Terrorism

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The attacks on the WTC and the Pentagon, were attacks against the symbols of the economic and military might of the only superpower in the world. The WTC towers had more significance as it represented the globalized economy and business houses from many countries had their offices and people working there. In the resulting crisis, Japan which itself enjoyed the status of an economic superpower and had amicable economic and security relations with United States, could not stay away like in the past notably the Gulf war, when Japan's reaction as well as contributions came in quite late.

As seen in the previous chapter that the menace of terrorism is not a new challenge for Japan. Besides domestic terrorism, Japan has also been the victim of international terrorism, the prominent example of which was the seizure of the Japanese ambassador's residence in Peru in 16. Before the Japanese government's reaction to the September 11 attacks is discussed, it is perhaps instructive to look at Japanese response to international terrorism before this event.

Japan's Response to International Terrorism Pre-September 11

Japanese citizens abroad have been abducted by terrorists several times. In August 1, four Japan International Cooperation Agenda experts engaged in a resource development study in Kyrgyzstan were abducted by armed elements, but were safely released sixty-four days later.

Japanese citizens were caught up in the seizure of the Myanmar Embassy in Bangkok in 15, the hijacking of an Egypt Air airplane en route from Istanbul to Cairo in October, the same year, as well as a bombing incident in Colombo, Sri Lanka. Japanese citizens were also on broad when an Indian Airlines airplane en route from Kathmandu to Delhi in December 1 was hijacked.

Perhaps the most spectacular exposure Japan had to international terrorism was the seizure, on December 18, 16, of the Japanese Ambassador's residence in the Peruvian capital of Lima. It was seized by the Revloutionary Army of Tupac Amaru (MRTA) terrorists. However, later on, Peruvian forces carried out a rescue operation. As a result of this operation, although one hostage and two members of the special forces lost their lives. All the hostages including Japanese citizens were rescued. Motivated by this incident, Japan started reviewing its responses to international terrorism and work to strengthen its crisis management, information gathering and security systems. For Japanese citizens travelling abroad, the Ministry of Foreign Affairs issued in publication entitled "Travel advice and warning", telling them about the world's danger spots. Japan also started strengthening its information gathering and provision capacities in countries in which Japan had no diplomatic mission following the abduction of the Japanese citizens in Kyrgyzstan. It also established emergency communications equipment in such countries.

Japan utilized international platforms like ASEAN, G8, and other international organizations to firmly combat and condemn all forms of terrorism. The Government has signed all twelve terrorism-related international conventions and is moving quickly with legislation to approve the sole treaty Japan has not ratified, namely, the International Convention for the Suppression of the Financing of Terrorism. Japan also hosted the Japan-ASEAN Counter-Terrorism Conference in October 17 and then the Asia-Latin America Counter-Terrorism Conference in December 1.

The September 11 Attacks

The Koizumi government's immediate reaction included political, economic and strategic measures. The government's decisions, role of media, implication on foreign and defense policy, Japan's contribution in the US 'war on terror' and also the Japan's role in the reconstruction of Afghanistan constitute the structure and details of the chapter. The shift in Japan's defense and foreign policy is also analyzed critically.

Japan, after the attacks, made efforts to provide security to its citizens. In order to respond actively to the crisis situation, it along with international community condemned the attacks and extended support to the United States. In particular, Japan has worked to strengthen international solidarity to prevent and eradicate terrorism through diplomatic efforts directed at the countries surrounding Afghanistan, and other Islamic States.

Immediate Response

Within 45 minutes of the attacks a liaison office and Head Quarters was established, within the Prime Minister's office. The next day an emergency meeting was called by the Japanese Prime Minister, Junichiro Koizumi, attended by all the cabinet members. Emergency Head Quarters were also set up with in the Ministry of Foreign Affairs, the Embassy of Japan in the United States, and the Consulate General of Japan in New York. Efforts were made to assess the situation accurately. Foremost concern was the security of Japanese citizens. Parliamentary Secretary for Foreign Affairs, Taimei Yamaguchi along with others were sent to the US as early as international flights recommenced. Their job was to set in place emergency response measures, to make sure the security and safety of Japanese citizens. The whereabouts of the Japanese students studying in various US Universities were confirmed. Other measures included checking of passenger lists of aircraft, verification of safety of Japanese staff at Japanese embassies and the Japanese affiliates' offices in or around the World Trade Center, as well as other Japanese citizens in New York. Japanese tourists visiting New York were checked with the various travel agencies and all the 6 emergency hospitals were visited directly or telephoned to check for the presence of Japanese victims. The help of Japanese newspapers published in New York and Japanese language television was taken to appeal for information from related parties, and more than 1,000 inquires placed with the Ministry of Foreign Affairs and consulate General in New York was individually investigated and answered. A telephone counseling hotline was established, doctors and medical officers were also sent for providing medical and psychological care to the relation of the victims or those who went missing. All possible arrangements were made to provide information and assistance to the Japanese citizens.

On September 1 a day after the attacks, Prime Minister Junichiro Koizumi addressing a press conference stated that there was a threat of terrorism to the whole world community and not only to a particular nation, such as the US. He also expressed all support for the United States and pledged necessary assistance and co-operation to check the menace of international terrorism. A meeting of the National Security Council was also convened to look into the situation and take necessary steps including the dispatch of a Japanese Disaster Relief Team. In addition, Koizumi came out with a 'seven point plan', just over a week after the attacks. While addressing a press conference, on September 1, he made a statement on Japan's response to the attacks, laying out a basic policy and the steps to be taken.

The basic policy comprised three important points

1. Japan will actively engage itself in the fight against terrorism, which it regards as part of its own security issue.

. Japan strongly supports the United States, its ally, and will act in concert with the United States and other countries around the world.

. Japan will take concrete and effective measures that will clearly demonstrate its firm determination. These measures will be implemented in a swift and comprehensive manner.

The seven point plan of Koizumi was more comprehensive

1. The government of Japan will promptly take measures necessary for dispatching the Self Defense Forces (SDF) for providing support including medical services and also transportation and supply to the US Forces and others taking measures related to the terrorist attacks, which have been recognized as a threat to international peace and security in United Nations Security Council Resolution 168.

. The government of Japan will promptly take measures necessary for further strengthening the protection of facilities and areas of the US forces and important facilities in Japan.

. The government of Japan will swiftly dispatch SDF vessels to gather information.

4. The government of Japan will strengthen international co-operation, including information sharing, in areas such as immigration control.

5. The government of Japan will extend humanitarian, economic, and other necessary assistance to surrounding and affected countries. As a part of this assistance to Pakistan and India, which are cooperating with the United States in this emergency situation.

6. The government of Japan will provide assistance to the displaced persons as necessary. This will include the possibility of humanitarian assistance by the SDF.

7. The government of Japan, in cooperation with other countries, will take appropriate measures in response to the changing situation to avoid confusion in the international and domestic economic systems.

All the measures taken by Japanese government in response to international terrorism were basically based on the above mentioned statement of Koizumi. The immediate measures and announcement made by the Japanese Prime Minister were welcomed by the United States and other countries. They appreciated Japanese response and termed it as comprehensive, prompt and appropriate.

Diplomatic Measures

At both levels, bilaterally and multilaterally, Japan engaged in active diplomacy with related countries. Prime Minister Koizumi visited the United States on September 4 to 6 for talks with President Bush, where he conveyed condolences from his Majesty the Emperor and outlined Japan's policy with regard to the contribution announced on September 1. The leaders of both nations affirmed that the United States and Japan would reinforce their diplomatic efforts, toward the countries surrounding Afghanistan, as well as in the efforts in building up international opinion.

Japan also made, appeals to the Islamic countries and Afghanistan's neighbours. Initially, Koizumi sent letters to the Islamic countries, asking them to join in the fight against terrorism while stressing that it was not a fight against Islam. Later on, Koizumi's special envoys visited various relevant countries to affirm their cooperation in the fight against terrorism. Given below is a table showing the various countries visited by the Japanese Prime Minister's envoys, as part of the diplomatic measures taken by the Japanese government to fight international terrorism.

Dates of Visit Designation and Name Country(ies) visited

1. Sep. 5-8 Senior Vice Minister for Foreign Affairs, Seikin Sugiara Pakistan

. Sep. 0- Oct. 5 Former Minister for Foreign Affairs, Masahiko Koumura Saudi Aribia and Iran

. Oct. 7-8 Former Director-General of the Hoikkaido and Okinaka Dev. Agencies, Muneo Suzuki Tajikistan and Uzbekistan

4. October 7-1 Former Prime Minister, Ryutaro Hashimoto Egypt and UAE

5. October 8-0 Former Prime Minister and Senior Vice-Minister for Foreign Affairs Yoshiro Mori and Sugiura India

6. Nov. -7 Minister for Foreign Affairs, Makiko Tanaka Pakistan

7. Oct. 8 Prime Minister, Junichiro Koizumi China

8. Oct. 15 Prime Minister Junichiro Koziumi Republic of Korea (ROK)

Multilaterally, Japan's initiative to make use of the opportunity provided by multilateral fora is worth mentioning the Asia-Pacific Economic Leaders' Meeting held in Shanghai on October 0-1, and the Association of South East Asian Nations, Japan, China and the Republic of Korea (ASEAN+) summit held on November 5.

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Smacking Children

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Most children see smacking as any other kind of hitting and have negative feelings about their parents after being physically disciplined, according to a new report on the smacking of children. So should smacking be banned? Many childrens charities are against smacking children and have had many protests against it. One of the most famous is the NSPCC where there are many celebrity supporters such as Geri Halliwell, Carol Voderman, the Beckhams, Lulu and Elizabeth Hurley. They believe that smacking does not work and just hurts the child both mentally and physically. Last September, the European Court of Human Rights ruled that the British law on corporal punishment in the home failed to protect childrens rights, after a case where an eight-year-old boy had been beaten by his stepfather with a garden cane for three years. Sometimes smacking can cause serious harm such as scarring and bleeding, and if the blow was at the head it could cause brain damage. Out of 76 children on a report issued on the NSPCC website 1 said they had been smacked on the head, face or cheek which the charity describes as worrying. One child said

"You feel you don't like your parents anymore and just want to get away from them anyway you can" and another said

" It makes you feel horrible inside like everyone is looking at you" The comments also showed that many children did not see much difference between parents smacking children and other forms of hitting. They compared smacking with being hit by bullies and realised they could not hit back because their parents were much larger and could hit harder. One seven-year-old girl said that parents should be given a "prescription" warning them not to hit their children on the head in case they caused brain damage.

Yes some people think smacking should be banned because it can dangerously damage children mentally and physically. If a grown man hit a five-year-old girl hard on the face the consequences could be immense. That girl could easily suffer from paralysing effects such as brain damage. The man should be able to control his anger especially in front of his young daughter. If an adult is angry with a child there are other approaches he should take before raising a hand to a child. If people gave instructions to children in normal voices when they wanted them to do something, then the child may take them seriously when they are angry. Also if they gave the child a reason when they ask them to do something then the child is more likely to do what they wanted which means it is less stressful for them and the child.

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Smacking is a painful thing to anyone even more so for a child. For example if a boy did not do what he was told in the supermarket and his mother smacked him right there and then. The boy would feel pain but not just that he would be ashamed, frightened, lonely, angry, upset, tearful and embarrassed. That feeling could emotionally scar him for the rest of his life. Some parents have a very short tether and can blow at any time and who is there? The child. Children need discipline for learning and growing up but the discipline need not consist of violence.

Overall smacking should be banned because it is completely unnecessary as there are other ways to discipline children, also it can seriously damaging to children emotionally and physically and it can perhaps even lead to sexual abuse, which is very serious.

However others believe smacking children should not be banned, as it is a perfectly natural thing to do. In all of nature, mammals chastise their young when they do something wrong or dangerous. When we see a bitch nip her young pups and then bring them back close to her, what do we think? She is protecting her young and showing them what is right or wrong. We do not think that she is a bad mother, far from it. We also see that the puppies accept the chastisement and cuddle up to her without resentment. So it is just like humans, not all children think that it is really bad to get hit because their parents do not hit them too hard. Smacking teaches children lessons and shows them what to do and don't do. It may never hurt them, it is just a light hit. It also helps the adults relieve their anger. I am not saying that people should abuse children and hit them hard, just a quick smack so that the adult and child can learn from their mistakes. If someone is smacked when they are younger they can then can learn from it and teach their children not to do what they did.

Overall I think they should keep smacking, as it is a good way of teaching the child and disciplining them when they have done wrong.

I personally think they should ban smacking children because I believe it is totally unnecessary and it can hurt the child so severely. I came from a background of physical abuse before I was adopted and it was traumatizing getting hit by the person who you thought you could trust and confide in. I know that I was worse than others but I still think that it could hurt them just as much. Also the reasons for banning smacking overly outweigh the reasons for keeping smacking. Overall if smacking is kept the children could be punished in an easy effective way, but which also can seriously damage the childrens health, and if they banned smacking children would be punished in a more civilized manner and they would not be hurt. So I will leave it to you to decide which you think is best. To ban or not to ban that is the question.

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New Restaurant Experience

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When one goes into a restaurant one of the first things that take over your body is the sense of smell. In my case, it was burning chicken flesh on the grill. With every breath attempting to draw every single one of your taste buds out of your mouth and into the Teriyaki styled chicken, served with your choice of white rice or Lo mien. Personally I selected Lo mien over the white rice because these days everything comes with rice so tanned noodles was preferred for this experience.

At first glance the chicken Teriyaki appears as stripped chicken thighs moistened in some sort of sauce that not only enhanced the visual aspect of the food, but allowed the mixture to give out an irresistible smell that one causes one to salivate for the taste immediately. Once the food was served I wasted no time into picking up my fork and stabbing one piece of the precious poultry. The instance the food entered my mouth a rush of sweetness fell all over my taste buds caused by the sauce was immediately surged into my senses. All of that sweetness and the taste of tender grilled chicken combine into one unforgettable experience that leaves you craving for the next bite.

As for the Lo mien, I can say that it did not impress me as much as I had thought. When served it seemed like spaghetti with thicker noodles and with a brownish sauce. Similarly to the Teriyaki Chicken this sauce added an even greater wave of sweetness in my mouth. Along with the mix of noodles and the sweetness of the sauce came a strange array of vegetables that from the looks of it had been not only frozen for a long time but also cooked for even longer. The broccoli was green, with a ready to melt butter softness and gooeyness that refused to stay in once piece.

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The combination of the Teriyaki and the Lo mien did not live to its expectations. I really enjoy sweet foods but there has to be a limit on how much sweetness is added to the mix. After having a few mouthfuls of this dish, I noticed that my stomach started to neglect the food more and more up to the point where I just could not stand to look at my plate any longer. The dish that I originally could not refuse and the smell that I could not turn my face from, had evolved into a blend of vegetables, chicken, and sauces that turned my noise receptors to anything else but that plate that was in front of my sight.

The experience turned up to be a positive one. I tried two different entres with one dish. One of them I enjoyed and the other I did not. I can now understand why they offered the choice of white rice or Lo mien. Next time, I will chose definitely without a doubt the white rice. I feel it will allow me to enjoy the variety of flavors in the foods instead of having just one flavor, in this case sweetness, controlling those of other items.

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A Vision from the Past:The Accuracy of Autobiographical Memory

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Autobiographical memory is not as reliable and accurate as most people think. In fact, autobiographical memory can be fallible, incomplete and susceptible to external factors. The paradigm, however, is that people are most likely to trust themselves and their own memories more than anything else and will generally stick to their own story, even in the face of contrary evidence.

Autobiographical memories are specific, long-lasting and generally carry a great deal of personal significance. Memory for events is the largest component of autobiographical memory and is comprised of three separate but related domains, (1) memory for specific events that have happened to you, () memory for general events, which gives you a broad sequence of actions in an event, and () a generic summary of your life, which enables you to answer basic questions someone might ask about you to get to know you better. Accessing this information is generally accomplished by entering the event memory at the general-event level, although the information is at the specific-event level.

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Over the past several years, there has been an increase in the number of cases of adults undergoing psychotherapy claiming to have recovered long-repressed memories of sexual abuse at the hands of parents or other family members. Unfortunately, it is often difficult to determine whether and in what sense these types of individual memories are true or false. The extreme emotional stress of both the patients and their families highlights the importance memory plays in our lives, regardless of accuracy.

One category of autobiographical memory, known as flashbulb memory, is exceptionally vivid. Flashbulb memory is the memory for a situation in which a person first learned of a very surprising and emotionally arousing event. This typically involves memories of events of national or international significance, such as the assassination of President Kennedy or Dr. Martin Luther King, Jr., the Columbia disintegration, or the verdict in the Rodney King beating trial. Related to flashbulb memory are the six 'Canonical Categories of Information' in flashbulb memories (Brown & Kulik, 177), which includes place, ongoing event, informant, affect in others, own affect, and aftermath. This can best be shown in recounting two different persons' recounting the same event. First, Brown's account of the assassination of President Kennedy

I was on the telephone with Miss Johnson, the Dean's secretary, about some departmental business. Suddenly, she broke in with "Excuse me a moment; everyone is excited about something. What? Mr. Kennedy has been shot!" We hung up, I opened my door to hear further news, as it came in, and then resumed my work on some forgotten business that 'had to be finished' that day.

Next, Kulik recounts the assassination of President Kennedy

I was seated in a sixth-grade music class, and over the intercom I was told that the president had been shot. At first, everyone just looked at each other. Then the class started yelling, and the music teacher tried to calm everyone down. About ten minutes later, I heard over the intercom that Kennedy had died and that everyone should return to their homeroom. I remember that when I got to my homeroom, my teacher was crying and everyone was standing in a state of shock. They told us to go home.

On the other hand, one of the problems associated with flashbulb memory is veridicality. Veridicality means not taking recalled memories at face value as being accurate. The best example is Neisser's (18) erroneous flashbulb memory of Pearl Harbor

For many years I have remembered how I heard of the news of the Japanese attack on Pearl Harbor, which occurred on the day before my thirteenth birthday. I recall sitting in the living room of our house -- we only lived in that house for one year, but I remember it well -- listening to a baseball game on the radio. The game was interrupted by an announcement of the attack, and I rushed upstairs to tell my mother. This memory has been so clear for so long that I never confronted its inherent absurdity until last year no one broadcasts baseball games in December!

A study on the accuracy of personal memories (Field, 181) found a .88 correlation for factual information among family members, but a .4 correlation for emotions and attitudes. This is because the memory for events reflects what we expect to happen, not what may have actually occurred. It is because of this that unexpected events and new events or first-time experiences are better remembered. If a person does not have an existing script for the event, or if the event is atypical enough not to easily fit an existing script, you cannot mould the experience to your expectations.

Over time specific events become merged into a general event. For example, all of the times you have been to the dentist would have blurred into a generic script, which incorporates all the key experiences and actions that are typical of that event. After the specific event has become consolidated into the script, only distinctive events are likely to be specifically remembered. By this I mean events when something unusual, interesting or humorous happened.

The power of these scripts can be so strong that people often feel they remember details of a specific event that never actually happened. This is because the event is typical of the type of script for that event. This can have negative consequences, because inaccurate memories can be both costly and dangerous, and can lead to faulty conclusions.

Age is one cause of inaccuracies in memory. In studies comparing the autobiographical memory of younger and older adults, results showed that younger and older adults do not differ in their ability to recall the gist of an autobiographical event. Younger adults, however, were better at dating the event. (Bluck 1)

It has also been proven that differences in gender can suggest differences in memory recollection. In a series of studies conducted by Davis (1), both children and adult males and females were tested on their autobiographical memory using various techniques. According to the study, females displayed a better autobiographical memory for childhood experiences than males did. This finding was consistent across independent samples of participants, both in Australia and in the United States. Under both free-recall and cued-recall conditions, females remembered more childhood memories than males did, and they were generally faster in accessing the memories recalled.

The enhanced recall of females was evident in adults remembering back to childhood as well as in children themselves. This was also seen across events involving a diverse range of emotions experienced by both the subject and others, and was seen even when memories associated with emotion were not specifically requested. Further analysis revealed the enhanced recall of females was specific to autobiographical memories of events associated with emotion, while there was no gender difference apparent in the number of non-emotional events recalled.

In his book, White Gloves, how we create ourselves through memory, John Kotre recounts the studies of psychologist Craig Barclay, who demonstrated people will accept altered memories as their own if they are consistent the script they already have. The more distinctive an event - the more the event breaks with your script for that type of event - the better the memory for that particular event will be. The failure to remember trivial events demonstrates how people pay little attention to routine actions that are already scripted. To remember an event you need to look for distinctive details.

One fascinating topic in this area is the study of event memory in diary studies. In a 178 study, a Dutch psychologist called Willem Wagenaar recorded his days events every day for six years, noting down who was involved, what the event was, where it occurred, when it occurred. Of these, Wagenaar was hoping to discover the best cue for optimal retrieval. At the conclusion of his study he reported that what was the best cue, followed by who and where. When was the least effective of the cues. Later, Wagenaar reanalysed his data, and found that most of the difference in the memorability of these cues was due to their relative distinctiveness. Thus, the nature of the event is usually the most distinctive aspect of the event, while the people involved and the location are usually more distinctive bits of information than the date or time of occurrence.

One final question is what do autobiographical memories represent. The answer depends upon what is being examined. Information about the location of an event or about the date of occurrence of an event are usually inferred. However, factual information is in the form of actors, actions, and locations. Context-specific sensory and perceptual attributes are always present, while imagery is frequently present. Finally, the experience of remembering is always present, and the duration of the memory can last for years.

Memory is a constructive process that is influenced by a wide range of cognitive and social events, including information that is provided during the encoding of the original event, during storage of that memory, and during the retrieval of that memory.

Memory research and clinical studies has made it clear that memories are far from perfect records of past events. Having accurate memories of one's past is important and perhaps more care should be given in obtaining and securing information about the personal past.

Take an event that affected the life of more than one person. In each person's retelling of the story, one might find significant differences. The reason behind this is that autobiographical memory is extremely susceptible to change. These memories with a great deal of psychological significance prove to alter themselves within a particular individual, based on the affect they have had on that individual. As time passes, these memories remain intact. Their chronological placement, however, can become questionable. Quite often, these memories can have such a great impact on a person that the event stays in their long term memory for a very long time. Often, the interpretation of a memory that has changed can shed light on a person's situation. It is for this reason that autobiographical memories are important cues for psychologists, though not necessarily accurate.

Bibliography

Bluck, Susan; Levine, Linda J; Laulhere, Tracy M. (1) Autobiographical remembering and hypermnesia A comparison of older and younger adults. Psychology & Aging, 4, (Vol. 14, 671-68).

Brown, R., & Kulik, J. (177). Flashbulb memories. Cognition, 5, (7-).

Davis, Penelope J. (1). Gender differences in autobiographical memory for childhood emotional experiences. Journal of Personality & Social Psychology, , (Vol. 76, 48-510).

Kotre, J. (16). White gloves How we create ourselves through memory. New York W.W. Norton & Company.

Neisser, U. (18), Memory Observed Remembering in Natural Contexts. San Francisco Freeman.

Schacter, D. L. (16). Searching for memory The brain, the mind, and the past. New York, NY Basic Books.

Wagenaar, W. (186), My memory a study of autobiographical memory over six years. Cognitive Psychology, (Vol. 18, 5-5).

Please note that this sample paper on A Vision from the Past:The Accuracy of Autobiographical Memory is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A Vision from the Past:The Accuracy of Autobiographical Memory, we are here to assist you. Your cheap college papers on A Vision from the Past:The Accuracy of Autobiographical Memory will be written from scratch, so you do not have to worry about its originality.

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E-mail

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email

Definition

The transmission of computer-based messages over telecommunication technology.

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In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

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As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

Synonyms

electronic mailemail

Definition

The transmission of computer-based messages over telecommunication technology.

Information

In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

- - -

As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

Synonyms

electronic mail

email

Definition

The transmission of computer-based messages over telecommunication technology.

Information

In the world of marketing, email can be a high-risk, high-reward medium. Response rates often run much higher than comparable Web advertisements, but there is also the risk of tarnishing a companys brand, or even landing on an email blacklist. Marketers are advised to obtain permission from recipients, and make an extra effort to understand email issues from the recipients point of view.

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As with many e words, there is a lingering debate on whether the spelling should be email or e-mail. While it is argued that the spelling e-mail represents the proper handling of electronic mail, it is also argued that English is a living language, especially Web English, and words change over time to reflect usage. Everyday usage seems to greatly favor the simpler version by almost a 101 ratio, at least according to a comparative search on Google.

Synonyms

electronic mail

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Formal Education: Who Cast the First Role?

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Paulo Freire believed in his theory, known as "The "Banking" Concept of Education. His theory is written to show how students and teachers behave in a formal educational system. Freire feels students and teachers are cast into different roles that are followed throughout students' education. The roles vary throughout the article; the teacher is cast as a narrator, a lender and owner of knowledge, all knowing and powerful, and an oppressor. Students are also placed in different roles; they are portrayed as passive, uncaring, uncurious, oppressed "containers" without the ability to think on their own and form their own opinions. Many people would blame society because students and teachers are cast into these roles, which may be seen as unfair. People can blame society as much as they would like; however, when push comes to shove anyone who isn't working toward changing the system is a part of the problem of the system. People play an important part in casting teachers and students into the roles they follow. Students and teachers are also responsible for the roles they are cast into because they cast themselves into these roles at times, as well. An example of how such roles are issued and followed is portrayed very well in a class preparing the students for the Scholastic Aptitude Test (SAT) with a teacher who will be called Ms. Ery.

In this classroom setting, the students were learning the necessary mathematical skills to be successful on the SAT. While Ms. Ery had the ability to teach her students these skills well, she was the authority figure, and she had to stay that way at all costs. Freire would say that "…the teacher confuses the authority of knowledge with his or her own professional authority…." This was certainly true in this case. Only certain methods of solving the problems were allowed to be used by the students. They weren't allowed to use the comfortable mathematical formulas they knew how to manipulate expertly. Instead, they had to use shortcuts whether they felt comfortable using them or not. One student decided to use the old comfortable methods anyway because she felt comfortable with it and was scolded for doing so. Ms. Ery made it her job to point out that it was not the way she taught it; therefore, it could not be used as a method in her classroom. This also shows that Freire was correct when he said "…the teacher disciplines and the students are disciplined…." Although the student got the correct answer, it was believed by the teacher to be undermining her authority; therefore, she disciplined the student accordingly. Students and their parents have placed the teacher in this role of authority. Parents and students alike feel comfortable knowing the teacher knows all the answers and has all the knowledge. Questioning this knowledge or going against what the teacher has said alters the role of the authority figure given to the teacher by society; it takes away some of the control the teacher has over her students and makes the teacher feel less adequate due to a lower being questioning her authority. It can also make a teacher feel threatened; if the student gains too much knowledge, her job may be in jeopardy because a student knows just as much as she does and sometimes more than she does. This would make her less of an authority figure because the one she is educating would know more than she does on a certain subject. The teacher then imposes a role as an oppressor onto herself.

Ms. Ery is then viewed as an oppressor by her students because of this self-imposed role. Freire would say "Oppression - overwhelming control- is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic…." Ms. Ery's control over her students, the classroom, and the lessons taught show "overwhelming control" on Ms. Ery's, as well as her authority figure's, behalf. Although the students are all in the class for the same purpose, to learn the necessary skills to earn a higher score, they don't all need help in the same areas. Ms. Ery's authority figure has forced her to teach only certain lessons to the students at certain times. Even if a student is ready to move on, that student must be held back at the level of the other students surrounding him or her. "Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence…" which is exactly what is being done by not allowing a student to further his or her knowledge when said student is ready to do so. By oppressing her students, the teacher can be portrayed as a "violent" individual because she hasn't allowed her students to flourish at each individual's own pace. This, however, is not entirely the fault of the teacher. Although she imposed the role of the oppressor onto herself she is also one of the oppressed. Hanging above her head is the fact that these students must do well on the exam they are being forced to take. This means that society has bound her hands with this test and, if her students do not do well, she is not seen as a "good teacher," which puts an extraordinary amount of pressure on her and this is what oppresses her.

Due to this way of teaching, students tend to be treated like "containers" because society says they are the students and this is how the students learn best. Freire says, "Narration (with the teacher as the narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into "containers," into "receptacles" to be filled by the teacher…." This happens quite frequently in Ms. Ery's class. The students copy, word for word, equation by equation, as Ms. Ery writes them. The knowledge she is "filling" the students with is thought to be lent to the students and owned by the teacher. The students then memorize all of this "lent" information, and they are said to have been "filled" with knowledge by their teacher. Freire also stated, "Instead of communicating, the teacher issues communiqus and makes deposits which the students patiently receive, memorize, and repeat…." This occurs quite frequently as well. Ms. Ery does not exchange dialogue with her students; she speaks and the students listen and memorize all she has said to them that day. They do not question Ms. Ery, which means they do not have any "true knowledge," nor does society expect them to have "true knowledge." Freire said, "The students are not called up to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher…." The teacher owns the knowledge the students are being "filled" with and they are expected, by teachers and society, to feel lucky to be able to "borrow" this knowledge from the teacher because children in other countries are not lucky enough to have an education.

This attitude by teachers and parents oppresses the students who then accept a self-imposed passive role that does not teach them how to think on their own. Freire believes,

It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them.

Students just adapt to the world surrounding them. Ms. Ery said the students could not do math problems a certain way, and they didn't do it that way. They adapted to her way of teaching and accepted it for what it was education. Because students have learned to adapt so frequently to fit all the needs of their teachers, such as Ms. Ery's students, there is no room for the students to think for themselves nor have any real knowledge of their own. They will never know why they are getting certain answers in Ms. Ery's class, they will just accept that they are getting the correct answers and be satisfied with that. That is not true knowledge; "Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other…." as Freire had said. These students, without asking Ms. Ery why they came up with certain numbers as their answers, would never have true knowledge, just memorization skills and nothing more. "Hence in the name of the "preservation of culture and knowledge" we have a system which achieves neither true knowledge nor true culture…."

Freire feels this educational system needs to be changed as do I. I agree with Freire that students need an educational system in which "…the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges teacher-student with students-teachers. The teacher is no longer merely the one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach…." Teachers need to be open to new ideas; they need to be ready to learn from their students and to allow their students to have their own opinions and experiences. I do, however, know that some students and classes call for a system like the banking concept. Certain classes have certain rules, like English must follow certain rules of grammar, which can only be taught by a lecture. Science classes, however, can be more of a hands on experience, which not only teaches the students, but allows the students to teach the teacher. Some students also need the banking concept because being lectured is the only way they are able to learn or they need to be pressed harder than others to get work done. Others do not need it because they learn best by talking, debating, and being open to all different ideas. I believe that the teacher and the students must use dialogue and learn from one another during the educational process. I know society tends to press an education strictly following the confines of the banking concept, but it can be up to the teacher if a class is taught that way. Not everything has to be a lecture and not everything has to be done one way, like with Ms. Ery's math problems. If she was open to new ideas, she would have seen that the student did the work correctly and, if that is how the student felt comfortable doing it, she should not have had a problem with that. Authority needs to remain, but it also needs to be evenly disbursed to all because everyone is a teacher and everyone is a student.

The banking concept of education alone is not responsible for casting teachers and students into unfair roles. Some of this is done by the teacher him or herself; some of these roles are caused by society or higher authority figures, as was the case for Ms. Ery. Society also imposes various roles on the student, but the student self-imposes these roles, also. Despite the roles students and teachers are cast in by society and themselves, there is always a way to change the system. Maybe Freire was right when he talked of needing a "revolution" to change the ways of education. When students and teachers give up the traditional roles shown in the banking concept of education, maybe everyone will learn more than he or she thought possible. Maybe when everyone reflects back on a lifetime of education, after a change, all the "teachers" that the "student" had will be cherished for teaching him or her a lesson no one else had ever been able to teach in the past.

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Equal People, Equal Rights

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Throughout history you can see that the Americans have always seemed to think they were better than someone else in one way or another. It started when our ancestors came to America from Europe. Did we not think that the Indians were savages? They were the ones who were not smart enough to rip apart and civilize the land. After that it was the Africans that were not good enough for the white man. We had to enslave them and turn them into possessions to be bought and traded, and thrown out like yesterday's trash when work was not tolarable. Asians, Jews, Irish, and even the physically and mentally handicapped have all had their share of discrimination. But in our society the laws make it difficult to discriminate. We have determined that gays can not be discriminated against in jobs, housing and the like. But marriage, perhaps understandably, has been placed off limits to them. In the two opposing essays the authors have both given reasons why gays should or should not be given the right to be married.

The essay Let Gays Marry by Andrew Sullivan states many reasons why the American government should allow gay couples to be married. One reason Sullivan states is that "They [gays] are citizens, entitled, like everyone else, to equal protection- no special rights, but simple equality."(Sullivan p.466) Homosexuals are people too, just like their heterosexual counterparts, and everyone should be granted the chance to marry the person they see fit. These men and women want to marry for the same reason everyone else does. They just want to share their love and support with one another. Sullivan also brings up the argument of raising families. If the only purpose of marriage were for procreation, then some would have a valid argument. However, marriage is a great deal more than that. You can ask any happily married couple. Although the strongest point Sullivan brings up is the fact that as times change, we have always changed the laws to work around the ever-changing community. Now most people view others of different races to be just as good as anyone else. With this change we are no longer limited to marrying someone of the same race without becoming a social outcast. Women are now seen as equals, and are no longer the man's property. As society changes we must work around the mold to keep every citizen happy. We no longer degrade other races and sexes so why do we choose to still denigrate the gay members of the community?

The opposing essay, Leave Marriage Alone by William Bennett, does not have many strong arguments to support its case. The only main reason that Bennett really presents is that gays should not marry because, as he states, "many advocates of same-sex marriage simply do not share the same ideal; promiscuity among homosexual males is well known." (Bennett p.467) This is his most relevant example and it is an opinion, not a fact. As for the rest of his essay Bennett gives few additional arguments. For example, he claims that it is dishonorable to be letting couples of the same sex marry. They would shred the foundation of what we now call marriage. He compares gay marriages to other socially unacceptable marriages such as father and daughter or sister and sister. toward the end of his essay he introduces one more topic, family. Bennett has no support behind his ideas and this does not give him a strong case. Bennett basically states that marriage is about raising a family. Although that may be one of the reasons behind marriage, it is not the only one. Obviously if the government is not ready to let gays marry then they will not feel so comfortable letting them raise children.

Bennett's essay was not as strong as it should have been. All his statements are arguable and can be easily defeated. So there might be some promiscuous gay couples, there are many heterosexuals that are promiscuous as well. For example, look at the long list of Elizabeth Taylor's lovers. If anything, for those who take marriage seriously it promotes monogamy and loyalty. People of the same gender are easily capable of maintaining a monogamous relationship with each other and fulfilling their obligations to each other as life partners. Marriage is about love, support, and companionship. If someone of the same sex can offer you that, then let him or her be happy. As for the family issue, there are many people who are not fertile, have a contagious disease, or can not bear children for one reason or another. But our government does not stop these people from getting married. It would be unconstitutional. What makes gays any different from these people? It seems the only reason Bennett does not support gay marriage is that he is uncomfortable with it. Why can't we let people be who they are? These couples are not hurting anyone in doing what they are doing. Granting the right to marry is not going to set a bad example for the children; you can not change someone's sexuality like that. Homosexuals want and need to contribute to society like every other motivated American citizen. They should not be outcasts, shunned by the rest of society. People of all different lifestyles have differences between one another, and usually we celebrate them; why now do we choose to show prejudice to just another difference? Man was created equal and we must give everyone the opportunity to take advantage of their equal rights.

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Please note that this sample paper on Equal People, Equal Rights is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Equal People, Equal Rights, we are here to assist you. Your essay on Equal People, Equal Rights will be written from scratch, so you do not have to worry about its originality.

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