Abandoning the Constitution in the Fight Against Terrorism Essay

Abandoning the Constitution in the Fight Against Terrorism During his terms as governor of Texas, George W. Bush made it clear that he was ignorant of the Constitution by denying due process to the people he executed and refusing effective counsel to indigent inmates. As president, Bush, terrorized by terrorists, is abandoning more and more of the fundamental rights and liberties that he-and his subordinates-assure us they argon fighting to preserve. On Thursday, November 15, William Safire-The New York Times native conservative-distilled Bushs new raid on the Constitution Misadvised by a frustrated and panic-stricken attorney general, a president of the joined States has just assumed what amounts to dictatorial power to jail or execute aliens. . . . We are letting George W. Bush get away with the replacement of the American rule of law with military kangaroo courts. . . . In an Orwellian twist, Bushs order calls this Soviet-style abomination a full and fair trial. What Bush h as done by executive order-bypassing Congress and the constitutional separation of powers-is to establish special military tribunals to try noncitizens suspected of terrorism. Their authority will extend over permanent noncitizen American residents, lawfully vivacious in the United States, as well as foreigners. The trials will be held here or in other countries-like Pakistan or liberated Afghanistan-and on ships at sea. The trials will be in secret. There will be no juries. Panels of military officers will be the judges-with the power to impose the death penalty if two-thirds of these supply judges agree. There will be no appeals to any of the sentences. (Even in regular court martials, judges must rule unanimous... ... Supreme dally (Olmstead v. United States, 1928), foreshadowed the advent of George W. Bush Our Government is the potent, the omnipresent teacher. For good or ill, it teaches the whole people by its example. Crime is contagious. If the Government becomes a lawb reaker, it breeds contempt for law it invites both man to become a law unto himself it invites anarchy. . . . To declare that in the administration of the criminal law, the end justifies the means . . . would bring terrible retribution. Against this pernicious doctrine this Court should resolutely set its face. In 1928, the Supreme Court agreed with the governments subversion of the Fourth Amendments privacy protections-setting the initial stage for the current vast expansion of electronic surveillance by the Bush administration-and not only over suspected terrorists. The Court has another

Free Essays: Oedipus Rex and Antigone :: comparison compare contrast essays

Oedipus Rex and Antigone There is no curse on the house of Oedipus. Because of the many terrible things that happen to the members of Oedipuss family, a reader might be led to take that there is such a curse. However, if that person examines the stories of Oedipus Rex and Antigone more closely, he or she will find that the reason so many tragedies happened to Oedipuss family is non because of some curse, hardly rather because of one common thread. Each person in the line of Oedipus tries to balk assurance in one way or another. Oedipus and Jocasta both decline the authority of the gods by trying to run away from a prophesy of theirs, which results in Jocastas death and Oedipuss dethroning and downfall. Antigone defies the authority of the king by violating his edict, which results in her death. In Ismenes case, the authority that is defied is that of the moral law, and for that she has to live out her days with guilt and regret. The authority which Oedipus and Jocasta defy is the same. Both the king and his mother defy the authority of the gods by trying to border their edict. The edict states that a son would be born to Jocasta who would marry his mother and kill his father, as Oedipus says, How mating with my mother I must spawn a progeny...having been my fathers murderer. (OEDIPUS, Oedipus, 44). When Jocasta hears of this, she attempts to kill the baby Oedipus, thus trying to escape the prophesy. Similarly, when Oedipus, as an unmarried adult, hears that he would kill his father, he runs away from his home town, Corinth, never to return. Oedipus and Jocasta both defy the gods authority, which in this case comes in the form of running away from a menacing prophesy. In the end, however, Jocasta dies and Oedipus is overthrown and ruined. Like her parents, Antigone defies a powerful authority. Unlike her parents though, that authority is not of the gods, but rather of a person who thinks he is a god Creon, Antigones uncle, great-uncle, and king. He proc laims that the body of Polyneices, Antigones brother who fought against Thebes in war, would be left to rot unburied on the field, He must be left unwept, unsepulchered, a vultures prize.... (ANTIGONE, Antigone, 192). Antigone, enraged by the injustice done to her family, defies Creons direct order and buries her brother.

Comparing Women in Rappaccinis Daughter, Prophetic Pictures, Lady Elea

The Role of Women in Rappaccinis Daughter, The Prophetic Pictures, Lady Eleanors Mantle, and The Birth-Mark When researching criticism on Hawthornes works, I ran across an interesting gentlemans gentleman that dealt with the feminist view of The Birth-Mark. The article, written by Fetterly, explores the relationship between Aylmer and his wife, and how this relationship is a typical male-dominated situation. Although there is the fact that the story deals with the failure of the scientist, there is an inherent current here of how Aylmer views his wife in a negative manner. This view towards women cease be seen in several of the works of Hawthornes - among them Rappaccinis Daughter, The Prophetic Pictures, and Lady Eleanors Mantle. bandage this view of women is not always at the forefront of the piece, it is certainly worth exploring how they are treated by the men in each. In The Birthmark, Aylmer sets about the projection of ridding his wife of the one imperfection she has. By attempting to perfect her, the readers get the thinking that somehow Georgiana is not adequate and this inadequacy lies in her appearance. The message to the readers seems to be that women pauperization to be perfect on the outside as well as on the inside, which Aylmer claims is flawless. Aylmer decides he is going to fix Georgiana. Feminists look at this as a male control issue. There are several mentions of Georgiana as being otherwise so perfect, in both appearance and soul - save for this birthmark. This idea of having to have the most beautiful wife is very degrading view of women. It plants the idea in our minds that men are superior to women, and that men are the ones who can fix females in the attempt to bring them up to the level of me... ...hadow of death falling over the female characters in each of these stories. This would fit into what Fetterly describes as the corking American dream of eliminating women. It seems that the role of the men in these pieces were chie fly to try and control their wives/love interests/daughters in the attempt to get an upper hand in the battle of the sexes. There are not any productive male-female relationships seen here, and feminists would conclude that this stems from the need to dominate women, probably because men are afraid of the power of women. We cant have sex whats going on in the minds of these men, but it certainly is interesting to look at the relationships they have with the main female characters. Works CitedHawthorne, Nathaniel. Rappaccinis Daughter. Nathaniel Hawthornes Tales. Ed. James McIntosh. New York W. W. Norton and Company, 1987.

Analysis of Marketing Techniques used by American Express :: GCSE Business Marketing Coursework

Analysis of Marketing Techniques used by American Express American Express continues to attempt to expand its guest base, while at the same time trying to keep its reputation as a card of status. Its successful marketing tactics in the fall in States compared to the slow expansion into markets abroad show its lack of consideration of the differences of these markets. By preparing a more decisive plan as to what type of consumers to target and what products to bid in each of its market areas, American Express could have a much greater success with foreign expansion.American Express has been known as a commodity to most business travelers. In order to build its customer base, other consumers need to see the card as an indispensable whatsis in their lives. American Express proffers convenient methods to obtain account information, pay bills, find discounted products, and even make travel plans via the Internet. The Internet site offers these options, as closely as othe r services, such as on- line help and assistance for small businesses. American Express realizes the need for many consumers to save time and money, entirely to still feel important and respected. The ingenuity and thought put into the services offered on the web site shows that American Express is genuinely concerned with the joy of its customers. American Express has always been known for its benefits to travelers. Some of the new travel discounts such as the Bahamas Getaway packages offer significant discounts for planning a holiday in the Bahamas through a travel agent. The catch is that one must charge it on the American Express card to get the discounts. Coupon books that offer discounts at many shops, restaurants and attractions are given to those who buy a package. Over $11 million in Bahama Getaway packages were sold in 1999. Other getaway packages are available to consumers all over the world. American Express has successfully used this marketing strateg y, as it realized that consumers want an opportunity to enjoy an foreign vacation, while at the same time, getting value for their dollar. Saving money is important to most consumers. Once again, American Express aims to please its customers. With these successful ventures, it is unenviable to imagine that American Express is struggling in many parts of the world.

Essay --

III.Long-term ProspectsThe boundaries that limit the world from becoming unified ar cultural more than physical .With the growth of the economies in many emerging markets. Firms are heading to other countries to expand and exploit other markets and opportunities and that cannot be achieved without cross-cultural training and proper linguistic translation. IV.How the Industry Analysis Affects and Is Affected by former(a) Sections of the PlanThe industriousness analysis is the base and first step we take into making the business plan. It is used as a reference to see where the industry stands, trends, and possible gaps where we can enter. It also gives a realistic view on the possibility of achievement in the industry chosen.Marketing planMarket variance Our Company is targeting the small to medium sizes businesses of 500000 Turkish Liras to 4million Turkish Liras, that are trying to move abroad and go global, or are dealing with businesses overseas and ingest translation services , interpreters, intercultural training, and localization services. We want to start by targeting Istanbul, before employing to other states or countries, where a lot of businesses are dealing with foreign markets in southeastward America, Caribbean Islands, Asia (China) and sometimes Canada. It is the perfect state to start for us because of its geostrategic location. The firm should be located in Miami or Orlando first where many South American firms decide to start both these cities will give us many businesses to start with.The population of Florida consists of a great amount of people that are Hispanic and speak other languages. As stated by the United States Census Bureau, Floridas population as of 2011consisted of 22.9% of people of Hispa... ...of us employ this method is reaching the customer and informing them about their need of our services we push them to think that our services will increase the quality of their business and interaction with foreign businesses theref ore increasing their revenues. For example, I was informed by a Saudi Aramco engineer that their branch in Texas was obviously having to constantly contact the important Aramco branch in Saudi, but were always lacking the understanding of how Arabs business etiquette, language and culture work. He suggested contacting them to stress their need for our services, by calling them or emailing them we anticipate convincing them to look into the stated aspects of their business and seek our services. By researching and contacting similar businesses we look forward to raise the awareness of our services importance and expend our brand image awareness.

Essay --

III.Long-term ProspectsThe boundaries that limit the world from becoming unified are cultural more than physical .With the growth of the economies in some(prenominal) acclivitous markets. Firms are heading to other countries to expand and exploit other markets and opportunities and that cannot be achieved without cross-cultural training and proper linguistic translation. IV.How the Industry Analysis Affects and Is Affected by Other Sections of the PlanThe industry analysis is the base and first step we take into making the disdain plan. It is used as a reference to discern where the industry stands, trends, and possible gaps where we can enter. It also gives a realistic view on the possibility of achievement in the industry chosen. tradeing planMarket segmentation Our Company is targeting the small to medium sizes businesses of 500000 Turkish Liras to 4million Turkish Liras, that are trying to move abroad and go global, or are dealing with businesses afield and need translation services, interpreters, intercultural training, and localization services. We want to start by targeting Istanbul, before expending to other states or countries, where a lot of businesses are dealing with immaterial markets in South America, Caribbean Islands, Asia (China) and sometimes Canada. It is the perfect state to start for us because of its geostrategic location. The firm should be located in Miami or Orlando first where many South American firms decide to start both these cities will give us many businesses to start with.The population of Florida consists of a great amount of raft that are Hispanic and speak other languages. As stated by the United States Census Bureau, Floridas population as of 2011consisted of 22.9% of people of Hispa... ...of us using this method is reaching the customer and informing them about their need of our services we push them to think that our services will increase the quality of their business and interaction with foreign businesses theref ore increasing their revenues. For example, I was informed by a Saudi Aramco engineer that their branch in Texas was obviously having to constantly intimacy the main Aramco branch in Saudi, but were always lacking the understanding of how Arabs business etiquette, language and culture work. He suggested contacting them to stress their need for our services, by trading them or emailing them we anticipate convincing them to look into the stated aspects of their business and seek our services. By researching and contacting similar businesses we look forward to raise the awareness of our services enormousness and expend our brand image awareness.

Definition of abnormality essay

Revision Notes- Abnormality Definition of brachydactylicity * Failure to function up to(predicate)ly- An assessment of an individual whose disability prevents them from pursing normal goals and activities. Rosenhan and Seligman (89)-7 feature films Suffering- most abnormal individuals report that they be suffering Maladaptiveness- danger to self (usually occurs as a result of lacking relevant knowledge and sk giddy) Vivid/unconventional behaviour- ways in which abnormal individuals tend to be give often differs substantially from most people.Unpredictability/loss of control- the behaviour of abnormal people is often very variable, uncontrolled and inappropriate. Irrationality/ incomprehensibility- others lot non represent why anyone would choose to behave in this way Observer discomfort- genial behaviour is g overned by a number of unwritten norms or rules of behaviour (e. g. non standing too close to someone while talking) Violation of moral/Ideal cadences- behaviour may be judged abnormal when it violates established more standard Evaluation * Criticised as it depends heavily on subjective assessments- e. g. eople who engage in behaviour that is maladaptive may not consider themselves to be abnormal (adrenaline sports). * Does not sufficiently differentiate abnormal behaviour from behaviour that is non-conformist. * Deviation from social norms-Behaviour that violates implicit and explicit rules and moral standards of a given society. Evaluation * Norms not fixed-change over time. * Abnormal, eccentric or criminal? * Role of context including culture * Risk of abuse * Deviation from affable grand health- A deviation from the ideal characteristic that people should possess if they are to live optimally. Marie Jahodas 6 characteristics Small- Self actualisation People-Personal growth In-Integration America-Autonomy Poo-Perception of honesty Everywhere-Environment mastery Evaluation * Criticised for being subjective as it may differ from individual to person and there may be no agreement between people as to what constitutes normal or ideal intellectual health. * Culture bound by Western ideals of self-fulfilment and individuality (culture relativism) * Most people may fail on some criteria Biological Model * Assumes that mental and behavioural abnormalities have biological causes. Biological causes include genes, infection, neuro-anatomy and biochemistry. * Genetic concept-supported by Kendler et al. (85)-relatives with schizophrenia and Gottesman (91)-Identical twins * Infection that gets into the brain can cause widespread stultification and if the brain is damaged then a person may start to have abnormal experiences or to behave in abnormal ways. (Flu is linked with schizophrenia- (Barr et al. (90)). * Bio-chemistry- promontory relies on hundreds of different chemicals all being in the correct balance.These chemicals (neurotransmitters and hormones) are used to send messages round the brain and nervous system, too muc h or too little of them can cause the brain to function abnormally. Schizophrenia has been associated with an excess activity in the neurotransmitter dopamine. * Neuro-anatomy- illust roves that schizophrenia is cause by abnormality in the structure of the brain these abnormality could be inherited. Concept supported by the case study of Phineas Gage. Evaluation * Criticised for being reductionist as it simplifies complex behaviour to its simplest form. Deterministic- As you have no choice over your behaviour or the development of a mental disorder. * Ethical issue Labelling someone mentally ill as Szaz illustrates that apart from identified disease of the brain, most so-called mental disorders are really problems of living. * Objective- Based on mature biological science. Biological treatments Drugs- for worry, first and schizophrenia ECT- for severe depression Psychosurgery- for severe disquietude and obsessive-compulsive disorders. Evaluation Drugs-sometimes effective only i f side effect, might treat only symptom and honorable issues. * ECT- quick and sometimes effective, used to prevent suicide, mode of action unclear and ethical issues * Psychosurgery- used as last resort and controversial. Psychodynamic Model * Signifies the existence of the unconscious. * psychological disorders are cause by stimulated problems in the unconscious mind, the cause of these problems can be traced back to early youngsterhood and the relationship between the child and parents is a crucial factor of mental health. 3 main part to the concept * The Id- present from birth and is the pleasure drive. The Ego- present from the age of 2 and deals with reality by balancing forth the ego and superego. The Superego- present from the age of 5 and is morality (knowing the difference between right and wrong). * Defence Mechanisms- operates at an unconscious level and help ward off unpleasant feelings (i. e. anxiety) or make good things feel better for the individuals. 8 types of d efence mechanisms Displacement-redirecting repressed desiresSublimation- transforming aggressive and sexual desires into a socially acceptable expression Projection- Attributing your own acceptable impulses or characteristic to someone else Denial-denying what happen Repression-involves putting unacceptable thoughts and experience into the unconscious Reaction formation- where a person goes beyond denial and behaves in the opposite way to which he or she thinks or feels Rationalisation- involves supplying a logical or rational effort as opposed to the real reason. helps to protect our sense of self-esteem) Regression- Involves returning to a pervious stage of development. Regression is the giving up of mature problems solving methods in favour of child-like approaches to fixing problems to deal with stress. * Psychosexual stage- suggest that if you receive too much or too little at one of the stages you will sound fixated at the stage and regress back to it in afterward life. Eva luation * Psychodynamic model has been criticised as it is unscientific in its analysis of human behaviour. Psychodynamic model has been accuse for being sexist as it proposes behaviour difference between men and women, especially womens inferiority , are due to biology and not social and cultural factors, and so the difference are fixed and unalterable. * Deterministic- leaving little room for the idea of personal agency (i. e. free will) * Ethical issues- people are not to blame for their own abnormal behaviour, but may be partially responsible for the development of abnormal behaviour in their offspring. interference * Psychoanalysis- for anxiety disorders Dream analysisFree association-involves reading a list of words (e. g. mother, childhood etc. ) and the patient immediately responds with the first word that comes to mind. It is hoped that fragments of repressed memories will emerge in the course of free association. Ink blots * Found by Freud, who believed that people could be cured by making conscious their unconscious thoughts and motivations, thus gaining insight. * Psychoanalytic psychologist chequer psychological problems as rooted in the unconscious mind, typical causes include unresolved issues during development or repressed trauma. Evaluation The case study of Anna O (repressed traumatic experience of her fathers death) and elfin Hans (young boy who developed a phobia for horses) supports the theory of psychoanalysis. * Psychoanalysis may speed up the rate at which clients get better. * The nature of Psychoanalysis creates a power imbalance between therapist and client that could raise ethical issues. * Psychoanalysis tends to be dearly-won and time-consuming * Psychoanalysis is generally considered more appropriate for treating neurotic disorders such as anxiety, but it is less suitable for patients with psychotic disorders such as schizophrenia. Behaviourists criticism- behavioural approach to psychopathology think the abnormal behaviour is the disorder and so it is better to concentrate on changing the problem behaviour rather than surpass time digging into distant childhood conflicts. Behavioural Model * Behavioural model approach focuses on the behaviour of an individual in order to explain psychological problems. * Assumptions of the model- abnormal behaviour is maladaptive and what was learnt can be unlearnt by the same principle. Explains the emergence of specific, maladaptive, or dysfunctional behaviour such as phobia, anxiety and depression, through the process of classical conditioning, operant conditioning and social learning. * untainted conditioning- lie in of three stages Before conditioning- the unconditioned stimulus (UCS) produces an unconditioned reply (UCR) in an organism. This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS). During conditioning- during this stage, a stimulus which produces no response (i. . neutral) is associated th e UCS at which point it now becomes CS. After condition-the conditioned stimulus has been associated with the unconditioned stimulus to create a new conditioned response. * Watson and Rayner study on Little Albert supported the conditioning theory. Before conditioningLoud noise cultism/crying(UCS) (UR)During conditioning Loud noise (UCS) +Fear/crying (UCR)White rat (NS)After conditioning White rat (CS) Fear/crying (CR) * Social learning theory-Behaviours are learned through imitation, that is, by observing others.Observational learning is particularly powerful for those who model the behaviour are seen to be rewarded. Some phobias such as fear of spiders are learnt by observing other people present fear when they see spider. Mineka et al. study on brownie illustrates that fear is not genetically inherited as parents of the young monkeys who already feared snakes did not automatically acquire this fear themselves. However, when some monkeys did observer their parent showing fearfu l reaction they did acquire an intense and persistent fear. Evaluation Behavioural model focuses on dealing with patients maladaptive behaviour derived or caused by their precedent conditioning or reinforcement history. * Rejects role of genetic inheritance and the role of other psychological (cognitive and psychodynamic) factors in the development of psychological disorders. * Criticised for being reductionist- reduces all behaviour to simply learning by association, reinforcement, punishment and modelling. * Deterministic- complex human behaviour includes thinking, language, reasoning, problem solving, and feeling will probably need alternative explanations. Much shew for behaviourism comes from laboratory studies with animal. To suggest this is demeaning to some people, they point to human behaviour as being governed more by thinking i. e. cognitive and emotional factors. * Abnormal behaviour is determined by external environmental factors e. g. conditioning history and social and cultural factors, so individuals cannot be held responsible for their behaviour. Treatment * Classical conditioning includes systematic desensitization and aversion therapy. * Systematic desensitization- a behavioural therapy used to treat phobias and anxieties.After being trained in relaxation techniques, the phobic person is gradually exposed to situations that are more and more anxiety-provoking, until the fear response is placed by one of relaxation. For example Dog causing Fear necessitate to be changed to Dog causing Calmness and relaxation (pleasant feeling) * Aversion therapy- a behavioural treatment that aims to rid the individual of an undesirable habit (e. g. smoking) by coupler the habit with unpleasant (aversive) consequences. For example Emetic (drug) SickEmetic +smoke Sick Smoking Sick (aversive response) * Flooding is also another way to treat phobias. Flooding consist confronting the feared object or situation head on and not in small manageable steps. The i dea is to flood or overwhelm the client with fear because after a time the fear will inevitably subside helping the client realise they wont die and that really have nothing to fear. This procedure must only be carried out with the approval of the client. Token economy-a behavioural technique that reinforces appropriate behaviour by awarding tokens that can be exchanged for goods or privileges. Evaluation * Research support for systematic desensitization but implosion and flooding are quicker. * Some research support but ethical concerns over aversion therapy. * Research support for token economy but risk of institutional bias and token learning. cognitive Model * Cognitive model stress the role of cognitive problems such as irrational thinking in abnormal functioning. Irrational thoughts are the causes for abnormality if the thinking is changed the mental illness should be able to be cured. * Difference between the behavioural model and cognitive model is that behavioural model doe s not take the mental process into consideration. * Ellis (1962) called irrational thoughts cognitive errors. * Two processes that conduces to irrational thinking mustabation and awfulizing. * Mustabation is when a person stresses that they must do something * Awfulizing is when a person over-generalises by saying e. g. I didnt go university so I must be stupid. This theory can be challenged by questioning the assumption that people who striket go university are stupid and give example of successful people that didnt go university e. g. Alan Sugar. * Cognitive distortions are another example of wrong thoughts processes, and include over generalisation, magnifications and minimisation. * Generalisation- refers to learning to reach a conclusion about the world based on evidence from a single events * Magnification- the tendency to have kittens small events, usually setbacks, so they appear more serious that they really are * Minimisation- the tendency to turn something significan t. Becks research supports this concept as he carried out a research which involved 48 adults with primarily mild or moderate intellectual disability. They participated in semi-structured interview, twice approximately 16 weeks apart, as did an surplus 12 adults diagnosed with depression. Participants reported on depressed mood, the cognitive triad, as measured by views of the self, the world and the future, hopelessness and self-esteem. The finding showed that the cognitive triad inventory for children displayed adequate psychometric properties in this sample. It correlated with depressed mood, and individuals diagnosed with depression have significantly higher scores on the cognitive triad inventory for children than those with no psychiatrical diagnoses. * A negative cognitive did not predict depressed mood 4 months later, but the inverse relationship where depressed mood predicted a later negative cognitive triad approached statistical significance. * Certain childhood and ado lescence experience (such as the loss of a parent or criticism from teacher) leads to the development of a cognitive triad consisting three interlocking negative belief.These concern the self, the world and the future, and cause people to have distorted and constricted outlook on life. The beliefs lead people to magnify bad, and minimise good experiences. The cognitive triad is maintained by several kinds of distorted and unreasonable interpretation of real events that contribute to depression. Treatment * Cognitive behavioural therapy is a therapeutic approach in psychology that is intended to help individuals learn to cope with anxiety inducing or nerve-racking situation by rationally addressing faulty cognition and the ways in which it leads to inappropriate and self-defeating behaviour.

Kenya education Essay

An Overview of the Kenyan nurture System Issues and Obstacles to Learning Posted by Lee-Anne Benoit on April 27th 2013 Im back again with an outline of what Ive learned about the Kenyan educational activity formation from the diverse experiences that Ive had. Youll nonice this blog is slightly more academic in nature, but I felt that it was important to find research to back up my confess observations. preparation is perceived as one of the principal motivating factors behind subscribe economic development and it is one of the most effective courses in which individuals potful ever hope to achieve better opportunities and a higher stock(a) of living in Kenya.For these reasons Kenya has invested heavily into its instruction dust over the past twenty years. It is my primary objective in this blog to express all that I induce learned about the primary and lower-ranking facts of life organizations in Kenya in the short 12 weeks that I catch been here. I discuss the a ffectionate organisation of primary and substitute(prenominal) school meters, the implementation of universal free primary statement (FPE), limited and equitable adit to education, obstacles to erudition wi prune the schoolroom, special(a) destinys education and inclusion.My understanding is derived from my experiences vi twiting and working at eleven different public and hugger-mugger schools in Kenya, two Masters courses in Special Needs Education that I audited, academic journal denominations as healthful as several discussions and conversations that I invite had with various individuals related to the field of education. Structure of primary(a) and petty(a) Education To begin, Id like to outline what I wee-wee learned about the structure of primary and secondary schooling in Kenya. I have gained most of my insight from visiting nine different public and close schools in Nairobi and Mombasa.During these visits I was able to tour each school, unwrap classes, and i nteract with administrators, instructors, and disciples. What follows is an account of some of the minded(p) information that I have gathered. Children begin primary classes around the age of three years old. They enter a nursery program for roughly two years before commencing Standard 1. Dep displaceing on their final KCPE (Kenyan Certificate of Primary Education) examination tell aparts at the end of Standard 8, pupils may or may not qualify to attend a secondary high school. vicarious school in Kenya has four takes, forms 1 4 and is completed completely when students finish their KCSE (Kenyan Certificate of Secondary Education) examinations. Again, student grades play a key role in determining whether or not students atomic number 18 able to attend university. Due to the ethnic diversity in Kenya (42 different tribes), children begin school speaking a variety of languages. Because of this, all students study their subject material predominantly in Kiswahili up until Sta ndard 3 in a homeroom schoolroom.It is not until Standard 4 students atomic number 18 immersed in English and must follow a strict timetable of up to 10 lessons a day. The subjects taught in the primary grades include Math, English, Kiswahili, Science, Social Studies and Christian Religious Studies. Depending on the localization of function of the school, students may study Islam. Looking through the Kenyan Primary Education curriculum documents, I noticed that art and music were indeed included in the syllabus. However, after inquiring after this, I discovered that art and music have been cut from the timetable due of the cost and perceived unimportance of the subject material.From the forgetful experience I have, it seems as though the degree to which children argon allowed to express themselves creatively through art and music depends largely on the school and classroom teachers. From personal observation I can say with confidence that the approach to education in Kenya is l argely teacher centered and by the book. Teachers strictly nonplus to the Kenyan syllabus for both primary and secondary students and textbooks are a teachers primary resource during lessons. Standardized examinations are the sole estimation techniques that I have noted being used in regular classrooms thus far to report student progress.Students in e really grade take aim must complete these standardized examinations at the end of each term, including students in preprimary programs. Grades are critical indicators of success and failure in the lives of students for they ultimately determine whether or not one is able to advance to secondary school. As I mentioned earlier, students must complete their KCP examinations at the end of standard 8. These are national, standardized exams in all subject areas and are worth a total of 400 attach. Students must achieve a minimum of 250 marks if they wish to enter secondary school.In cast to graduate High School students must complete th eir KCSE examinations, and achieve high grades if they wish to enter university. I would like to point out that Kenyan teachers have excellent classroom management. Most of the students that I have observed are incredibly well behaved and show a level of focalize and respect that I have not seen on much(prenominal) a large scale before. I am impressed by teachers classroom control especially considering the large class sizes that they handle on a daily basis. I attribute this classroom control to the use of sensible punishment, which is considered to be the norm in Kenya.It has also been argued that students passivity in the classroom dates back to British colonial long time and has been an aid and a challenge in encouraging students to take responsibility for their learning (Ackers and Hardman, 2001). Universal degage Primary Education Another key point that warrants discussion is the implementation of FPE, Universal Free Primary Education, in Kenya. mevery of the challenges that the Education system currently faces are directly linked to the implementation of FPE. G. J. Cheserek and V. K.Mugalavai argue that the main problems facing the education system are, issues of access, equity, quality, relevance and efficiency in the management of educational resources, (2012, 473).The following discussion will elaborate on such issues. As of January 2003, the NARC political science realised the FPE program to satisfy the pledge it made during the 2002 general elections in order to provide opportunities to disadvantaged children (Makori). This project was a majuscule success in impairment of the increased enrollment of disadvantaged children.More than 1.5 million children enrolled in public schools across the country, (Makori). However, the country was not yet prepared to accommodate such a large increase as can be seen by such drastic consequences. Few primary schools were built to accommodate the influx of students, which led to over crowding and congested classrooms. There was a shortage of teachers at the time, which led to the employment of un sufficient teachers (Makori). Schools lost revenue from the neglect of tuition fees, which led to a strain on educational activity materials and resources as well as limited physical facilities (Makori).Lastly, teachers challenges increased as their class sizes grew. Although Primary School tuition fees have been abolished, several factors continue to impede access to education in Kenya. some(prenominal) parents still cannot contribute to pay for school uniforms, textbooks, transport, meals and supplies, without which students cannot attend school (Glennerster and Kremer, 2011). These fees are especially difficult for marginalized children such as females, orphans, and the financially underprivileged.Poor health and the inability to seek medical attention also impede many another(prenominal) childrens access to education and negatively affect their academic performance, (Glennerster and Kremer, 2011). Many children cannot attend school due to intestinal worms, malaria, and other health concerns such as malnutrition, which can severely affect their cognitive development. A teacher at the Kiambui Primary School informed me that many of the students arrived at school without having eaten breakfast and who did not bring lunches. Many teachers, despite their low salaries, felt obligated to bring food for the most needy.Lastly, there is an issue of distance and transportation. For some, transportation is unaffordable and the distance to school is too bulky to walk, which renders the possibility of attending school impossible (Glennerster and Kremer, 2011). Despite advancements in accessing primary education, access to secondary education has remained quite low in comparison. There are a number of reasons that account for this. For instance, secondary schools still require tuition payments. Although these fees have been reduced, it is still quite expensive for many. Di stance also plays a major role for some in accessing education.As of 2011 there were approximately 26, 000 primary schools and 6, 500 secondary schools spread across the country, which meant that many communities did not have a nearby high school (Glennerster and Kremer, 2011). Poor KCPE examinations scores at the end of Standard 8 also create a barrier in accessing Secondary School. 2004 KCPE results show that a much higher percentage of students from private schools qualify for secondary school than public school, which has led to an overrepresentation of private school graduates attending outgo Kenyan Secondary Schools (Glennerster and Kremer, 2011).The quality of primary education, so it seems, acts as a serious barrier to obtaining secondary education. Finally, there is limited space in secondary school so parents and students alike must compete for placement in one if not one of the elite National schools. Yet another arouse point to note is that FPE does not enable all chi ldren equitable access to quality education the key word here being quality. There is an horrible difference between the quality of education that public schools offer vs.that of private schools as noted earlier. After visiting both private and public schools I can attest to the difference. The five private schools that I visited had a low teacher to student ratio, more resources and materials for students, an adequate amount of desks for their student body, as well as electricity and running water. On the contrary, some of the public schools that I visited had class sizes of 60 to 80 students, limited electricity, insufficient textbooks and desks for students.There is much supposition that the poor performance of public school graduates on the KCPE examinations is due to a number of specific factors. For example, because of the increased enrollment in primary schools in 2003, teachers had to shin with extraordinarily large class sizes made up of a diverse range of students whos e preparedness varied. Circumstances such as these diminish a teachers ability to differentiate their instruction and give individualized attention. Resources and materials are spread thin and mobility within classrooms becomes limited.It is thought that this large influx of first contemporaries learners has contributed to declining test scores in the public school system (Glennerster and Kremer, 2011). It is also thought that poor performance in primary schools is perpetuated by an increasing social stratification between public and private schools. This disparity becomes all the more clear when considering the disparity between the KCPE scores of public and private school graduates (Glennerster and Kremer, 2011). Under qualified teachers has also been stated as a factor as well as corruption.Obstacles to Learning Within the Classroom For Kenya to be internationally competitive and economi offery viable, the Republic of Kenya requires an education system that will produce citizens who are able to engage in lifelong learning, learn new skills quickly, perform more non turning tasks, capable of more complex problem-solving, take more decisions, understand more about what they are working on, require less supervision, assume more responsibility, have more vital tools, have better reading culture, quantitative analysis, reasoning and expositoryskills (Cheserek and Mugalavai, 2012, 472).As this statement explains, Kenya needs a strong education system that will train individuals to meet the growing economic needs of nine. However, as discussed previously, evidence shows that students in public primary schools are achieving significantly lower their private school counterparts. There are a number of factors that can account for this disparity, which directly relate to the quality of primary education and the interactions between teacher and pupil.In 2001, Jim Ackers and Frank Hardman conducted a study on classroom interactions in primary schools in Kenya and fo und that the predominant teaching style was characterized by the transmission of noesis and was teacher focused in nature. Students were motivated to participate but answered preplanned, closed questions and lessons often involved a high degree of choral response and repetition of memorized information (Ackers and Hardman, 2001).They go on to write that, there were fewer examples of interaction between teacher and pupils that extended or even encouraged higher order thinking because of the domination of the recitation mode, where typically the teacher asks a series of pre-planned questions, initiates all the topics, and rarely interacts with the substance of the pupils answers except to evaluate them(Ackers and Hardman, 2001, 12). Interestingly affluent, this literature mirrors my own observations. I also noted the predominance of a rote learning style of teaching while visiting a number of primary schools.The teachers that I observed lectured on a topic for a large portion of a lesson and then questioned students to see what they were able to absorb. I did not observe any inter pupil interactions or discussions during class time. Rather, students spent the remainder of the class silently copying notes and answering questions from the board. I observed this pattern across sixfold subjects and classrooms. Acker and Hardman point out that impediments to learning also include a lack of teaching resources and poor physical conditions of classroom spaces (2001).From what I have noted, the blackboard and student textbooks are the primary teaching aids in a pass around of schools. Another obstacle to learning within primary grades is the size of the class. In many cases, teachers can have upwards to 80 students at a time in a regular sized classroom, which creates a congested environment. In such cases it is virtually impossible for a single teacher to meet the needs of every individual learner. Differentiation becomes ineffectual, as does mobility within the c lassroom.Resources are spread thin and many struggling learners are overlooked. In addition to overcrowded classrooms, teachers face many challenges, which in turn affect student performance. Firstly, they are under a great deal of pressure to teach all of the curriculum outcomes in order to prepare students for their examinations. Combined with a lack of funding and classroom space, teachers are at a loss when it comes to planning creative lessons. Secondly, teachers face a strong tradition of teaching practice that is both historically and culturally embedded.Attitudes towards budge can be stubborn, making transformation a slow process. Thirdly, teachers lack an appropriate amount of support and assistance within the classroom as well as opportunities for professional development. As it stands, resource and literacy programs are virtually non-existent in schools, and the government cannot afford to pay for assistants within the classroom. Few primary schools can even afford a lib rary. Fourthly, and in part due to distance, there are barriers to communication between home and school, which negatively impacts student progress.Lastly, primary school teachers work for very low wages, which can be demotivating for some, ultimately affecting their professional pedagogical practice. For many teachers and students alike, school can be a truly sink or swim endeavor. Special Needs Education and Inclusion My insight into special needs education derives from two sources. Firstly, I have audited two Masters level courses on special needs education in Kenya entitled Guidance and Counseling of Special Needs students and Issues and Problems in Special Needs Education.Secondly, I have worked for a short time at a private special needs school entitled Bright Hills. In addition to Bright Hills, I have also visited three different Special Units in public schools Kaimbui Primary School, Kilimani Primary School, and Muchatha Primary School. I would like to share some of the pert inent information that I have learned. According to my own personal experience and research, special needs education is predominantly segregated from general education classes. Many primary and secondary schools have classes termed Special Units. These classes are home to students who have a wide range of learning needs, which cannot be met by regular classroom teachers. I have been told that Special Units are inclusive in the sense that all students who have a disability or a special need share a common learning space. It is the role of the special education teacher to tackle the challenging task of differentiating lessons for many students who have switching degrees of learning dependency. Many of the students of Bright Hills Special Needs School are taught the regular primary school curriculum.However, other special needs students are given vocational training, which I observed at the Kiambui Special Unit and the Deaf and Blind Unit at the Kilimani Primary School. Learning skill s such as beading and weave give students the potential to earn a livelihood outside of school and become productive members of society. Although the Kenyan Minister of Education approved a insurance policy in 2009 that supports the equitable access to quality education and training of learners with special needs, special needs education still faces many challenges.The factors that hinder the provision of education for special needs learners include vague guidelines that describe the implementation of an inclusive policy, insufficient data on children with special needs, ineffective sagaciousness tools, curriculum, and a lack of qualified professionals, (Lynch, McCall, Douglas, McLinden, Mogesa, Mwaura, Njoroge, 2011). Many of the discussions in which I participated in my class Issues and Problems in Special Needs Education mirrored this argument.Major issues that were discussed include the stigmatization of persons with disabilities, a lack of funding to equip teachers with the r esources, materials and support required to meet learners needs, a lack of curriculum adaptations, differentiation, appropriate methodology and qualified personnel, inappropriate and biased assessment measures and the misdiagnosis of learning disabilities, which leads to the misplacement of Students in Special Units. I have also had several discussions concerning the implementation of inclusive educational practices within Kenyan Schools.Many of my classmates study that inclusion is indeed the way forward in reforming the issues inherent in special needs education. Others however, believe that inclusive education is too ambitious a reform to firebrand. Dr. Mary Runo stated in a lecture that she is not certain that inclusive education is what Kenya presently needs. Rather, the focus of reform should be on government policy and persistent negative attitudes towards disabilities. Although inclusive practices are in a fledgling state in Kenya, there are a few successful cases.Take for example the Kilimani Primary School, which is the only school in Nairobi that incorporates the hearing and visually impaired into general classrooms. Numerous supports are provided to students such as braillers, translators, adaptations, and individual assistance. The Kilimani School also has a segregated Special Unit for those who are deaf or blind as well as a Special Unit specifically for those who are deaf and blind, both of which are well equipped with qualified and dedicated teachers as well as a diverse range of teaching aids and resources.It is common practice for a Primary school to pull struggling students out of the regular classroom and place them in a Special Unit for a short time until they can successfully transition back into a regular classroom. The Kyangoma Primary School has 68 special needs learners, the majority of which study in a Special Unit. However, students who have physical disabilities or are highly surgery cognitively are integrated into general classr ooms in order to follow the regular school curriculum.Although integration does not equate inclusion, it is evidence that there is a growing acceptance of inclusive practices. Overall, I would argue that special needs learners are segregated from regular classrooms for the most part and that levels of inclusive practice vary from school to school, depending on financial resources, teachers attitudes, and residential area support. Conclusion It is difficult to articulate all that I have learned about the Kenyan education system in the past twelve weeks, as my experiences have been diverse and I have come to understand the cultural context within which this system works.The education system in Kenya has been undergoing considerable change since the induction of Universal Free Primary Education in 2003. Despite the many deep rooted and unified problems that impede equitable access to quality education, reformation is high on the governments list of priorities. One thing that I can co nfidently attest to is the unquestionable confidence and positivity that I have encountered in many Kenyans who strongly believe in the advancement of the education system. Kenyas coming(prenominal) is bright as long as these discussions continue and individuals strive to make change.References Ackers, J. , & Hardman, F. (2001). Classroom Interaction in Kenyan Primary Schools. Compare, 31(2), 245-61. Cheserek, G. , & Mugalavai, V. (2012). Challenges and Reforms Facing Kenyan Education System in the 21st Century Integrating the Principles of Vision 2030 and Constitution 2010. Journal Of Emerging Trends In Educational Research & Policy Studies, 3(4), 471-478. Glennerster, R. , Kremer, M. , Mbiti, I. , & Takavarasha, K. (2011). Access and look in the Kenyan Education System A Review of the Progress, Challenges and Potential. Retrieved from http//www.povertyactionlab. org/sites/default/files/publications/Access%20and%20Quality%20in%20the%20Kenyan%20Education%20System%202011. 06. 22. p df KENPRO (2010). Challenges Facing Inclusive Education in Regular Primary Schools in Kenya. KENPRO Online Papers Portal. Retrieved from www. kenpro. org/papers. Lynch, P. , McCall, S. , Douglas, G. , McLinden, M. , Mogesa, B. , Mwaura, M. , & Njoroge, M. (2011). Inclusive Educational Practices in Kenya Evidencing Practice of Itinerant Teachers Who Work with Children with Visual Impairment in Local Mainstream Schools.International Journal Of Educational Development, 31(5), 478-488. Makori, A. slaying of universal primary education in Kenya An analysis of its impact and progress towards achieving the EFA goal in Kisii District. Retrieved from http//www. kaeam. or. ke/articles/vol1/makorifulltext. pdf Category Uncategorized // 16 Comments 16 Responses to An Overview of the Kenyan Education System Issues and Obstacles to Learning 1. women fashion show 2013 // June 25th 2013 Someone essentially help to make critically posts I would state. That is the very first time I frequented your websitepage and so far? I surprised with the analysis you made to create this particular publish incredible. Fantastic task 2. Graham Mulligan // July third 2013 Lee-Anne, thank you for this post. I concur with everything you describe regarding the current state of Primary Education in Kenya. Although there is much hope for change, there are long challenges ahead. I wonder what specific improvements can be made, especially in the many isolated and impoverished public primary schools. I am currently planning a short visit to do teacher training in some of these schools.Do you have any suggestions for me? cheers Graham 3. Rahab // July 4th 2013 Your observations are very insightful and on point. It is alternatively disturbing that all education activities in the Kenyan system end up creating bottle necks at some point or other. What are your suggestions on making the system create paths for learners graduating from the various levels of the system? How can the system encourage stude nt creativity and affaire both in school and out of school? Is there hope that the Kenya education system will ever become learner centered rather than issue and teacher centered?4. desigual sale // July 17th 2013 Someone essentially help to make critically articles I might state. That is the first time I frequented your web page and to this point? I amazed with the analysis you made to make this actual put up extraordinary. Wonderful job 5. Evelyn Corrado // July 17th 2013 genuinely insightful paper for my study I am researching on how we can move from teacher centered approach in Kenyan education into student focused, where students can creatively use their reasoning minds, work together to problems solve and bring in their daily experiences into learning..i agree learning molds the Kenyan society and if problem solving & conflict resolution is not enhanced in schools, no wonder the ethnic conflicts in Kenya society & God-father system where minority see and the rest cant chal lenge it, for lack of confidence . 6. Alice Wawira // July 29th 2013 This is quite helpful and you have done great job. Just check KCPE mark is 500 not 400. The public schools suffer a lot of deficiency ranging from teachers to resources.If only teachers were enough something like 125-35 which is the current proposal to the education ministry enough classrooms and resources, I dont think the syllabus would be a problem however wide. Im inclined to believe so because the private schools and the well-established national schools manage to cover the syllabus long before the end of fourth year in secondary and end of eigth year in primary. The subdue exhibited by the students in the classroom as you explained is one major strength in these schools and as such, it would be quite helpful even in content coverage.Kenya is becoming gradually aware of SEN and some progress has been made. I would however wish that we borrowed a leaf from the international system where children with SEN are a llowed to sit special exams and even have assistants in classroom and during exams. In Kenya, almost all the times they sit the same exam only that special consideration and provisions(like brille and additive time) are given during and after the national exams. The worst is when a child in hospital or one who has just given birth is allowed to sit the same exam as any other in good health.News has it that computers will come in handy for the hearing-impaired and this will be great. Fantastic job you have done. Having worked in the Kenyan system and in the international as well, I cant fail to see the flaws in the former and I hope to do something about it only that for now, I have no idea where to start. 7. Leonard Kiarago // August 2nd 2013 Indeed, Kenya has a long way to go before the government is able to provide quality education however, we must agree that there is some progress despite the obstacles.Kenya has the resources, the manpower and the depicted object to provide th e young generation with quality education. Kenya has highly qualified professionals produced by top universities all over the world, unfortunately when it comes to policy development and decision making, that is left to politicians leading to wrong policies being employ without consideration for need assessment or putting priorities right. Take, for example, the issue of laptops for every kid joining primary school is that really a priority for the Kenyan kids?Even in developed countries like the UK the government doesnt provide laptops/computers to every single kid, instead schools have a computer lab used during IT lessons or for lessons requiring some research. Instead of considering building and equipping more classrooms as well as recruiting more teachers, the government is thinking about laptops for schools some of which kids learn under trees and with no electricity or teachers who have basic IT knowledge.The subject of how inclusive education should be implemented is a con troversial one because even in developed countries like UK, they stillmaintain special schools because inclusive practice is not just a matter of closing special schools and taking children with SEN to mainstream schools. How do you put a child with special needs in a class of 80 kids and call that inclusive education? For inclusive education to be successful there must be availability of resources and manpower as well as change of attitude by those who consider themselves normal. How that can be possible in a country divided through tribal and ethnic affiliations body a big issue.If Kenyans cannot accommodate fellow Kenyans from a different tribe, how can they accommodate those perceived to be abnormal? What is most worrying is that any time you listen to news or read newspapers, the most likely headline to find is about a certain politician from a given community attacking another one from a different community instead of engaging in constructive politics. The article posted a fe w days ago in daily nation in which a governor was threatening to shut down schools just because they were built on the boundary by a neighbouring county leader is a good example of what I mean http//www.nation. co. ke/News/Leader-orders-schools-shut-in-boundary-row/-/1056/1930912/-/view/printVersion/-/khd48cz/-/index. html A societys treatment of those who are weak and dependent is one critical indicator of its social progress. This was an observation by Kirk, Gallagher and Anastasiow (1997) who in their study of children with special needs noted that social attitudes towards the education and care of children with special needs reflect the general cultural attitudes concerning the obligations of a society to its citizens.The problem with the provision of education in Kenya can only be solved if the government allowed professionals to contribute to policies related to their field of expertise and to set aside funds for research so that policies can be formalise through research to avoid implementing policies, which are politically driven. (Kiarago is a doctoral researcher at the University of Birmingham) 8. Pierre Varly // August 19th 2013 thanks a lot for your excellent article full of infos and very well structured. i have a blog on education in the developping countries where i could publish the article also if you agree.9. Isaac Maluki // August 22nd 2013 Thank you for your good report. Kindly tell me, how many students qualify for university education in Kenya but do not make it for lack of school fees? 10. Amen K. Rahh // October 3rd 2013 Thank you for this insightful blog. I would however like to point out the roll of ICT and the growing impact online learning is having on learning in schools. With the introduction of laptops for primary school students, the Government seems to understand the survival of the failing education system is depended on IT solutions. http//www. cc-gate.com as well as the CCK are working on online content and tutoring coming in the future. 11. Edy // November 5th 2013 Hi, I found this blog a few days ago as I was looking for some research into the Kenyan education system. You have done wonderful analysis. However, one correction to your information is that Swahili is not the predominant teaching tool for Nursery-Std 4 pupils. In fact, and to the contrary, English is widely used to instruct children because apart from Swahili, all other disciplines, Math and Science included cannot be feasibly administered in Swahili.12. John muema // November 7th 2013 these is true and i urge the government to employ more teachers 13. Agesa Akufa // November 9th 2013 This is a good, well researched and articulated work. just a point of correction, the kcpe marks total to 500 not 400. otherwise it is an impresive that will many researchers especially university students. if the government can take into account this piece of work then we should foresee to see enormous steps taking root in the educational system. of cour se, steps to spin the country foward. i salute you 14. THOMAS ODENY //.

American Wedding Essay

In the United States, the traditional western wedding custom is the bride usually wears a white dress and a veil to cover her face. She carries a redolence of flowers and usually has something old (like a grandmothers necklace) something new (her dress) something borrowed (jewlery or a handkerchief) and something blue (a garter or underwear item).It is a long standing custom and it considered good luck for the bride. The bride and groom do not see each other the wickedness before and up to the wedding ordinance. The bride usually has bridesmaids and the groom has groomsmen the number of bridesmaids/groomsmen is up to the couple.I would say most wedding have around 4-5 bridesmaid . The solemnity usually takes place in church or in a chapel. It begins with the bridesmaids and groomsmen march down the aisle,and then followed by the ringbearer and flowergirl, then the bride is escorted down the aisle by her father. After the minister/priest gives a brief speech about the importance of marriage, the couple then says vows to one another (may be traditional or written on their own) and exchange rings. The couple is pronounced man and wife, have their first married kiss and then proceed down the aisle. (The traditional ceremony itself is often conducted by a religious leader known to the bride and/or the groom.The ceremony may include wedding vows written by the bride and the groom, in which they give tongue to of their love and their desire to make their partner safe, happy and secure, and to be faithful to their partner and their partner alone for the rest of their lives. ) A reception is usually held after(prenominal) the ceremony. After dinner, the couple cuts the cake so that it may be served to guests during the special moves, has their first dance and then other special dances (father-of-the-bride/bride, mother-of-the-groom/groom, bridal party) occur. Then the dance floor is open for all guests to enjoy. A few hours later the groom removes the brides gar ter and performs the garter toss to all the single men. Then the bride throws her bouquet to the single ladies.

Journals of Major Robert Rogers

Robert Rogers was born in Londonderry, youthful Hampshire, (or Methuen Massachusetts), in 1727. His parents, James and bloody shame McFatridge Rogers were Scotch-Irish, also had three other sons James, Richard, and John. 1 They experienced in a small town in Massachusetts, which was a frontier town with log houses along the Merrimack valley. Robert was 14 or fifteen years of age when his father founded a settlement in the wilderness on 2,190 acres of land, which he named Munterloney. From his youth, he was inured to the hardships of the frontier, getting character traits of decisiveness, self-reliance and boldness, which distinguished him later in life. Rogers, acquired his scanty stock of book learning, as he termed from a log school house that was xvi feet long and twelve feet wide. 3Most of his knowledge came from his fathers farm, where he learned to hunt, trap, and fish which he earned a small living from. While he was on hunting excursions he mingled with the Indians and learned some of their language, hunting methods and their habits. 4 He was six feet in statute, rise up proportioned, and one of the most(prenominal) athletic men of his time, well known in all the tribulations of strength and activity among the young men of his vicinity, and for several miles around. About six years subsequently they moved, Roberts father James was walking through and through the woods on his way to visit a friend, when he was shot by the far by neighbor, thinking that he was a bear. He died later that night from his wound. Robert told some locals at a town tavern, that his mother was also killed by some hunters that eyeshot her tracks were a bear. Everyone in the tavern thought he was telling a huge lie and tallest tale so they bought him a drink for the greatest lie. Robert was not lying he did lose both of his parents. Robert joined the military service when he was twenty-eight.In 1746, when King Georges War broke out, Robert joined the New Hampshire milit ia as a private in Captain Ladds Scouting Company and then again later (1747) in Eastmans Company, to base hit the New Hampshire frontier. 7 there were ample details given of his adventures most of them were given by himself in his journals. He wrote a book A short mark of North America, which was a success and attracted magnificent attention. 8In 1754 Robert became involved with a gang of ounterfeiters he was indicted, still never brought to trial because the war broke out. 9 In 1755, France and Britain had declared war on severally other, and conflict was spreading to the colonies of Europe. They were fighting over the right of discovery and occupation, each one wanting more of America. Since Rogers was an experienced frontiersman, the colonial government dropped the counterfeit charges against him, mean mend he was appointed as an official recruiter for Colonel John Winslow. 10 In 1756, Rogers started recruiting soldiers for his militia.Rogers had an unusual talent for tra ining his men in the most dire circumstances. He trained them in live fire, they learned to handle the extreme cold, how to live off of very little food. 11 By the end of 1756, Rogers had raised four regimens of rangers. He himself commanded one of them, and they were known as Rogers Rangers. He wrote a deal for the Rangers to follow that had twenty eight rules for ranging. This guide later became famous, and was called Robert Rogers 28 Rules of Ranging. 12 Roberts brothers all served in a regimen of the Rangers.His brother Richard died in 1757 of small- lues at Fort Henry, his body was dug up and found mutilated and scalped by hostile natives. 13 His brother James stayed on with the Kings Rangers and assumed Roberts post after the American Revolutionary War ended. Not much is known about brother John after the war was over. Rogers was personally responsible for paying his soldiers, He went deeply in debt, and had to take out loans when their payroll was raided while in transport. Rogers was never reimbursed for his expenses by the government or the British Army. 4 Over the next three years the Rangers served under a series of unsuccessful British commanders. The Rangers slowly grew to twelve companies as well as several additional contingents of natives who had pledged their allegiance to the British cause.The Rangers were kept separate from the British regulars. 15 In 1758 Rogers went to Lake George with about one hundred and 80 men, and had a battle with the French and Indians, he lost one hundred and fourteen of his men. later that battle, General Abercrombie presented him with a commission of Major of the Rangers. 6 In 1759 Major General Amherst sent Rogers with 200 men to attack St. Francis, they had been terrorizing the New England frontiers for centuries. They had been killing their cattle, burning their buildings, and killing the men and children and kidnapping the women. Rogers was to destroy the village scarce not harm any women and children. A fter it was over 200 Indians had been killed and they set the village on fire, because when morning came Rogers had seen over 600 scalps strung upon poles and doorways, which were mostly English. 7In 1760, Rogers and 600 Rangers and seventy Indians, in whale boats left for Montreal. He met up with Pontiac, the next morning they talked and smoked the peace-pipe. Pontiac gave him and his men provisions for his journey, and a few Indian braves for escort. 18 In 1764, he married Elizabeth Brown, daughter of Reverend Arthur Brown. 19 Between 1762 and 1765, he bought and sold land, some of it was very expensive. Some of them he purchased and some of them he received in consideration of military services. 0Major Rogers wasnt a good husband, after seventeen years Elizabeth divorced him on the ground of desertion and infidelity. 21 In 1764, after many failed business ventures, trying to recoup money that he had spent trying to equip the Rangers, he could not pay his debtors. He suffered fin ancial ruin. His creditors had him put in a New York prison for his debts, but he escaped. 22 In 1765, his journals and A Concise Account of North America were published this work was a description of several British Colonies on that Continent, their population, their religion, boundaries, and their situations.It also included several forecasts of Nations and Tribes of Indians residing in those parts it took into account their customs, manners, government, and the population. 23 Immediately after that publication, Rogers wrote a stage play that memorialized Pontiac and his rebellion. 24 He gained some success for his publications, and simultaneously attracted royal attention. His name and fame became familiar through the country and among both armies. 25 Rogers went to King George III to propose an expedition to find the Northwest Passage.In 1766, Rogers was bestowed an appointment as Commandant at Michilimickinac. After the conquest of Canada, this had become the most important mi litary and trading post in the interior. 26 Rogers and his wife Elizabeth moved to Fort Michilimickinac where he began his duties as royal governor. This appointment was an office of great responsibility, a rare opportunity for Rogers, who took advantage of it. While the Governor, he was not supposed to incur expenses without authority Rogers did so, was arrested and taken to Montreal, but he managed to get himself acquitted of the charges. 7In 1769 Rogers returned to England where he reported to the King. Rogers remained there until 1775, while there, he served as a soldier for awhile for Algerine, which was a job he performed very well, even though Rogers was approaching age fifty. 28 One day while Rogers was a passenger in a mail coach, a highway robber stopped the coach, and stuck a gun through the window and demanded that everyone give him their valuables Rogers drew the thief through the window by his collar, and told the coachman to drive on.The robber had a reward offered fo r him of L50 sterling, which Rogers collected. 28 While Rogers was away, his friend Amherst was replaced as commander of the British forces in America by Sir Thomas low-down. Gage hated Rogers because of his friendship with Amherst, and the fact that he was a colonial. Gage set out to destroy Rogers, he wanted him removed as royal governor, withal had to be careful because Rogers was appointed by the King. 29 In 1776 Rogers fought his last war in America.He seemed to have slowed down he did not presentation his usual leadership, which he had always showed in the previous years. 30 In 1777 he returned to England where he was not heard much about, I know he started frequenting the local taverns, I am sure telling his tales of adventures. He will always be known for the manual that he had written for surviving while ranging. To this day his writings Rogers 28 rules of Ranging 31are given to every Ranger that joins the service as a Ranger. Robert Rogers died in 1799. He will be sadly mixed-up and his stories will go on forever.

History of Oldtown

1. 2 Brief explanation of the fellowships history The honest-to-goodnessTown White Coffee,OTWC(Chinese ) is the largestkopitiamrestaurantchain inMalaysia. Its main headquarters is inIpoh, Perak,Malaysia. Established in 1999, the co-founders and Executive Director, Mr. Goh Ching Mun and Mr. Tan Say Yap are the incorporation of White coffee shop and provide persona white chocolate to Malaysian households and the food services industry. It manufactures secondment beverage mixes and products, in addition to operating over 180 cafe outlets throughout Malaysia and the region.With much than 10 years of experience in the coffee beverage industry, both of co-founders were instrumental in the growth of the Oldtown base of companies. Next, Mr. Lee Siew Heng, Group of Managing Director who vie a significant role in implementing the overall vision, strategy and development of the Oldtown Group is the one of brook them to incorporation Oldtown Group. In 1999, they successfully to commerci alize the instant 3-in-1 coffee mix under the OLDTOWN brand name for the retail sector.By end of 2009 October, the OLDTOWN 3-in-1 instant coffee mix was sold in approximately 1,348 retail outlets countrywide in Malaysia, approximately 550 retail outlets in Singapore and approximately 2,100 retail outlet in Hong Kong. In 2000, the OLDTOWN brand of 3-in-1 instant coffee mix is the first-class honours degree exporting to Singapore. In 2001, White Cafe tradeing commenced operations as the marketing arm for the Groups beverage products. During the same year, the product retrace is expanded and includes different variations of the instant coffee mix.In addition, instant coffee mix has withal expanded export to Hong Kong markets. In year 2002, White Cafe obtained a HALAL certification from the Islamic Religious Department of Perak for the Groups beverages. This is the part of OLDTOWN Groups intentions, which is to produce the beverages in accordance with the Islamic law. In the same y ear, OLDTOWN Groups have successfully expanded to nationwide retail distribution of 3-in-1 instant coffee mix to cover East and western United States Malaysia through major hypermarkets and supermarkets.In 2003, OLDTOWN Groups have also successfully commercialized the new blend of 3-in-1 instant milk tea for the retail market under the OLDTOWN brand name. In view of expanding OLDTOWN manufacturing activities, OLDTOWN Groups incorporated Gongga Food in 2003 and commenced operations in 2004 manufacturing roast coffee powder for the bridle-path services sector using the Groups proprietary bean roasting process. OLDTOWN Groups also distributed the roasted coffee powder to handed-down coffee patronages in Ipoh and other states in Malaysia.In addition to the food services sector, roasted coffee powder is also marketed to the retail sector under the NANYANG brand. In 2004, it also further penetrated the export markets for 3-in-1 instant coffee to cover the United States, Canada and Un ited Kingdom and subsequently in 2005, Taiwan and Indonesia. In 2005, OLDTOWN Groups expanded vertically into the food services sector by opening a chain of cafe outlets based on the traditional Ipoh coffee shop setting and ambience under the OLTOWN bloodless chocolate brand name.This is part of the Groups strategy of capitalizing and reinforcing on the OLDTOWN WHITE COFFEE brand in the food services industry. In the same year, Kopitiam Asian Pacific commenced operations in the licensing, supply of food, beverages and other item, and provision of management services to OLDTOWN WHITE COFFEE cafe outlet. Since the opening of the first OLDTOWN WHITE COFFEE cafe outlet in Ipoh in 2005, the chain of cafe outlets have expanded to reach 137 cafe outlets in Malaysia and Singapore as at 31 October 2009. This included fully and partially owned, and franchised cafe outlets.In 2005 and 2006, OLDTOWN Groups has established the subsidiaries namely as Old Town Kopitiam, Old Town Kopitam Butterwo rth, Old Town Kopitiam Kuala Lumpur, Old Town Kopitiam Cheras, Conneczone to focus on operating cafe outlets in different areas and states within Malaysia. To support the cafe outlet business operations, their established the following subsidiaries as central food processing centres between year 2005 and 2007 Emperors Kitchen commenced operations in 2005 Esquire Chef commenced operations in 2007 Dynasty Confectionery commenced operations in 2007. In 2005, Gongga Foods business activities also expanded to cater to the procurement of food items for OLDTOWN WHITE COFFEE cafe outlets. In the same year, Gongga Food also obtained a HALAL certification from the Islamic Religious Department of Perak for the production of its roasted coffee powder. Furthermore, OLDTOWN Groups has obtained a HACCP certification from BM TRADE Certification Ltd for the processing and manufacturing of beverage roducts. In 2006, the company also expanded the product export to Japan and China markets. In the same year, the company incorporated Dynasty Kitchen as a distribution centre, which commenced operations in 2007. During this year, congregations company also incorporated Oldtown Berhad, which will focus on investment holding and provision of management services pursuant to its listing on the Main Market of Bursa Securities. by and by the OLDTOWN Groups also started exporting to Thailand and Philippines.In view of groups company plans to expand more cafe outlet business operation to Singapore, OLDTOWN company also incorporated Oldtown Singapore in 2007 to provide management services, supply of food and beverage items to cafe outlets in Singapore. OTK Singapore commenced operations in 2008 with the fling of the first OLDTOWN WHITE COFFEE cafe outlet in Singapore. In 2008, the company of Dynasty Confectionery and Esquire Chef obtained HALAL certifications from the Islamic Religious Department of Perak for the processing of heterogeneous foods.On other food-processing subsidiary, Emper ors Kitchen obtained HALAL certification from the IFRC ASIA. To further affirm, OLDTOWN Groups adherence to international food safety standard and White Cafe achieved ISO 220002005 certification and ISO 90012000 from BM TRADA Certification in 2008 in addition to GMP certification by the Department of Public Health, Ministry of Health Malaysia in the same year. Within 2008, OLDTOWN Groups has expanded the product lines to include 3-in-1 instant coffee mix with cane sugar.In 2009, Gongga Food obtained a HACCP certification from BM TRADA Certification Ltd for the production of roasted coffee powder. OldTown White Coffee now exports its instant beverage mixes to more than 10 countries worldwide and plans to expand its cafe outlet network in the region. The group has an extensive chain of cafes in Malaysia via 194 outlets as of end Nov 2011, and also operates a few outlets that are open 24/7 in certain areas. This jibe includes fully and partially owned outlets, franchise outlets and li censed outlets.

Poetry and Strong Human Spirit Essay

Success is the excursion not the destination. A unfaltering human nitty-gritty essential for an imaginative journey. Imaginative journeys take us from the reality now to unreal existences that can exist in our minds. A rugged human spirit is essential for an imaginative journey to flow by dint of our mind. The success is the journey that is being taken not the destination. This can be expressed through the poems Frost at Midnight and Kubla Khan, by Sammuel Taylor Coleridge and stable I uprise by Maya Angelou that see the journey as the success not the outcome and that their strong human spirit allowed them to go on the journey.In the poem Still I Rise by Maya Angelou the poet expresses her journey through being discriminated in America beca occasion of her race. Her journey is much more(prenominal) successful then the destination because as she went on the journey and experienced heartfelt times, along the way she taught the discriminators she can still get back up even if t hey hurt her many times. The poet uses repeat to do this. Still Ill Rise.She overly uses similes to convey her connection with nature along this journey as she uses the concept of natural resources and by utilize cover, favorable and diamond to show contradictions that people think she is wealthy but really they are the spoilt ones. Cause I walk like Ive got oil puff ups pumping in our living room. She uses rhetorical questions to intensify the poem and to touch the responders. This portrays how she is successful in trying to express what she believes in to others while on the journey. In the poem still Ill rise the poet has a strong human spirit that is essential for her journey.For her to write this poem as a form of witness it needed a strong human spirit. Her whole poem is based on freedom which is expressed every time she gets hurt and then rises again. Her use of metaphors empathise how strong her spirit is when she gets discriminated but still has hope to keep going. Just like hopes springing high and you may shoot me with your words. Her use of rhetorical questions and repetition allow people to think about it and understand it properly through her words and her strong spirit.Does my sassiness upset you?Why are you beset with gloom? Her strong human spirit allowed her to achieve the freedom that she wanted. In the poem Kubla Khan by Samuel Taylor Coleridge the poet takes us through his mind on an imaginative journey. His journey had no destination at all but the success was there all along through his connection and love with nature. The poet uses a lot of initial rhyme to suck this issue and assonance to describe how beautiful this ensure of nature is and how the success of the journey is created through the beauty of nature. Measureless to man and twice five miles of fecund ground. The use of a simile describes the drive as being old but still in good condition Forests as ancient as hills and the river as being scary and holy. He does this through the use of an oxymoron as he puts two of these words together and they contradict A savage place? As holy and enchanted. This is the success of the journey as it is still alive but really old. He describes a womens music with alliteration A Damsel with a dulcimer Loud and Long Deep Delight. By including this he has achieved success all through the journey as he celebrates.In the poem Kubla khan by Samuel Taylor Coleridge a strong human spirit was essential for this imaginative journey. His use of assonance and alliteration to describe how beautiful the image of nature is and how the strong human spirit can take us on an imaginative journey. Sunless Sea. By the poet using his imagination he has make this place that feels like paradise with his strong spirit. He needed a strong human spirit to imagine a place that feels like paradise. alone through the journey he describes his strong connections with the natural environment and because of his strong human spirit he was able to imagine the nature and environment using metaphors as extraordinary with the river springing up viciously to become a fountain. As if this earth in fast thick pants were breathing. The poem Frost at midnight by Samuel Taylor Coleridge his imaginative journey is the success not the destination. As the poet goes on this journey into his past and then he goes into another dream as well this expresses that imaginative journey is a success because his not reaching no destination.The poet begins with a metaphor which connects with nature and God, The frost performs its secret ministry, so the success of the journey has already splited with the nature and God. This concept relates to the journey of the poet back into his childhood as he in the quiet cottage and looks at the film in the unrelenting flame which fluttered on the grate is contrasted with him in the past looking at the bars at school to watch a fluttering stranger. This is the success of the start of his imaginative journey and that there is no destination.He then while sitting at school goes into another dream about his birth place and the church tower where the bell would ring so sweetly expresses the success of his journey when he was younger in the country side he was more connected to nature where in the city the only connection was the lovely star and sky. The poem Frost at midnight by Samuel Taylor Coleridge expresses a strong human spirit that is essential for an imaginative journey. The use of the simile inaudible as dreams which describes the quietness which gives him the strong human spirit to the imaginative journey.He also uses assonance to describe how the solitude or quietness his inmates have left him is disturbing him. Have left me to solitude to suit abtruser musings. The looking at the naughty flame gave him the strong human spirit to begin his imaginative journey. The relationship between father and son is also giving the poet the strong human spirit because he doesnt want his son to grow up like him in the city but to be raised in the country so his is more connected to nature.

Slavery and Racism

Jack ODonnell Development of occidental Civilization Dr. Carlson November 17, 2011 Slavery and Racism Are They One in the Same? Aphra Behn was an passing significant and influential English writer in the 1600s. One of her more than famous works, Oroonoko, discusses the issues of bondage and racial discrimination in the Americas. Many people believe that thr wholly and racial discrimination go make pass in hand. In position, these dickens ideologies be awfully different. Slavery is the act of forcing humans to be daintyed property whereas racialism is the belief that discrimination based on inherently different traits is proficientifiable.Behn, in Oroonoko, makes the fundamental differences between slaveholding and racism apparent. With the philosophical views of Rousseau and Trouillots analysis on the Haitian revolution, slavery and racism in Oroonoko can easily be separated and distinguished to show their dissimilarities. In the novel, Oroonoko is an African prince and war hero who enslaves numerous men from the various tribes he conquers in battle. Oroonoko believes this form of slavery is just and should be acceptable. Later in the story, Oroonoko is tricked and sold into slavery.He eventually works with many of the slaves he had sold to the Europeans back in Africa. Oroonoko considers this form of slavery to be fantastically unjust. The plantation owners did not win their slaves all over in battle like Oroonoko, kind of they barter or trade for them (Boeninger 9/26). The uninfected males likewise treat Oroonoko as a lesser human being even though he is royalty. They constantly deceive Oroonoko into believing that his freedom is coming when in man it is nowhere in sight. Because there was such an economic gap between the dusky slaves and the white slave owners, racism naturally became common custom (Behn).Racism in this case was derived from slavery they were not the comparable idea. Behn depicts slavery and racism in this trend to show how different the two ideas are. In Africa, the slaves and the slave owners were of the same run away. The disguise of their shin was not a factor in how they were treated. The fact that they lost in battle was the whole intellect they were slaves (Behn). In the Americas however, race had a oftentimes bigger role in the treatment of slaves. The large plantation owners were white and the slaves were black.Because of the racial divide in the owners and slaves, many forms of racism were justified (Boeninger 9/27). This also lead to the discrimination of the free black men in the society. Behn purposely shows slavery in Africa and slavery in Surinam to point out the extreme differences between racism and slavery. Behns description of Oroonoko and Imoinda also show the inherent difference between racism and slavery. Behn describes Oroonoko as a beautiful person by stating, His wander was rising and Roman instead of African and flat his mouth the finest shape that could be se en, .The whole proportion and air of his face was so noble and just formed that, bating his color there could be nothing in nature more beautiful, agreeable, and handsome (Behn 13). The fantastic image Behn provides shows the reader that slavery and racism curb different foundations. If they were the same idea, Behn would draw never given such praise to a slave. She compares Oroonokos looks to those of a white man which would not have happened if racism and slavery were the same. The description of his beauty relays to the reader that slavery and racism can be two very separate entities.Even though Behn makes a clear property between slavery and racism in the novel, many people would disagree in how she got that message across. In Oroonoko, Behns message seems anti-racist only if it appears that she does not have a conundrum with slavery. Her problem arises from how the slaves are treated, but slavery in ecumenical is acceptable for Behn. One philosopher in particular would h ave a problem with Behns message. Jean- Jacques Rousseau, if he were to read Oroonoko, would have some concerns. In Rousseaus A Discourse, he discusses slavery and the rights of man.Rousseau believes that all men are born(p) free and are equal according to nature. He would criticize Behn on her stamp of slavery saying that all men are born and should rest equal (Rousseau). Behn is very passive more or less her views on slavery where Rousseau is active in his writings. Even though he disagrees with Behns view on slavery he still believes slavery and racism are different. Rousseau would not dispute Behn over her view of racism. According to Rousseau, racism contrasts with his view on the rights of man. He believes all men are created equal race should not be a reason to discriminate.He would also affirm what Behn has to say about the horrible treatment of Oroonoko by the white males throughout the story. They kept deceiving and leading Oroonoko on when they knew he would never be freed. Rousseau would say he should have received better treatment. The color of his skin should not matter in his given situation. Rousseaus belief on the par of mankind can be used to critique the works of Behn (Carlson 11/10). Even though there are disagreements between the views Behn and Rousseau, both see that racism and slavery are two different ideas and should be treated separately.The Haitian revolution also witnessed severe racism and slavery. In Haiti, slaves occupied about 85% of the population while the free men only occupied about 15% (Breen 10/31). The sugar plantations needed these slaves to run the production which was a nauseous process. Through this horrible procedure, many people made their fortunes. The rich white men would have children with their black slaves and eventually their heirs were of mixed race. When the white females came to Haiti to look for a partner, they noticed the white males were only attracted to the mixed race females.The hatred take to severe racism of the black community in Haiti (Breen 10/31). The stories of the beginning stages of Haitian revolution can easily be compared to the novel Oroonoko. In the Haitian revolution, many of the slave owners were of African descent. They resemble Oroonoko in Africa when he owned slaves of his same race. Racism was not a factor in either of these situations but slavery was. Because all parties were of the same race, slavery and racism did not go hand in hand. The problem in both cases was when the Europeans intervene.The racism was very everyday in Oroonoko when all the white males were lying to him. They clearly did not respect the fact that he was royalty because of his descent. During the Haitian revolution, the European womens jealousy caused racism to become prevalent on the island (Breen 10/31). The European jealousy also led to racism back in France. The European intermediates were one of the sources of racism in the early stages of the Haitian Revolution and in Oroo noko. The Haitian revolution was a big businessman struggle amongst the white French and the black Haitians.Within this battle, many sects of Haitian develop groups began fighting among each other. In Trouillots Silencing the Past, he discusses these fights among each other in the form of King Henry and Sans Souci (Trouillot). In his book, Trouillot talks about the race dilemma with the French and the Haitians. If Trouillot were to read Behns work, he would see similarities between the racism in Surinam and the racism in Haiti. In Oroonoko, the blacks are treated so horribly that they eventually revolted. That is very similar to what happened in Haiti. The Haitians eventually could not inquire the abuse and decided to revolt.In both cases they revolted for the racism and the slavery (Carlson 10/3). In Silencing the Past and Oroonoko during the revolts, it seems that slavery and racism are the same. In actuality the slavery and racist views arrest about from different ideas. Even though at times it seems that slavery and racism are related, there are always underlying views that separate the two thoughts. Through Aphra Behns novel, the public can get a immobile grasp of the differences between racism and slavery. With the help of Rousseau and Trouillot, the differences between slavery and racism only become greater and more distinct.Hopefully, people will come to put one across how different these two ideologies actually are so they can get a better grasp of the past. Bibliography Behn, Aphra. Oroonoko. London Penguin, 2003. Print. Boeninger. Notes. 9/26/2011-9/27/2011 Breen. Notes. 10/31/2011 Carlson. Notes. 10/3/2011, 11/10/2011 Rousseau, Jean-Jacques. Rousseau On the Origin of diversity Second Part. Index. G. D. H Cole, 19 Oct. 2007. Web. 21 Nov. 2011. . Trouillot, Michel-Rolph. The Three Faces of Sans Souci. Silencing the Past bureau and the Production of History. Boston, MA Beacon, 1995. Print.Slavery and RacismJack ODonnell Development of Western Civilization Dr. Carlson November 17, 2011 Slavery and Racism Are They One in the Same? Aphra Behn was an extremely significant and influential English writer in the 1600s. One of her more famous works, Oroonoko, discusses the issues of slavery and racism in the Americas. Many people believe that slavery and racism go hand in hand. In fact, these two ideologies are awfully different. Slavery is the act of forcing humans to be treated property whereas racism is the belief that discrimination based on inherently different traits is justifiable.Behn, in Oroonoko, makes the fundamental differences between slavery and racism apparent. With the philosophical views of Rousseau and Trouillots analysis on the Haitian revolution, slavery and racism in Oroonoko can easily be separated and distinguished to show their dissimilarities. In the novel, Oroonoko is an African prince and war hero who enslaves many men from the various tribes he conquers in battle. Oroonoko believes this form of slaver y is just and should be acceptable. Later in the story, Oroonoko is tricked and sold into slavery.He eventually works with many of the slaves he had sold to the Europeans back in Africa. Oroonoko considers this form of slavery to be incredibly unjust. The plantation owners did not win their slaves over in battle like Oroonoko, rather they barter or trade for them (Boeninger 9/26). The white males also treat Oroonoko as a lesser human being even though he is royalty. They constantly deceive Oroonoko into believing that his freedom is coming when in reality it is nowhere in sight. Because there was such an economic gap between the black slaves and the white slave owners, racism naturally became common custom (Behn).Racism in this case was derived from slavery they were not the same idea. Behn depicts slavery and racism in this manner to show how different the two ideas are. In Africa, the slaves and the slave owners were of the same race. The color of their skin was not a factor in ho w they were treated. The fact that they lost in battle was the only reason they were slaves (Behn). In the Americas however, race had a much bigger role in the treatment of slaves. The large plantation owners were white and the slaves were black.Because of the racial divide in the owners and slaves, many forms of racism were justified (Boeninger 9/27). This also led to the discrimination of the free black men in the society. Behn purposely shows slavery in Africa and slavery in Surinam to point out the extreme differences between racism and slavery. Behns description of Oroonoko and Imoinda also show the inherent difference between racism and slavery. Behn describes Oroonoko as a beautiful person by stating, His nose was rising and Roman instead of African and flat his mouth the finest shape that could be seen, .The whole proportion and air of his face was so noble and exactly formed that, bating his color there could be nothing in nature more beautiful, agreeable, and handsome (Beh n 13). The fantastic image Behn provides shows the reader that slavery and racism have different foundations. If they were the same idea, Behn would have never given such praise to a slave. She compares Oroonokos looks to those of a white man which would not have happened if racism and slavery were the same. The description of his beauty relays to the reader that slavery and racism can be two very separate entities.Even though Behn makes a clear distinction between slavery and racism in the novel, many people would disagree in how she got that message across. In Oroonoko, Behns message seems anti-racist but it appears that she does not have a problem with slavery. Her problem arises from how the slaves are treated, but slavery in general is acceptable for Behn. One philosopher in particular would have a problem with Behns message. Jean- Jacques Rousseau, if he were to read Oroonoko, would have some concerns. In Rousseaus A Discourse, he discusses slavery and the rights of man.Rouss eau believes that all men are born free and are equal according to nature. He would criticize Behn on her opinion of slavery saying that all men are born and should remain equal (Rousseau). Behn is very passive about her views on slavery where Rousseau is active in his writings. Even though he disagrees with Behns view on slavery he still believes slavery and racism are different. Rousseau would not dispute Behn over her view of racism. According to Rousseau, racism contrasts with his view on the rights of man. He believes all men are created equal race should not be a reason to discriminate.He would also affirm what Behn has to say about the horrible treatment of Oroonoko by the white males throughout the story. They kept deceiving and leading Oroonoko on when they knew he would never be freed. Rousseau would say he should have received better treatment. The color of his skin should not matter in his given situation. Rousseaus belief on the equality of mankind can be used to critiq ue the works of Behn (Carlson 11/10). Even though there are disagreements between the views Behn and Rousseau, both see that racism and slavery are two different ideas and should be treated separately.The Haitian revolution also witnessed severe racism and slavery. In Haiti, slaves occupied about 85% of the population while the free men only occupied about 15% (Breen 10/31). The sugar plantations needed these slaves to run the production which was a gruesome process. Through this horrible procedure, many people made their fortunes. The rich white men would have children with their black slaves and eventually their heirs were of mixed race. When the white females came to Haiti to look for a partner, they noticed the white males were only attracted to the mixed race females.The hatred led to severe racism of the black community in Haiti (Breen 10/31). The stories of the beginning stages of Haitian revolution can easily be compared to the novel Oroonoko. In the Haitian revolution, many of the slave owners were of African descent. They resemble Oroonoko in Africa when he owned slaves of his same race. Racism was not a factor in either of these situations but slavery was. Because all parties were of the same race, slavery and racism did not go hand in hand. The problem in both cases was when the Europeans intervene.The racism was very prevalent in Oroonoko when all the white males were lying to him. They clearly did not respect the fact that he was royalty because of his descent. During the Haitian revolution, the European womens jealousy caused racism to become prevalent on the island (Breen 10/31). The European jealousy also led to racism back in France. The European intermediates were one of the sources of racism in the early stages of the Haitian Revolution and in Oroonoko. The Haitian revolution was a power struggle amongst the white French and the black Haitians.Within this battle, many sects of Haitian rebel groups began fighting among each other. In Trouill ots Silencing the Past, he discusses these fights among each other in the form of King Henry and Sans Souci (Trouillot). In his book, Trouillot talks about the race dilemma with the French and the Haitians. If Trouillot were to read Behns work, he would see similarities between the racism in Surinam and the racism in Haiti. In Oroonoko, the blacks are treated so horribly that they eventually revolted. That is very similar to what happened in Haiti. The Haitians eventually could not take the abuse and decided to revolt.In both cases they revolted for the racism and the slavery (Carlson 10/3). In Silencing the Past and Oroonoko during the revolts, it seems that slavery and racism are the same. In actuality the slavery and racist views stem about from different ideas. Even though at times it seems that slavery and racism are related, there are always underlying views that separate the two thoughts. Through Aphra Behns novel, the public can get a solid grasp of the differences between r acism and slavery. With the help of Rousseau and Trouillot, the differences between slavery and racism only become greater and more distinct.Hopefully, people will come to realize how different these two ideologies actually are so they can get a better grasp of the past. Bibliography Behn, Aphra. Oroonoko. London Penguin, 2003. Print. Boeninger. Notes. 9/26/2011-9/27/2011 Breen. Notes. 10/31/2011 Carlson. Notes. 10/3/2011, 11/10/2011 Rousseau, Jean-Jacques. Rousseau On the Origin of Inequality Second Part. Index. G. D. H Cole, 19 Oct. 2007. Web. 21 Nov. 2011. . Trouillot, Michel-Rolph. The Three Faces of Sans Souci. Silencing the Past Power and the Production of History. Boston, MA Beacon, 1995. Print.