted in aggressiveness between the Jews and Palestinians. With time, the Jews continued to settle in the disputed land. The settlement was characterized by massive constructions on the disputed territory. The Palestinians reacted by forming a resistant movement referred to as Intifada (sdonline 2011). The movement was involved in aggres sive activities such as stone throwing and was mainly located in the Gaza strip as well as West Bank. This was followed by numerous skirmishes between the Israelites and Palestinians. Eventually, there was an outbreak of the intifada. Israel tried to curb the confrontations by using its army to punish Palestinian protesters resisting occupation of Palestinian land by the Jews settlers. As the confrontations intensified, PLO and other Palestinians in the Diaspora felt the need for restoration of peace between Israel and Palestine to end the conflicts (Rynhold 2008; Rabie 2007-2012; Rynhold 2009). In around 1990, U.S. was interested in the several conflicts within the Middle East including the Israel Palestinian conflict. US wanted a peace conference between the warring Arab countries, an Idea that was rejected by Yitzhak Shamir, the Israel Prime minister. The US government continued to pressure Israel and a conference was eventually held on 30 October 1991. The conference is popularl y known as the Madrid Conference. The US president George Bush Sr. together with Mikhail Gorbachev, the Soviet President, facilitated it. Nonetheless, Palestinian was force to form a joint delegation with Jordan for them to attend this conference. Later on, Rabin replaced Shamir as the Israel Prime minister. However, the conflict between Israel and Palestine was far from being settled (Rynhold 2009). The Oslo Accord signed in 1993 was the first face-to-face accord ever signed between the

Sushi Digesting Genes Article Review Example | Topics and Well Written Essays - 1000 words

Sushi Digesting Genes Review - Article Example According to Ed Yong, microbes in their hundreds of trillion are found in Japanese bowels. He makes further findings that the cells are more than what humans have to the ratio of ten to one. Comparing ‘gut microbiome’ to an organ that aides the human body to breakdown molecules that the digestive system may not otherwise digest on its own. There is an observation that the molecules which are of carbohydrate nature are indigestible. He further comments that by consuming carbohydrates found in seaweeds and algae will help the digestive system to perform as they are rich in sulphur.Comparing the ability in the digestive tract to change genes, Ed Yong concedes that genes are not limited to the inheritance lineage. The human body has the capacity to change genes through transferring the horizontal gene. This involves to a large extent the genes kingdom that can be lent out to the preferred donor who receives Zobellia Galactanirorans a seagoing bacterium. In the Japanese cuisi ne, Nori which plays host to Zobellia is a common ingredient used in sushi wrapping and dish garnishing. The observation here is that upon consumption of the sushi, marine bacteria and algae are swallowed and become resident in the gut of the human body. The digestive system is tasked through genes to tackle the marine meals carbohydrates as well as the algae. There is an observation made that energy from an extra source prevails for the gut bacteria to break down the carbohydrates though there are some genetic remnants.

Sociological Theories Response Essay Example for Free

Sociological Theories Response Essay In the Virgin Islands there is program that is run by the police force by the name of SADD (Students against Destructive Decisions). The program is run by local Police Officers with the involvement of the Chief Police. There are also volunteers that are made up of parents and some business personnel’s. This program helps children and adolescents make wise choices when it comes to their actions and choosing their friends. The program assists with after school care that includes homework help, tutoring and literacy help. There are also sports programs, counseling and outreach upport for those that are in need. The business aspect helps young adolescents with preparation of resumes and business etiquette when it comes to job searches. For me this program holds true to the social structure theory because it embodies all aspects of uplifting, nurturing and educating young adolescents and children to do right(Virgin Island Police Department, 2010). My next program that I will look at is one that embodies social process theories. The New Zealand National Parliament implemented a program called Family Group Conferencing. This program embodies child and youth affairs that range from care and protection matters to social welfare problems. The program helps individual and their families with education, healthcare and assists with curbing youth delinquency. This program also gives considerable decision making power to individuals rather than the state when it comes to parents and their families. They also provide funding to programs on child subsidy, helping parents who are unemployed to find and keep jobs (Cengage Learning, 2010). The Social conflict theory is known as society as a whole always battling for what is ight and trying to confirm ones belief unto someone else. It is people fighting for a justice that they feel should be equaled across the boards, whether or not it affects a certain group of people the goal is to have and keep the less fortunate at a level of low poverty. The Cooke, Fannin and Grayson County Juvenile Boot Campis facility that helps boys between the ages of 12 through 17 years old. Their goal is to keep those troubled individuals out of the justice system through counseling, therapy and acceptance of ones actions. The boot camp is established as a leader in providing top otch programs to juvenile offenders and it also has specialized commons that serves sex offenders and substance abuse offenders. Their goal is a step by step program that offers educational, therapeutic and socio-education opportunities. Discipline and physical activities are also part of the curriculum. The programs belief are being in a structured but nonrestrictive environment helps these young men begin a process of trust. By building on that platform the individuals will be able to be compliant within societal norms (Cook, Fannin and Grayson County Boot Camp, 2009).

What is coaching? learning specific skills

What is coaching? learning specific skills Coaching is about learning specific skills, to improve performance or to prepare for advancement. To an outsider, coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and learner. Yet each teaching situation can be quite diverse and some of these distinctions are important to recognise, if only to foster informed choice by everyone involved. Therefore this essay defines and explores key distinguishing features amongst coaching. Furthermore taking account of these factors, this essay will discuss and suggests different coaching roles. Any instructional strategy should be based on learning theory because without an understanding of how athletes learn, one cannot expect to achieve intended learning goals (Griffin et al, 2005). The use of student and athlete has been used interchangeable throughout this essay to reflect its meaning. So focusing on this I will look from a behaviourist perspective on how people learn best an d what certain influences can facilitate learning, by briefly discussing the place of feedback will identify influential factors this can make to a pupils education and overall learning experience. Watkins and Mortimer define pedagogy as ‘any conscious activity by one person designed to enhance learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is imperative for a coach/teachers to ensure learners are facilitating in their learning, so rather than just teaching a certain skill, they also teach when this skill should be used. By being a coach, in other words, implies being a ‘certain kind of teacher (Hacking, 1986; Gee, 2001), but exactly what such being entails remains covered in uncertainty (Richardson, 2002). The role for the coach or teacher has been very directive, instructional or prescriptive (Cassidy et al. 2004, Kidman, 2001). For instance, the coach or teacher deciding when and how athletes/students should perform specified skills or movements. This has led to the coach being regarded as the sole source of knowledge, transmitting this in a unidirectional way with learners having a passive ro le in the learning process (Potrac and Cassidy 2006). Furthermore, this occupies a position of centrality and influence in the sporting environment (Cushion et al. 2006, Smith and Smoll 2007). Therefore, Lyles (2002) research suggests there is a strong belief that the quality of coaching is one of the most important environmental factors in determining performance improvement with success. Signifying not only the behaviour of the coach being an influential socialising agent but might also impact on performance, learning, and a range of many other psycho-social outcomes. Coaches and teachers can be implicitly or explicitly, by their beliefs about learning. By practicing and behaving according to their own beliefs, directly impacting on how the coachs role is perceived and enacted within the coaching process, such as tradition of the sport taught, socialisation experiences etc. Research suggests knowledge and practice, remains largely based on experiences and the interpretation of those experiences (Cushion, Armour, and Jones 2003; Cushion 2006; Gilbert and Trudel 2006). This however, is regardless of the implementation and availability of education programmes and courses. Furthermore, Douge and Hastie (1993) believe that the accumulating years of involvement doesnt necessarily guarantee that an agent will become an effective coach. Chelladurai also expands suggests that â€Å"future research could focus on generating items based on the experiences and insights of both coaches and athletes† (1990; 340). Indicating that there is no single behavi our, role or approach that is either a defining or essential component to an athletes/students centeredness (Popkewitz, 1998; Cain, 1989). In fact, the amount that a coach feels compelled to act in a single way; the more likely they are to impose limits on their athletes because their own behaviour is constrained (Daniels 2001, Cain 1989) not only implementing interventions but could interfere with coaching preparations. There are many different ‘building blocks which aid coaches in the effectiveness of their coaching and improve their coaching practice, although there are a number of reflective cycles to assist coaches, Gibbs (1988) offers a model of coaching effectiveness ideal for the beginner coach involving the following six elements: 1) Description Describe as a matter of fact just what happened during your critical incident or chosen episode for reflection. 2) Feelings What were you thinking and feeling at the time? 3) Evaluation List points or tell the story about what was GOOD and what was BAD about the experience. 4) Analysis What sense can you make out of the situation. What does it mean? 5) Conclusion What else could you have done? What should you perhaps not have done? 6) Action Plan If it arose again, what would you do differently? How will you adapt your practice in the light of this new understanding? This framework is an ideal excellent starting point for coaches/teachers in their investigations of the coaching process itself, not only this but Bandura states People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62) enticing coaches to un-earth their theory in use, inevitably extending learning in both coach and athletes. Paradoxically focusing on this, coaches and teachers have varied roles to consider, whereby they can aid the need for the following specific knowledge and skills: Interpersonal skills. Communicating and establishing trusting relationships with whom they are trying to change their practices. Coaches must be able to observe accurately and provide appropriate feedback. Content knowledge. Having an understanding of their subject matter, this includes how knowledge of a discipline is developed through curricula and learning materials. Experience with others coaches at the different level indicates that a certain level of content-area expertise is necessary to be a subject area coach. However, expertise also may create tension when coaches are labelled experts. Most important is for a coach to establish a collaborative, reflective relationship. Pedagogical knowledge. To lead, coaches need to understand how students and athletes learn, including knowledge of the tasks, questioning strategies, and structures that can help students/athletes develop their own ideas. Knowledge of the curriculum. Familiarity with the structures and experiences offered by a curriculum is important, including understanding the fundamental ideas behind a curriculum and how those ideas connect across different ability levels. Awareness of coaching resources. Aware of specific knowledge of professional development materials, literature, and resources that can be used to support development of subject or pedagogical knowledge and better understanding how to teach. Knowledge of the practice of coaching. Coaching strategies and structures, such as how to use pre and post observations or on-the-spot coaching; the role of questioning and effective strategies; how to use resources of teaching practice (curriculum materials, student work, scripts of classroom dialogue, etc.); and the pros and cons of demonstration lessons and coaching sessions. All specify a requirement of the coach/teacher, however, athletes have been shown to have different preferences and different responses to coach behaviour (Reiman, 2007) and in complex social and interpersonal settings, individual differences are sure to play an important role (Smith and Smoll, 2007). However, not all people are the same, nor are circumstances and contexts, and consequently a one size fits all approach will not work for all learners and in all situations (Amorose, 2007). Moreover, Jonassen (1999; 235) suggests possible ideas â€Å"by starting the learners with the tasks they know how to perform and gradually add task difficulty until they are able to perform† therefore facilitates learning in both coach and learner encouraging decision making roles. There are four components which influence: the coach, the athlete, knowledge and the learning environment. Focusing on these statements further and the literature researched indicate many influential factors one in particular being feedback which the following section discusses. Indeed, all coaching is based upon some theory about how we learn with behaviourism strongly informs coaching, resulting in an instructional approach that emphasises the use of feedback and rewarding behaviour. Feedback from coaches is an essential aspect of learning. Whereby coaches use feedback to encourage pupils to respond to their own learning by discovering where they are now in relation to where they would like to be, and to determine how to do better next time (Hargreaves, 2005). Fundamentally feedback can be used as a tool to support and enhance learning (Ofsted, 2008) in both education and coaching practice. More recently, it has become the source of heated debates and has seen a dramatic increase in the amount of literature relating to feedback and in particular operant conditioning approach (Skinner, 1958) which is based on the well established principles of individual learning that behaviour is a function of its consequences. Although some citations are dated in this section however; it is still relevant today as there are many expectations and implications which are placed on coaches and teachers to provide meaningful support and feedback to enhance learning. Its believed by Smoll and Smith (1989) that coaches must have extensive task knowledge so that they can issue proper instruction about desired behaviours and reinforce individuals when they do well. However, findings by Komaki et al (1989) illustrate the need for consistency in verbal reinforcement and feedback to initiate an increase in the frequency of desirable behaviours and decrease the frequency of undesirable behaviours. Thus, according to Mayer (1983) can elaborate and expand on learners knowledge, building on existing cognitive schema (Mayer, 1983), this can be reinforced by way of feedback. There are, however further expectations placed on teachers. Piagets work is concerned with the expansion of knowledge and understanding, with ways in which new information is dealt with by learners. However, Pritchard (2009) has identified concern in the amount of time coaches have available to give sufficient feedback, more so with coaching and teaching in groups rather than one on one. Although Boud (1999) suggests that when pupils take responsibility of their own learning this will allow them to deepen their understanding.   Not only does insufficient time have implications but a message (feedback) can also have the potential to be misinterpreted. It is generally accepted that certain feedback might be taken personally by pupils, and lead to defensiveness and loss in confidence. ‘We judge too much and too powerfully, not realising the extent to which pupils experience our power over them (Boud, 1999; 43). Self-esteem, it is believed, is affected by receiving negative or unexpected feedback. Research by Young (2000) suggests, however, considerations should be made from the opposite perspective: it is the students level of self-esteem that affects the messages they receive—both positive and negative. Those with low self-esteem tend to view all feedback as a judgement of ability, whilst those with high self-esteem do not. Indicating certain implications which could severe interpersonal problems Certainly, teachers and coaches if they are truly person centered should be continually open to learning and how their athletes/students learn and achieve effectively as shown throughout this essay, however there are so many areas and this essay has only covered a few. It might be valuable that by creating the best possible atmosphere for learning and performance, coaches and teachers can and would be less concerned about a certain coaching style or behaviour and more concerned about whether whatever they do impairs or facilitates learning. In this sense, receptivity, flexibility and differentiated responses in coaches and teachers are likely to maximize the outcome (Cain, 1989). In reality, the teacher or coach has a role to play in identifying and addressing certain problems and assisting, deconstruct knowledge relating to aspects of sporting performance (Potrac and Cassidy, 2006). Finally, this then provides the learner with the personal and informational resources for learning (C ain 1989), giving a unique opportunity to make significant changes in a person life. The purpose of this paper is to provide a reflection and example of such a structured session using an approach whereby learners work out solutions to tactical problems themselves with the coach facilitating their learning. In the UK there are thousands of individuals who are qualified coaches because of the availability of coaching courses. However, research into coaching have shown that coaching courses only act as a starting point, with coaches in Jones et al.s (2004) review points to the fact that the immensity of learning actually occurs through experience. Thus this alone does not guarantee capability this is elaborated in these words: ‘It is not enough just to do, and neither is it enough just to think †¦ Learning from experience must involve linking the doing and the thinking Gibbs (1988; 9). The process of reflection is linked between doing and thinking (Martens, 1997; Gibbs, 1988) moreover, Bandura believes People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62). Reflection has its origins in Schà ¶ns (1983) work, where he defined a reflective conversation as the following cycle: appreciation; experimentation and evaluation. Later, other reflective models were put forward. Johns (1995) model consists of 26 questions that the coach must ask themselves, whereas Gibbs (1988) model consists of six. This reflection will use the Gibbs model to reflect upon a situation that arose during one of my coaching practices. The basis for this is because its uncomplicated and allows a beginner coach like myself to follow, whereas Johns tends to be more complex decision-making (Johns, 1995). Before moving on to the process of reflection, its important to note that this paper will take a pedagogical approach. Watkins and Mortimer describe pedagogy as ‘any conscious activity by one person designed to improve learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is important for coaches to ensure learners are facilitating in their learning, so rather than just coaching a certain method, they also teach when this skill should be applied. Therefore, I will reflect upon a coaching experience of my own, using Gibbs (1988) model, to access whether learners were given the possibility to progress in their learning. Description I decided to coach a basketball session, focusing on shooting techniques and positioning. The games for understanding (TGfU) approach (Bunker and Thorpe, 1982) was used opposed to the more traditional coaching/teaching model. Teachers in the traditional model teach skills first and tactics later. As Light and Fawns (2003) have articulated, ‘knowing the game is to play it and demonstrate knowledge-in-action (Schà ¶n , 1983). Advocates of the TGfU model endorse tactics first, while skills are introduced afterwards (Bradley, 2004; Turner et al, 2001). So basically, what to do comes before how to do it. A mini game was introduced at the beginning of the session along with a brief explanation of certain rules required to give shape to the game and determine the variety of tactics and skills required for a successful performance. The session was going well with players participating with enthusiasm by contributing to certain questions then furthering their decisions. However, after a while I ran out of certain ideas for further progressions. Feelings Having sensed with apprehension that some learners were getting uninterested and even slowed down and eventually stopped playing. Research has suggested this is because players can lack challenges and so therefore their intrinsic motivation to participate decreases (Ryan Deci, 2000). Conversely feeling the pressure to make a change or how to put in challenges to be successful in their performance, dismay started to set in as I didnt have a further plan. Evaluation The TGfU approach was effective in increasing enthusiasm because it was fun. This was backed up by Griffin et al (1995) who said that the TGfU approach may be more enjoyable for players than traditional technique drills; are, and so theyre more motivated to participate. Also, by probing the players to answer questions about faults in their technique, I was also facilitating the development of players critical thinking and decision-making skills; two important cognitive skills (Kirk and MacPhail, 2002). However, when the session started to become less interesting I was unable to make certain changes due to a lack of experience of different activities. There was also concerned in stopping and re-starting the game as research also suggested that learners feel this interrupt the flow of the game (Lieberman, 2008). Analysis Id realised that in the early stages learners were going through a learning process. The game allowed them to obtain physical skills and techniques, whilst the questions and communication with peers facilitated their cognitive development (Kirk MacPhail, 2002). However, being unable to enforce new activities the learners learning process began to even out. This is believed to be because of a lack of challenge denting their motivation to continue (Ryan Deci, 2000), thus decreasing or stopping participation would further the opportunity to learn. Conclusion I felt I had developed well through this session but was always looking at ways to improve through listening, reading and reflection. Thinking over my lesson, Id realised that there were certain ‘blind spots in my coaching.   Although the tasks enabled the players to learn, success by progressing further questioning enabled decision-making skills and communicating with each other to solve meticulous problems. Therefore, incorporating a cognitive based learning approach; where learners were required to solve realistic problems (Dolmans et al., 2005). In relation, structured scenarios where players would need to decide whether it was best to shoot, which pass to use and dribbling techniques and enticing communication amongst their team to score or win. It was also vital that learners understood why they were carrying out and practising certain drills. If players understand why they were doing something, their motivation to change their practice in order to improve their skills and team play could then be improved. Therefore encouraging players to question and communicate the varying drills and by asking what it is going to be useful; for what reason. Action Plan Games have an essential cognitive dimension that has been to some extent limited by the traditional coaching/teaching model (Light, 2002; Light and Fawns, 2001). The TGfU approach utilises open ended questioning however it is believed to be more time-consuming in the early stages and errors are likely to be a plenty (Kroll, 2004; Prawat, 1992) but giving learners greater ownership of decision-making process would enable them to think for themselves in a game that is largely based on making appropriate decisions. Therefore, when planning future sessions I will account for various problems that may arise and the activities that Ill put into practice to solve them (e.g. how and when to modify the games, when to stop play and question, when to bring players out of the game for individual questioning etc.) Finally the issue being the use of open ended questioning with learners. Such questioning would also enable students to make a cognitive leap, particularly when teaching invasion game s trategies (Butler, 1997). To conclude, the process of reflection has allowed me to notice that my session had both positive and negative aspects. The positive aspect was that the TGfU approach was effective and enjoyable (Griffin et al., 1995), but the negative aspect was after a while, my session became tedious. Gibbs (1988) model also made me question why certain things happened, with me putting this down to challenges for the learners. Finally, Gibbs model really assisted me in thinking what I could do in the future. After reading Schempp et al.s (2006) literature on certain planning, I realise that I could create certain plans for the different problems that can arise during teaching.

Kicking The Habit Through Negative Reinforcement :: essays research papers

My addiction to nicotine progressed from casual social smoking to consuming two packs a week. Although I’ve only been smoking for about one year, I had to quit before my addiction became much stronger. Like most smokers, I’ve tried to quit cold turkey on many occasions, but the mood and the will power lasts only until my synapses (nerve endings) start screaming, crying, and pleading with my conscious for a cigarette. The intendment of my quest was to discern the influences on my smoking habit and to curb the physical and psychological addiction through the implementation of specific reinforced behaviors. Positive reinforcers make me smoke, and negative reinforcers prevent me from smoking. By identifying positive reinforcements, I learned to quit smoking.   Ã‚  Ã‚  Ã‚  Ã‚  Before beginning my analysis of my smoking habits, I recorded the number of cigarettes smoked on a daily basis. On an average day I smoked 4-5 cigarettes. By establishing my baseline performance on a typical week, I set out to find the positive reinforcements, which coerced me into smoking. The days that were most prolific in smoking were Wednesday, Friday, and Saturday. The primary reason for the increase in smoking was due to the social events of that particular evening, which included the occasional alcohol consumption, and companionship of fellow smokers/friends. â€Å"Partying† dramatically affected my smoking habit. Undoubtedly my gregarious antics affected my smoking, but the post-sex cigarette also added to the count. By pinpointing these factors, I was able to invent a fixed negative reinforcement schedule to lead me away from smoking and steer me towards a healthier lifestyle.   Ã‚  Ã‚  Ã‚  Ã‚  In order to develop a fixed negative reinforcement schedule, I divided my cigarettes into groups allowing myself only three cigarettes a day. I placed my daily ration of cigarettes into envelopes and labeled them for each day of the week. I smoked one cigarette after lunch, one after dinner, and one later at night. I would reward myself with a cigarette after attending classes and eating lunch. I would then reward myself with another cigarette after homework and dinner. Through the course of my week, I violated my regimen only twice. On Wednesday and Friday, I â€Å"bummed’ a cigarette from one of my friends. After feeling guilty about violating my regimen, I repented for hours, and swore to myself that I was going to beat my addiction. Primary negative reinforcers also helped me stick with the plan such as improved stamina during physical exercise and more money in my pocket.

Aztec and Inca Religious Zeal Essay -- Pre-Colombian History

Aztec and Inca Religious Zeal   Ã‚  Ã‚  Ã‚  Ã‚  The Aztec and Inca peoples lived in militaristic and expansionist societies whose ideals were fueled by their religious convictions. Expansionism was necessary for both societies to support their religious beliefs. The religious zeal of these two civilizations became something that the leaders of the empires could not control. These empires were built through ideologically driven conquests, which became the cornerstones of their societies and something beyond the control of the rulers.   Ã‚  Ã‚  Ã‚  Ã‚  Every imperialistic nation has a motive for expansion. Military, materialism, and missionary are three of the biggest motives foe expansion that imperialistic countries use to expand their borders. Conquests that are based strictly on militaristic or materialistic goals make up long-lasting empires that rule for centuries without decline. These two motives require that some semblance of a government be set up in conquered territories so that the ruling country may use these territories as they wish. Furthermore, once these types of conquests are started, emperors are able to stop them as they wish. Ideological conquests, however, are driven by deep-down religious convictions that emperors and rulers have little power over. Furthermore, conquests that are driven by ideologies do not require the conquerors to establish working governments in their wakes. Therefore, imperial land-holdings that were acquired through ideologically driven conquests sometimes require re- conquering.   Ã‚  Ã‚  Ã‚  Ã‚  The Aztec and Inca empires were built through various ideologically driven conquests, which became ingrained in their societies and grew beyond the emperors’ control. The Aztec’s expansion was promoted by their need for human sacrifices in order to keep the world working in the proper order. The Mexica people’s, who founded the Aztec empire, rise in power coincided with their tribal god’s, Huitzilopochtli, rise in the pantheon of gods to one of the creator gods (Bakewell, 23). The further Huitzilopochtli rose in the pantheon the more sacrifices were needed to keep the universal balance. The Mexica people inherited the use of human sacrifices from their predecessors, the Toltecs, but Huitzilopochtli was a Mexica creation. Mexica imperialism was due to â€Å"the elevation of Huitzilopochtli and the formulation of an imperial cult that united the patron deity, ... ...bility and support ended up ruining their empire. Split inheritance was so ingrained in Inca society that it took on a life of its own and could not be stopped by anyone. In the minds of the Incas the short-term benefits of the split inheritance system far out-weighed the long-term detriments of which they arguably were not aware. Both the Incas and the Aztecs were part of empires that were built by religious ideologies that required the expansion of a state. These ideologies had similar benefits like a better after-life, material riches, and social mobility, and similar disadvantages. The disadvantages included not allowing for government of conquered territories and over-extending each empire’s sphere of influence to the point that political stability was impossible. Each society had a potential savior of the empire in the end, but the religious ideologies of the people were far too strong for any emperor to oppose. Works Cited Bakewell, Peter. A History of Latin America. Blackwell Publishers Inc., Malden, MA. 1998 Conrad, Geoffrey W. and Demarest, Arthur A. Religion and Empire: The Dynamics of Aztec and Inca Expansion. Cambridge University Press. New York, NY. 1984

A History of Journalism in the Philippines Essay

Revolution, the press, which plays a potent role in the promotion of truth, justice, and democracy, and of peace, progress, and prosperity, was liberated from dictatorship. During this period, crony newspapers were closed and the National Press Club and the Philippine Press Institute were revived to professionalize mass media in the country. During this period, significant changes, advances, and developments have taken place in Philippine journalism. Newspapers and periodicals have expanded in pages, sections, coverages, and circulations. They have become venues of sensitive issues like death penalty, charter change, juetengate scandal, and visiting forces agreement, and of diverse issues about the civil society, land reform, human rights, genders issues, and other areas that before the 1986 EDSA Revolution were previously ignored or minimally covered. Some investigative reports have led to further investigations, have enhanced transparency, and have reduced corruption in the judiciary, executive, and legislative branches of the government. These developments are attributed to the continuing efforts of the newspaper and the periodical industry and their research and academic organizations: the Philippine Center for Investigative Journalism, which conducts rigorous research in the affairs of the state; the Center for Media Freedom and Responsibility, which upgrades professionalism and responsibility of media practitioners through seminars, workshops, and publications; the Philippine Press Institute, which conducts trainings and sponsors the Annual Community Press Awards that recognizes excellence among provincial newspapers and periodicals; and the Asian Institute of Journalism and Communication, which offers graduate studies in journalism and in communication management and conducts media research, interim training, and policy advocacy. In 1998, there are 14 daily broadsheets and 19 tabloids published in Metro  Manila. Among the broadsheets with the biggest circulations include the Manila Bulletin with a claimed circulation of 280 000 on weekdays and 300 000 on weekends and the Philippine Daily Inquirer with a claimed circulation of 260 000 on weekdays and 280 000 on weekends. Among the tabloids with the biggest circulations include the Abante with a claimed circulation of 417 600 and the People’s Journal with a claimed circulation of 382 000. Out of the 408 provincial newspapers and periodicals, 30 are printed daily, 292 are published weekly, and the rest are circulated either monthly or quarterly. Today, based from the 2000 Philippine Media Fact Book, there are 559 print publications, 475 broadsheets, 45 magazines, and 39 tabloids and comics; 22 percent are published in the National Capital Region, 12 broadsheets, 17 tabloids, 32 magazines, 39 comics, and 5 Chinese newspapers. Among the broadsheets with the biggest circulations include the Philippine Daily Inquirer with a daily circulation of 257 416, followed by the Philippine Star, 251 000, and the Manila Bulletin, 240 000. Other broadsheets with their daily circulation are as follows: Today, 152 268; Kabayan, 150 000; Malaya, 135 193; Manila Standard, 96 310; Sun Star Manila, 87 000; Philippine Post, 78 218; The Manila Times, 75 000; Business World, 61 283; and The Daily Tribune, 50 000. Among the tabloids with the biggest circulations include Bulgar with a daily circulation of 448 450, followed by the People’s Journal, 382 200, and the People’s Tonight, 365 811. Other tabloids with their daily circulation are as follows: Remate, 310 000; Abante, 260 000; Bandera, 253 523; Pilipino Star Ngayon, 250 200, People’s Bagong Taliba, 210 000; Balita, 175 725; Tempo, 160 000; Abante Tonight, 150 000; Isyu, 126 835; Saksi Ngayon, 100 000; Remate Tonight, 90 000; Balita sa Hapon, 35 000; and Sun Star Bulilit, 30 000. Among the Sunday supplements of daily newspapers, Panorama of the Manila Bulletin has the highest number of circulation, 300 000, followed by the Sunday Inquirer Magazine of the Philippine daily Inquirer, 268 575, and the Starweek Magazine of the Philippine Star, 268 000. Among the entertainment magazines, Glitter has the highest number of circulation with 300 000, followed by the Pilipino Reporter News Magazine, 188 192, and the Woman Today, 184 900. __________________________________________________________ Inquiry, Dissent, and Struggle Javier Flores and Ava Vivian Gonzales Though the Philippine Collegian retains the singular distinction of being the most illustrious campus paper in the country, there is no single Collegian. A rummage through the archives, through pages crumbling with age, reveals an impermanence of its character. There are indeed as many versions of the Collegian as there are batches of writers and students, and passing crises peculiar to different times. Each generation names its own foes. The process of writing, subversive as it is, fords the inter-generational divide. Such exercise puts one upon inquiry, the starting point of advocacy. When one writes, one requires breathing space: the right to dissect any topic under the sun and in the domain of heaven, and the right not to be interfered with in so doing. The practice of interrogating accepted modes of thinking and overturning paradigms breeds criticism of the powers that be. In the Collegian’s storied past, this criticism, coming at times when to be informed was an offense, was not always welcome. There were issues which came out with white spaces where editorials should have been. Homobono Adaza, then editor in chief (EIC), was removed from office for writing an editorial against the UP Administration. During the Martial Law years, staffers were threatened that they would not graduate if they persisted in  attacking the government. The bright lives of some of its editors: Abraham Sarmiento Jr., Antonio Tagamolila, and Enrique Voltaire Garcia III, among a host of others, were snuffed out. The history of the Collegian is likewise replete with struggles against those who desired to shackle the freedom of writers: the fight against vague provisions on the selection of judges for the editorial exam; the battle to abolish the position of a faculty adviser who had to sign every page proof of the paper; and the endeavor to take care of its own coffers without the Administration holding its finances hostage. Since the birth of Collegian in 1922, generations of writers have dipped their pens into the inkwell of society racked with vicissitudes. The Collegian was a party in their efforts to resolve the varied inequities of the times with articles that seared, and commentaries that burned. It is imperative that we turn the page to remind us of the efforts of those who came before us. Perfection lies not behind us, but ahead of us. It is not a forsaken paradise, but a territory we must one day conquer, a city we must one day build. Nevertheless, it is not a mortal sin to occasionally contemplate the cornerstones that have been placed by those before us to show us what is possible.